Introduction to Cultural Anthropology, Online Syllabus

version May 13 (this syllabus is tentative, and will change over the semester, please refresh your browser for updates)

ANTHROPOLOGY 103, online

INTRODUCTION TO CULTURAL ANTHROPOLOGY
SAN DIEGO CITY COLLEGE
Spring 2024 - (Class Nbr 50106)
Arnie Schoenberg - Adjunct Professor

Quick Start

What should I do?

Use the table of contents on this syllabus to get the details for each week's assignments, and general tips.

When do I need to do it?

Where do I put it?

Submit your work in the appropriate assignment on Canvas, unless otherwise noted.

What's my grade?

Once you complete all the assignments, you get an "A" in the class. You will receive feedback on individual assignments in Canvas, and Grades has a list of completed assignments, but you need to fill out your own Course Checklists, and keep them up to date, so you can stay on track to get an "A".

More Frequently Asked Questions

Main Resources

How to communicate with me

If you can get regular feedback from me, you're almost guaranteed to succeed in this class. There are three good ways to communicate with me: Student Hours, email, and pronto.

1. Online Student Hours

Log on to Zoom on Wednesday nights from 7-8pm to ask questions. No appointment necessary, just log on and make some noise to let me know you're there. Please let me know if you would like to speak to me privately and I can easily set up a private chat room, otherwise, it will be a group discussion with whomever logs on. Zoom is available by internet or telephone. Join online at: https://sdccd-edu.zoom.us/my/arnieschoenberg
Meeting ID: 251 569 2719
One tap mobile
+13462487799,,2515692719# US (Houston)
+16694449171,,2515692719# US

2. E-mail

prof@arnieschoenberg.com I will check this daily, and if I don't get back to you within three days, please send another email. You can also send emails through Canvas.

3. Pronto

I will monitor the Pronto chat periodically. Pronto is available through Canvas and as an app for your phone. It's a great place for general questions that other students might be able to answer.

4. Course Chat

If you happen to see me online on Canvas you could try sending me a message, but usually an email to set up a Zoom will work better.

Schedule

The Calendar gives you due dates, and the syllabus tells you what to do. The Calendar is available in Canvas and can be exported to most calendar apps, click on the "Calendar Feed" option. This is where you find out when things are due, but it just has assignment titles, so you still need to read the detailed description here in the syllabus to find out what to do: check the Weekly Reading Schedule for your Reading assignment and Participant Observation themes, and the Project Weekly Schedule to find out what to do for your Project Update.

The schedule is TENTATIVE and subject to change. Changes will always be announced early enough to complete assignments.

Administrative Deadlines

More Course Information

Advisory

First Day of Class	01/29/2024
Student Add/Drop	02/09/2024	Deadline to add the class, or drop the classes with no "W" recorded, apply for refund
Instructor Drop/Census		All Instructor drops must be submitted by Noon
Student & Instructor Withdraw	04/12/2024	Last day to withdraw from classes and receive a "W". No drops accepted after this date. Thereafter, a student must receive a letter grade. Deadline for student to select P/NP option
week off	03/25/2024 - 03/29/2024	no school this week
Last Day of Class	05/25/2024
Instructor Grades Due	05/31/2024	Deadline for instructors to submit final grades; available to students within a week.

You should have already passed ENGL 101 with a grade of "C" or better, or equivalent, or Assessment Skill Levels R6/W6. If you don't read and write well in English, this will be a difficult class. You must be able to understand the assigned texts, and write at a college level. If you don't feel comfortable with academic English, please consider taking more English classes before taking this class, and if you decide to stay in the class, adjust your schedule this semester so you can devote extra time to reading, writing, attending my Student Hours, using the tutors at the English Center, the Free Online Tutoring, the one-on-one sessions with librarians to help with research, and a wide variety of other programs and people ready to help you. If you have the time and motivation to take advantage of all the help that's out there, you will succeed. Doing well in this class is not so much about your previous skill, and more about just having enough time to get all the work done.

This class includes online components. If you are reading this, you probably have enough computer skills for this class, but if you have any doubts, take the assessment survey.

Basically, if you have time to come to Student Hours and do some extra work, I'll make sure you pass.

Course Description

This course is a survey of cultural anthropology using a comparative, cross-cultural approach. Emphasis is placed on the study of how various peoples around the world have adapted to their environments and developed behaviors to meet their biological, economic, psychological, social and political needs. This course is intended for anthropology majors and all students interested in life and/or behavioral sciences. Associate Degree Credit & transfer to CSU. CSU General Education. IGETC. UC Transfer Course List.

The course maintains distance education standards through regular and effective contact between students with multiple weekly assignments and feedback from the professor. Original and cumulative student work ensures authenticity. Universal design and flexible accommodations promote accessibility.

Student Learning Outcomes

Students who complete the Introduction to Cultural Anthropology course will be able to:

Student Learning Objectives

After completing this class you should be able to apply the basic interests, terms, concepts, history, debates, methods and theories important to contemporary anthropology to contemporary issues. You will learn by critically reading the textbook, by finding and critically reviewing articles and other media related to cultural anthropology, through a research project, and through online discussions about the concepts of cultural anthropology with your peers, mediated by the professor. You will be encouraged to develop an "anthropological imagination" that situates your own cultural background within a broad view of world culture, in an attempt to objectively view your own biases and to develop an awareness and sensitivity towards members of other cultures. Satisfactory completion of this course will provide you with the foundation necessary to successfully conduct upper division work in cultural anthropology at a four-year university as well as help you participate in a global society, and a multi-cultural San Diego.

Student Learning Methods

All the knowledge in this course is readily available on the internet, so why not just google it instead of taking this class? What I'm trying to teach is research methods--how to do field work, how find the best information efficiently, how to ask the right questions, how to process the information into products that make a difference to you, and the world. These skills are worth mastering in addition to the knowledge of anthropological themes you'll learn.

I think the best way to learn about science is to just do it. Reading and field work covers an introduction to the broad topics of anthropology, and a semester long Project gets you some practice with scientific research and academic techniques. You will synthesize multiple texts into your own work. You will read and write. You will learn by sharing information with your fellow students.

Requirements

There's no big final exam at the end of class, instead you will be working a little bit every week. This class is divided into week-long topics that are numbered from 1-16. Each week in this class has two requirements: Participant Observation and the Project. Participant Observation is in turn divided into Field Notes and Analysis. So the schedule for each week is divided into three sections, Field Notes due Wednesday, Project Update due Friday, and Analysis due Sunday. You are expected to satisfactorily complete the assignments before the deadlines. If your assignment is unsatisfactory, you may redo it until it is satisfactory, but it will be considered late. You can turn in late assignments, but you also have to do Extra Credit to make up for them being late. Late assignments means you do the regular work anyway AND do Extra Credit to make-up for it being late. Some late work will require an entirely different make-up assignment in addition to the Extra Credit required to make up for late work. Not completing the assignments lowers your final grade.

This is an asynchronous class, meaning that there are no required times when you have to log on, but it is not self-paced. You will be working together as a class and all following the same schedule. When you fall behind you will have to do more work than you would if you had stayed up with the class. This means that you should plan ahead for times when you're not going to be able to spend time on this course. For example, if you work on weekends, get used to finishing your Analysis by Friday. If a due date falls on a holiday that you want to take, just turn the assignment in early. We will take one week off per semester.

The first few weeks will be confusing, but once you accommodate this class into the the rest of your weekly schedule and get into a rhythm, you will find the 16 weeks goes by quickly and painlessly. Please read the syllabus carefully now and ask the right questions so you can get a rhythm going as soon as possible.

Typical Weekly Checklist:

There is a lot flexibility in what work you can do, but in order to all participate together as a class, we all need to respect these deadlines.

Textbook

The textbook is available for free at the URL above. You need an internet connection to access the links. You'll read it on some electronic device: like a tablet, laptop, desktop, even your smart phone (but it's bad for your neck and eyes to spend too much time hunched over squinting at a tiny screen). The money you would have spent on a new textbook can easily pay for something with a nice screen. City College might still have some free Chromebooks and WIFI hotspots, so if you need a laptop, apply asap.
Try out your browser's "Reader Mode" so you can adjust the size and font.
If you have sketchy internet at home, one trick is to turn on page caching on your browser, sometimes called "Make Available Offline" or "add page to reading list", or "show saved copy", or just just leave everything up on different windows and click on all the links when you are connected, or try apps that store online documents like Pocket, or cloud services like Google and Dropbox.

There are several website readers that would be useful for long car trips or jobs where you can get away with wearing earbuds.

I highly recommend you find an online note-taking system, like hypothes.is, which you can use to make notes on the textbook, and other documents you find online, for all your classes. For this class' textbook, OpenStax has their own highlighting and notes system, just make a free account and log on whenever you're reading.

Reading

The holistic approach of anthropology and the introductory nature of this class means you have to learn a little bit about many topics, and we're going to read most of the textbook. We'll mostly skip the sections of the textbook that are covered in the other anthropology classes: Introduction to Biological Anthropology and Introduction to Archaeology.

Reading a textbook is not like reading a novel. Read carefully and check yourself to make sure you understand everything. Study the Learning Outcomes at the beginning of each section. And when you finish a chapter read the Summary. If you don't completely understand a term or a concept, start with the Key Terms section at the end of each chapter, or check another biological anthropology textbook, or an internet search engine. Be careful if you use the internet or a dictionary to define terms, because the same word may have many meanings, and how it is used in popular conversation may be very different from how we use it in cultural anthropology, so try to consult your textbook first.

Weekly Reading and Participant Observation Themes Schedule

This is what I want you read each week, and the themes for your Participant Observation.

weeks: 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16

Week 1 Reading, January 29

Week 2 Reading, February 5

Chapter 1 (this means get the free textbook and then read everything from the Introduction, 1.1 to 1.7, Key Terms, Summary, to the Critical Thinking Questions, then skim the bibliography, then stop just before you get to Chapter 2)

Participant Observation Themes

Field Work

Last week you looked at yourself, but now I want you to do more typical ethnography, which means looking at the "other". Read the section "Reaching for Insider's Point of View" carefully and try to avoid stereotyping and judging the situations you observe. Separate the empirical description of what you see (touch, hear, smell, etc), from how you feel emotionally about it. You're allowed to do both.

This is an introductory chapter so find any situation where multiple people are doing something common, try repetitive behaviors where you can describe a pattern. This chapter has examples of clothes, gifts, nature, market exchange, hallucinogens (legal & safe situations only), healing language, race, gender, political activism, and more.

Analysis

Last week I wanted you to find a section in the Textbook that connects with an observation, and now I expect you to thoroughly explain how it connects, and how it doesn't; thoroughly compare and contrast the textbook to the observation. Thoroughness is important because anthropology is vast and holistic.

For the Field Work I asked you to avoid stereotyping and judging the situations you observed, but anthropologists try to go even further than suspending judgment, and practice the concept known as Cultural Relativism: trying to explain cultural patterns from within (relative to) the cultural beliefs of the people who behave that way. This is how you want to analyze anything that seems "weird", "wrong", "crazy", "immoral", "primitive", etc. Give both the emic (insider) and the etic (outsider) explanations for a behavior.

Week 3 Reading, February 12

Chapter 2 (2.3 to 2.5) (this means read the Introduction, skip 2.1 and 2.2, read 2.3 to 2.5, and then skim the Key Terms, Summary, Critical Thinking Questions, and Bibliography as necessary)

Chapter 3 (this means read everything from the Introduction, 3.1 to 3.6, Key Terms, Summary, to the Critical Thinking Questions, then skim the bibliography, then stop just before you get to Chapter 4

Participant Observation Themes

Try to incorporate the concepts of cultural frames, symbols, rituals, and functionalism (Hasty, Lewis, and Snipes 2024, 3.3-3.5) into your Field Notes and Analyses in the coming weeks.

Week 4 Reading, February 19

Participant Observation Themes

Listen to how people speak, what they say, and who they are. As we live in border region you could easily hear code switching, Chicano-American English (CAE), and mock Spanish (Hasty, Lewis, and Snipes 2024, 6.3, 6.5). I have a friend who liked to use mock Spanish, and she would often add an -o on the end of her words: : "I like your trucko!" "Let's go to the beacho." It was mostly harmless and she didn't really fit Jane Hill's findings, but she got in trouble when she started adding the "o" to "That's cool!" Other good concepts to listen for: perfomativity, mansplaining, hedges, tag questions, African American Vernacular English, speech communities, etc.

Week 5 Reading, February 26

Participant Observation Themes

There's a big difference between a Wall Street economist and an anthropological economist, both in terms of methods and goals. Wall Street is about using the numbersto predict the future and maximize profit. Anthropologists use the numbers to see patterns of culture, and they go much farther than just the numbers. They take a more qualitative approach, connecting the numbers to human behavior.

Field Work

Try to focus on economic exchange or work, and look for the cultural context surrounding the exchange or production.

Analysis

Section 7.6 might be useful. Try to evaluate how much the exchange seemed balanced, generalized, or negative (someone trying to cheat someone else). Was wealth being redistributed? You also might see examples of commodity fetishism and postindustrial hyperconsumption, the gig economy, precarity, bullshit jobs, and globalization from section 7.7.

Week 6 Reading, March 4

Politics happens on different scales. The field of Political Science tends to focus on the mid-level, day-to-day mechanisms of power at the governmental level. Political anthropologists tend to focus on the the extremes: either on broad concepts like ideology and hegemony, or small, personal interactions and negotiations of power between individuals and groups.

Field Work

During your observation try to think of the feminist slogan: "The personal is political!" Who has power? Who makes decisions?Look for persuasion, coercion, expressions of power, symbols of power, language use related to power. Make sure to note markers of identity related to power: class, race, gender, ability, etc

Analysis

The concept of parrhesia is a great way to approach these discussion boards. Speak your truth; don't self-censure.

Week 7 Reading, March 11

Participant Observation Themes

There are many useful concepts in these sections so please return to these chapters for future participant observation. Consider focusing on the concept of intersectionality (section 9.3) and include migration if possible.

Week 8 Reading, March 18

Participant Observation Themes

Field Notes

Look for markers of kinship, households, and family. Listen for kinship terms, both terms of reference and terms of address. Keep an eye out for fictive kinship.

For this week, if you prefer, instead of doing your Field Notes, you can make a kinship diagram of your own family. Include at least 5 members and at least 5 kinship terms (reference or address). Use the typical conventions when appropriate, and use written explanations when they don't fit (families rarely fit the standard pattern completely).

Analysis

Week 9 Reading, April 1

Participant Observation Themes

Be especially attentive to what markers you use to classify the people observed. There is a tendency to see someone dressed in blue or pink and assign their entire Genderbread Person (12.1), but strive for more empirical nuance. Don't rely on your intuitive gaydar;be exhaustively descriptive when characterizing people.

Week 10 Reading, April 8

Participant Observation Themes

This is tricky. How can anyone observe something so personal and internal as a religious experience in another person? It's worth trying, but you may just have to settle for broader observations and analysis, like classifying rites or religious specialists, space vs. place, analyzing symbols, language, class markers, gender roles, and the many other ways religion interacts holistically with other cultural factors.

Week 11 Reading, April 15

Participant Observation Themes

Technology often changes faster than culture. For example, people in Japan will often bow when speaking on a mobile phone, even though the person they're talking to can't see them. Look for these kinds of discrepancies in people's behavior as their culture struggles to incorporate new media.

Week 12 Reading, April 22

Participant Observation Themes

Art is crazy to define in a single culture and even harder cross-culturally. We've discussed looking for symbols and symbolic behavior during participant observation, but the big difference here with art is going to be intention; how do people intentionally use symbols to communicate?

Week 13 Reading, April 29

Her are more examples of interdisciplinary anthropological subfields: anthropology of food, medical anthropology, multispecies ethnography

Participant Observation Themes

This week shows that there are too many subfields of cultural anthropology to cover in an introductory class. Anthropology is holistic in the way it includes multiple aspects of humanity simultaneously. Studying multiple aspects requires an interdisciplinary approach, and the biocultural approach (14.2, 17.3) is central to all these chapters. In our anthropology department we divide this into two separate classes: ANTH 103 Introduction to Cultural Anthropology and ANTH 102 Introduction to Biological Anthropology, but this week is an example of how they overlap and can't really be separated.

Field Notes

Since you don't know how your notes will be analyzed, try to include specific information about everything you observe. A biocultural approach means including physical descriptions of the people along with their culture.

Analysis

We've seen many of the following concepts before, but the chapters might provide additional examples to compare to your observations:

cultural heritage (14.1), cultural identities (14.3), cultural context (17.3), cultural systems (17.3), cultural artifacts (18.4)

prescriptions and proscriptions/taboos (14.3), symbolic approach (17.3), totems (18.3)

Week 14 Reading, May 6

Participant Observation Themes

Indigeneity asks us to think of land: who is there, who owns it, how is it used, who takes care of it? You might also include self-reflection on your personal connection to the land; when someone asks you, "where are you from?" do you answer as an individual, a family, an ethnicity, a race, a species? Participation observation is always limited by what we call the ethnographic present, what someone observed at a certain moment of time; a snapshot of culture frozen in time. But through analysis, we can read both the past and the future.

Week 15 Reading, May 13

Participant Observation Themes

Why bother? What is anthropology good for? In your participant observation you might see problems and use cultural analysis to suggest solutions as in applied anthropology. Maybe go back to the first chapter and consider the usefulness of philosophy like cultural relativism (1.6, 20.2) to overcome your own biases and see the world more objectively. Maybe think about what kind of interdisciplinary (20.3) framework you end up using to put all the different subjects you've studied in school together to get a sense of what it means to be human.

Week 16 Reading, May 20

Participant Observation

I think class discussions are the best way to learn anthropology, because they allow you to start from the place where you are and move to the viewpoint of someone else. This can be tricky in an online class, but I encourage you to jump in and make yourself part of the class. A good rule for posting online is: Be yourself, unless you're shy or a jerk, and then be someone else.

Observation and Field Notes

From Monday to Wednesday you are required to go out into the world where people are and observe them. While you are observing and immediately after you need to take notes on what you saw. Try to focus your observations on the themes of the reading from the textbook this week, but don't limit your observations to only those themes. Tell us what you saw.

There are many new technologies that ethnographers use to help document their field experiences, but there are times when batteries die, when equipment breaks, gets stolen, or is obtrusive, so I want you get some experience in the classic technique of writing on a piece of paper.

Be thorough in you're description. Include enough context so your reader can create an image of what you saw. Don't limit yourself to vision. Use all of your empirical senses. What did you hear? Smell? Feel?

Write your field notes by hand, and then transcribe them (type them out). Try to transcribe them as soon after the observation as possible while the observations are fresh in your mind. Feel free to expand on your notes while typing them out. Please try to use complete sentences for the transcription. Remember that you need to make your observations intelligible to other students.

For your Field Notes you need to submit two versions to the Canvas discussion: 1) an attached picture of your hand written notes, and 2) a typed-out version copied into the text box.

Analyzing Field Notes

From Thursday to Sunday you are required to post at least one Analysis of another student's Field Notes. The Analysis must include at least one reference to the textbook.

If you're drawing a blank at how to proceed, thick description is good way to push yourself towards thoroughness.

If someone else has already posted an Analysis on a student's Field Notes, you can still analyze it too, but just don't say exactly the same thing that's already been said. Just don't say exactly the same thing that's already been said. It's annoying to have to read the same thing twice. It's annoying to have to read the same thing twice. Trying adding information, clarify, make things less confusing, add examples to illustrate the point, cite different sources, elaborate, and go into more depth on issues. Your Analyses in the discussion section are not just to show me that you understand the material from the course, but to come up with creative ways to explain that material to your fellow students.

Your Analyses should be thorough, you should define any terms you used. You must at least informally cite your sources; for the textbook, use (Hasty, Lewis, and Snipes 2022, [chapter/section number]) for outside sources either use the formal intext citation or a hyperlink. For the posts on the discussion board you may use informal English, but please make sure that vocabulary words from the class are used correctly. I will evaluate the completeness of your assignment based mostly on the thoroughness of the ideas expressed in your Analyses. "Thorough" usually implies a long Analysis, but I'm looking more for nuance than length. How much reflection does your answer represent? One aspect of the anthropological imagination is that we are skeptical of unicausal arguments; there's not just one simple answer to a question. If you are having trouble thinking of a thorough Analysis, the easiest solution is to reflect on what other smart people have already said about the topic, by citing outside sources and then talking about those.

To satisfactorily complete the week's Participant Observation assignment, you can either write one good Field Notes and one thorough Analysis to a single Field Notes, or you can write several shorter Field Notes and several shorter Analysis to multiple Field Notes.

You will get a sense of what I'm looking for after a few weeks of my feedback and reading other students posts.

Evaluating your Participant Observation

On Monday, I will start grading your Participant Observation and give you feedback, correct any mistakes, and try to answer unanswered questions. As you're working on the next chapter, go back to read the discussion from the previous week. As a busy student, you might ask yourself why should I bother reading all the old posts when I'm not immediately being graded on it? If you have been reading and thinking about the themes in the discussions, you'll be steeped in anthropological ideas, and you find it easy to write up your Critical Reviews of an article, your Research Project, and do Extra Credit.

Please make sure to read my feedback about both the content and the format of your Field Notes and Analyses. This feedback may be within the Discussion section posted as a response for everyone to learn from, or in the grading rubric for your eyes only. Ignore any point values from old grading rubrics, but please look at what you got wrong. This feedback will often help you improve your chances of a satisfactory assignment for future weeks.

Project

One of the frustrations of an introductory class is that it skims over a large amount of material and doesn't leave enough time to delve into the subject. The goal of the project is to go into more detail about a single aspect of biological anthropology. It's a big project, but it's divided up into little bits each week. To get a sense of where we're heading, check out the San Diego City College Student Anthropology Journal. If you follow all the steps, your article may be in the next issue.

By the end of the course, you will submit a work of original research. The work will progress in stages that are designed to insure your success. You will be faced with some Project Updates that are extremely difficult and confusing, but resist the temptation to skip or delay them, and instead remember to ask for help before giving up on a stage.

weeks: 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16

Week 1 Project Update

Week 2 Project Update

For this week I want to introduce you to academic writing and asking for help when things get confusing.

Week 3 Project Update

Read over the Textbook's Table of Contents once more, and maybe skim a few sections for more details and possible articles and choose at least three possible projects. For each idea, make-up a title that describes the project, list the kind of project (Ethnology, Mini-ethnography, Organizational Culture, Action Anthropology), the topic (textbook section), and the title and author of an article related to the topic that you might do a Critical Review on. You really need to read the entire syllabus and skim the table of contents of the textbook before doing this assignment because you need to know all the stages of the Project and the Schedule. Turn this in on the appropriate canvas forum.

You're not committed to these ideas or Critical Reviews, but the earlier you find something that will work, the easier the class will go.

Week 4 Project Update

I highly recommend you at least try to form a group for the Project. If nothing works out, fine, but give it a try at least.

Week 5 Project Update

Evaluate your options from last week, including feedback from me and contact with other students, then pick one, and write a project proposal. You're not locked into doing this Project for the next 10 weeks, but the later you change your mind, the more rushed you're going to feel towards the end of the semester, so try to make these hard decisions early.

The more detailed a plan you can give me, the better the feedback I can give you, and the smoother the Project will go. Submit this to the Canvas forum.

Week 6 Project Update

You already practiced finding topical articles for the Week 3 Project Update, so one of those might work. You're not stuck with what you signed up for during Week 3, and ideally you should choose Critical Review articles that relate to the topic of your Project.

This is the only required worksheet, but after this assignment, if you're having problems with your Critical Reviews, feel free to fill out more and email them to me or show it to me during Student Hours so I can give you feedback.

Week 7 Project Update

Complete your first Critical Review. Check my feedback on last week's Critical Review Worksheet, and then write your first Critical Review. Think of last week's Critical Review Worksheet as the outline for your Critical Review; expand the outline into an essay with paragraphs, and topic sentences. To save yourself some work, you should ideally do this Critical Review on the same article that you used for the Worksheet, but if you don't think you're going to use the article for your Project, then feel free to find a new article for this week's Critical Review.

Week 8 Project Update

First, copy your Week 5 Project Update (Project Proposal) and revise it if you've made any changes in the last few weeks.

Below your current Project Proposal include an annotated bibliography, and the specific requirements depending on which kind of project you chose. An annotated bibliography is a writing strategy to help you synthesize multiple sources and organize your notes. Since you know how to do a Critical Review already, an Annotated Bibliography will be easy. You can use the same format, just alphabetize all the sources you're going to use for your Project and take notes on them. Your Annotated Bibliography should include the Textbook and a Critical Review at a minimum. While you take notes on the other sources you read, make sure to copy the page numbers or section numbers across to your notes so you can include them when citing.

When you write your draft for the Week 11 Project Update you'll be able to just reorganize these notes into the body of your paper, and when you move the notes out of the Annotated Bibliography it becomes your Bibliography (Works Cited) section.

*this week's update can be submitted as a group, just submit one version with everyone's name on it.

Week 9 Project Update

Check my feedback from the Week 8 Project Update to see if I suggested any gaps in your annotated bibliography, and chose another article to fill them. Check my feedback on your last Critical Reviews, and then complete your second Critical Review. Any more Critical Reviews you do after this will be considered Extra Credit.

Week 10 Project Update

We have about a third of the class left and this is a good time to take stock and see how the Project is going. Are you just getting started, did you find a more exciting topic as you read more in the textbook, is your project a disaster, did your group implode, are you finally getting a group started, did your interests change? This is a good time for Self-Reflection: How are things going? Evaluate how this project is going to help with your academic and professional goals? Is the experience going to help you get a job? Are you curious about what you're researching? Depending on your answers you may want to change your project. This is a good time to commit to your current Project because trying to make major changes much later than this date will be stressful. Student Hours are a great place to discuss this with me. Submit this Project Update to the Canvas assignment (not seen by other students).

Week 11 Project Update

Submit a draft of your Project. Make sure to spend enough time giving the context. At this stage you should start to worry about format and style. This is a big update so try to start it early. The cleaner and the more complete your draft is, the less work you have to do from here on out; do a good job for this update and you're basically done with the Project. Submit this to the Canvas forum.

*this week's update can be submitted as a group, just submit one version with everyone's name on it.

Week 12 Project Update

One popular myth about scientists is that they are these unkempt individual geniuses who lock themselves in a room for a week and come out with a major discovery, but science is more about collaboration and community. Similarly, writing shouldn't be something you do by yourself; we need to practice giving feedback and often struggle to find others to give us good feedback. An important aspect of the writing process is the relationship between writer and editor. Prominent anthropological journals and books are peer reviewed; this means that several anthropologists read and criticize a work before it is published.

For the Peer Review component, choose 3 drafts by other students submitted last week on Canvas and give constructive criticism. Make comments that will help your fellow students improve their Project. Usually, the more specific the comments the better. Ideally, upload an edited file to the same thread. Submit your peer review to the same Canvas forum as last week.

Week 13 Project Update

Clean up the best long version of your Project. Based on feedback from other students and myself, revise your Project focusing on: content, the specific requirements of the kind of project and format. After submitting your work on Canvas, wait an hour and then go back to the TurnItIn Similarity Report to check for plagiarism problems.

This should be a clean full version with all your resources and appendices included. You will probably end up trimming this down for Weeks 14 and 15.

*this week's update can be submitted as a group, just submit one version with everyone's name on it.

Week 14 Project Update

Before it gets published we use a google doc to homogenize the formats. You will need to make a google account for this. This document gets big and slow so please be patient and try put things in the right spot.

Extra Credit

For extra credit, you can give constructive criticism on other articles within the Google Doc

If other people make suggestions to your article, please reply with “Y” or “N” whether you accept the suggestions or not, and I’ll clean them up periodically.

*this week's update can be submitted as a group, just submit one version with everyone's name on it.

Week 15 Project Update

Besides the journal article, I want you to also present your research in a public forum such as the20th Annual Student Project and Research Symposium Application on April 18th, and the submission deadline is Monday, April 8th at noon. See www.sdcity.edu/symposium for more information.

Even though this is due towards the end of the semester you should plan this early so you don't miss submission deadlines. You will often have to submit or present a draft of your work, and that is very typical for scientists. Presentations may take various formats, such as slide presentations, posters, and videos.

If you can't present to a live audience, your alternate assignment will be to submit your final article to at least one academic journal (Journal for Undergraduate Ethnography, osjournal.org, etc), contests, or personal publishing platforms (academia.edu, portfolium.com, etc). You may need to make accounts for these platforms.

*this week's update can be submitted as a group, include the entire group in either the preparation or the presentation, and make sure to credit all the members of your group.

Week 16 Project Update

Now that you're done, reflect on the completed Project and the process you went through to get there. How did it go? What worked what didn't? How would you do it differently? What did you learn about learning how to learn? Submit this to the Canvas assignment (not seen by other students).

Choosing a Project

For Week 3 you choose three possible projects. For Week 5 you narrow it down to one idea, and write a project proposal.

Try to choose a topics that will help you further your academic or professional career.

You have a lot of flexibility about the topic for your Project as long as you can find a connection to this course, but you will find that the closer you can align your topic to one of the topics in the textbook, the easier it will be. There are four kinds of Projects: Ethnology, Mini-ethnography, Organizational Culture, Action Anthropology. You get to do one. For some topics you might find that some combination of Projects might apply, and feel free to work with me to personalize your project.

1) Ethnology Project

Ethnology is the comparison of different cultures to explore universal patterns of culture. For this option you will choose two ethnographic monographs and compare and contrast them to each other and the ideas presented in your textbook. An ethnographic monograph is usually a short book that describes a specific culture at a specific time. It is sometimes called "an ethnography" for short because it is based on the field of ethnography, writing about a specific culture. This is like a book report, except you will be comparing and contrasting three books: two ethnographies and your textbook. I would be happy to suggest monographs that would be relevant to your interests. Several publishers have series of ethnographies: Cengage Case Studies in Cultural Anthropology (search Case Studies), Oxford University Press Ethnography, Waveland Press (skip down to Selected Case Studies). The City College library has several and you can find them by typing "ethnographies" into a LC Subject - Keyword search.

Be careful not to confuse ethnology and ethnography. Ethnography is when an anthropologist describes a single culture after living with them. Ethnology is when you sit at a desk and mash together ethnographies that other people wrote. For this project, I want you to do ethnology, but you need to find a couple of ethnographies to compare. If you find good ethnologies, you can cite them in your project, and you can work backward, and use the bibliography of someone else's ethnology to find an ethnography to read yourself.

How to find ethnographies instead of ethnologies? Avoid broad encyclopedic descriptions of huge cultures. Avoid travel writing and other sources that glorify the exotic. Ethnography differs from other descriptions of cultures in that the primary method is participant-observation. There are many ethnographies that don't use "ethnography" in the title, and their many sources about ethnography with "ethnography" in the title that are not ethnographies, so you need to check the research method. It's probably not ethnography if the primary method was analysis of census data, psychological experimentation, consultation of historical records, analysis of news media, analysis of economic indicators, or the biography of an individual. Find sources where the scientist actually went and lived with the people they're writing about.

This is a chance to explore a topic and a pair of cultures in more depth. Consider choosing a topic or regions that are relevant to your academic or professional career.
Week 5 Project Update should include the two ethnographies you plan to read, and which sections from the textbook you plan to compare the ethnographies to.
Week 8 Project Update should include an annotated bibliography with summaries of each ethnography and sections from the textbook for comparison.
If you don't want to be an armchair anthropologist, and you want to do your own fieldwork, read on...

2) Mini-ethnography Project

The best way to understand the methods of ethnography is to experience it yourself. Another option for your project is to complete a mini-ethnography project outside of class. The mini-ethnography project has three components, which must be completed in this order: (1) proposal, (2) fieldwork, (3) write-up.
The proposal consists of a one-page description of your proposed project. It should focus on who you plan to observe and interview, and what you expect to learn. Ideally, this should be an outsider-ethnography, studying a culture that is not your own. The more cultural shock, the easier you will find the assignment, so chose a cultural experience that you are NOT familiar with; e.g. if you listen to punk rock, go to an opera, if you are a fundamentalist Christian, observe a Wicca service, etc.

The proposal must address any ethical issues that might arise during fieldwork, e.g. include a statement that you will protect the confidentiality of your informants so that they won't be hurt by anything that you say about them. Ethical issues also includes steps you will take not to infect the population you are studying with COVID 19, including your vaccine status, masking, and social distance.

The proposal should also state your preconceptions about the culture you will observe, and your theoretical approach to the fieldwork, e.g. do you plan to merely describe the cultural experience in detail, or do you plan to test a hypothesis, such as how your observation will relate to the concepts mentioned in the class and in your textbook. Because your fieldwork in this mini-ethnography is limited to three hours, please limit the scope of your project. Find a situation where you can observe patterns of people interacting. Don't try to be profound, think of it as an exercise, and keep it simple! Before you begin fieldwork you MUST obtain my approval on the proposal. This proposal should be submitted before or as the Week 5 Project Update.
The fieldwork consists of three to five hours of Participant Observation, and one ten-minute interview with a member of the culture being observed after the observation. Notice the emphasis on observation. This is a not a life history assignment where you would emphasize the interview. It is not self-ethnography where you focus your own culture. Don't hand out surveys. Participant Observation is about joining a group of people in their regular activities. For this project, the interview is a just a quick way to get an emic perspective on your observations. The observation must take place in a public area. You must inform the interviewee of your purpose before beginning the interview. During the Participant Observation and interview you are limited to using only hand-written written notes, and you are prohibited from using cameras or other electronic recording devices. There are several projects where this is not feasible, and you should address this in your proposal. Sketches or diagrams are often useful. Plan time to flesh-out your notes immediately after the observation and interview while it is still fresh in your mind, many ethnographers will type them out at this point and add commentary.
Week 8 Project Update should include any field notes so far, and an annotated bibliography of all the chapters of the textbook you will be comparing to, Critical Review articles, videos, and any other sources you want to include.
Week 11 Project Update should be a draft of your write up. The write-up should present your data in a logical form using academic English.
Week 13 Final Project should be a packet that includes the following components, in order from new to old: (1) final revised version on top, (2) original field notes, (3) proposal approved by me on the bottom.

3) Organizational Culture Project

If you browse the range of careers where anthropologists can apply their skills, you can see that not everyone is a university professor. Many anthropologists consider Applied Anthropology to be a fifth subfield because the goals and methods are so different from the other more academic subfields. With Applied Anthropology you're not just studying human behavior, you're actively trying to change it. Methods often include autoethnography along with traditional participant-observation. Applied Anthropology has many overlapping subfields, but for your Project you can choose between Organizational Culture or Action Anthropology.

For the Organizational Culture Project you will follow all the guidelines for the Mini-Ethnography Project as described above except that your observations will be made based on 5-10 hours of observation at your job, internship, or volunteer organization. The format for your written work will be divided into three parts: a journal of field notes, a report, and a cover letter. Your journal should detail your activities, insights, cultural observations, and connections to topics in the textbook you made while observing the organization. The report should be a formal explanation of how you believe the organization could improve their organizational culture. Your audience (client) for the report is the administration of the organization (i.e. your boss, the NGO director, etc.). The cover letter is a formal business letter addressed to the appropriate department in your workplace which summarizes the project. You have to write the letter as an assignment for this class, but you don't have to actually send it.

The advantages of doing the fieldwork at your job is that you're there anyway. If you volunteer this would be like a service learning project. The service learning option requires you to be very self-motivated. To help decide where to volunteer, you might ask yourself what item your professional resume is missing, or what career you would like to explore. I can help you during Student Hours.

Your Week 5 Project Update should include permission to conduct research from the group you wish to volunteer with, as well as your research goals. You MUST get permission from your supervisor to submit this Project proposal.

Your Week 8 Project Update should include your journal so far, possible comparisons to the textbook, and an annotated bibliography that includes at least one source on a topic related to your organization, and one source that defines "Organizational Culture".

Your Week 11 Project Update should be a draft of your report and cover letter, and a more complete journal.

For Week 14 and 15 You should write a summary of your research that anonymizes the data. Take out all identifying references to the organization and people.

If you want to volunteer in a cultural situation that is new to you, but you don't want to focus on organizational culture, you can always just do the Mini-Ethnography Project with the new group where you're volunteering, but you'll need permissions from both the organization director, and the people you're observing.

4) Action Anthropology Project

Another kind of Applied Anthropology is Action Anthropology and it includes using anthropological knowledge to better guide political action. For this project you will plan a short political campaign related to an ethical issues addressed by cultural anthropology, which because of the holistic aspect of anthropology means almost anything goes. Your Project Updates will be planning and reports on the campaign, and should include the same comparison to topics in the Textbook and other sources as the Literature Review project. For example, if you start a campaign to get the campus store to stop selling clothes made in sweatshops, your campaign media (letters, petitions, fliers, videos, etc.) must cite academic sources that use participant-observation to study the culture of sweatshops. There are many good resources on community organizing (e.g. campaigns, or newspaper op eds), but make sure that you focus on the anthropological ideas first.

Your Week 8 Project Update should include an outline of the campaign, and an annotated bibliography of other sources you want to include and the sections of the textbook you will be comparing your project to.

Your Week 11 Project should be an essay describing the campaign, with all materials that you create included as appendices.

Critical Reviews

Critical reviews are a basic research tool for almost all sciences. I want you to practice extracting hypotheses, methods, and data from research articles and evaluating their reliability. The practice is so you can better apply these concepts to your own original research and article. Your textbook contains references to scientific articles related to the topics being discussed in that section, and you can find more recent articles from the library and online. You will choose two Critical Reviews for the entire semester. The write-up should include the following sections: citation, introduction, hypothesis, background, method, data, and conclusion.

For this assignment you are required to find an article or resource that relates to a topic in the Textbook, find a specific list of items in the article, and compare and contrast the article with the textbook. Use this assignment as a chance to move away from the confines of the textbook and explore topics that interest you, the holistic nature of anthropology makes it easy to find articles that YOU want to read, but can still be connected to one or more of the sections in the textbook.

Selecting a Resource

You can find good articles for Critical Reviews in the Textbook, at the library, and through the internet. Ideally, you're looking for peer-reviewed journal articles, like an anthropology journal article or a single chapter from an anthropology book. Other sources that will be more difficult to review include: reviews of articles, popular science magazine articles, newspaper articles, internet blogs, Hollywood movies, television programs, interpretive dance performance, etc; finding the hypothesis and enough data to review can be tricky. It's all doable, but probably harder than a peer-reviewed journal articles where the categories I'm looking for will often pop-up in the first paragraph. If you have any doubt about the relevance of your article, please ask me. Student Hours are a great place for me to help you with finding articles.

Textbook

At the end of each chapter in the Textbook is a bibliography with sources that would make good Critical Reviews. The online version of your textbook has a search function, where you can enter a keyword and it will search all chapters for the term.

Library

The City College library has many good resources. Start with OneSearch, and then Articles & Databases, and for this class I recommend EBSCO (the top on on the list), Ethnic Newswatch, and JSTOR (halfway down the list). For EBSCO if you go to the left bar where it says "Source Types", click on "Academic Journals" for a better selection. Here is a guide to finding scholarly articles. Here is a guide specific to Cultural Anthropology. The City College Learning Resource Center has a Chat with a Librarian Now service linked to their home page and also offers 30 minute zoom research sessions. If you have access to other college libraries, they have may bigger online catalogs that will give you the full text of an article for free. Friends at four-year universities are nice to have. Don't pay for articles, there are plenty of good ones for free. If you feel overwhelmed at your screen and the eye strain has you seeing red, don't neglect the old-school technique of just walking into a library and browsing the periodical stacks.

Google Scholar

If you use a search engine I highly recommend Google Scholar. Just putting a vocabulary word from the chapter into a search engine may give you all kinds of crap that you need to sort through. If you choose a source that is not from a peer reviewed journal, you will need to spend more time critically evaluating the reliability of the journal, author, and all of the author's ideas, and if you don't completely address the article's shortcomings, you run the risk of propagating bad science. Choose scientific journals over blogs. If a blog talks about a newspaper article, go find the newspaper article. If the newspaper article talks about an article in a scientific journal, go find the journal article. Often the primary source is stuck behind a pay-wall, but not always, so make an effort to find it.

Below each listing in Google Scholar there is a set of icons and text that links to very powerful features. Please click on all of them and experiment until you figure out what each one does.

Where to post your Critical Reviews?

I want to be able to give you individual feedback on your writing, and for you to share your work with the rest of the class, so you'll need to post your Critical Reviews in two places on Canvas. First, submit the file in that week's Project Update assignment, and I will give you individual feedback.

I also want your fellow students to be able to read your Critical Reviews and maybe use the article for their Project, or ask questions about it and start a good discussion. So, I want you to also copy the text of your Critical Reviews into a Participant Observation forum for the rest of the class to read. But which Week? Look through the syllabus' Calendar/Schedule and find when we are discussing the topic most related to your article. You might need to go to the textbook and check the table of contents, and then the syllabus Calendar/Schedule to see what week we are reading that section, and post it in that week's forum.

One of the requirements of the Critical Review is to give the Background of the article you are reviewing, to explain the context of how this specific information is relevant to the class we're taking. In the Background section you are required to cite the textbook. Whatever section (or sections) you cite from the textbook, that is the week's folder where you should post your Critical Review. If you cite sections covered in different weeks then it's your choice, but the earlier the better is a good strategy with Critical Reviews.

Content of Your Critical Reviews

The most important content of your critical review should be a comparison between the ideas presented in the textbook and similar ideas presented by the article you chose. You must situate the article in the context of biological anthropology; compare and contrast your article with the Textbook section. I like to think of this as "backing-up" in both senses of the metaphor; your article is probably going to be very specific, but before you get too far down your narrow path, back up and give us the broad view of where we are. What is the topic? How do the authors' presentations of the ideas differ? Do they emphasize different points? Do they disagree? See the Anthropological Imagination for more information.

Your critical review must contain at least one citation of your textbook. The citation can be a paraphrase, a short quote, or a block quote. A paraphrase is where you take the information and rewrite it in your own words to better fit the point your trying to make; you must include the source (the section most cases) where the information came from, usually right after the idea you borrowed from the author, but possibly at the end of your paragraph. A short quote is less than five lines, and the author's exact words are put in quotation marks and the chapter is given right after the close quote. A block quote is more than five lines of the authors exact words and the text is indented, single spaced, the font size reduced, no quotations marks are used, and the section given in brackets after the quote. You must include the section for paraphrases, short quotes, and block quotes. When citing other sources, also include the page number when available. Review the "Scientific Writing Exercise" for more info.

When including ideas from other authors you must frame the citation with your own words, introducing why the citation is relevant to the point you're trying to make, and after the citation, explaining to the reader what they were supposed to get out of the citation. The longer the citation (e.g. block quotes) the more framing you need to do. Review Academic English for the style and format.

Critical Review Worksheets

To help you organize the content of your Critical Reviews, I have blank Critical Review Worksheets that you can turn in and I will give you feedback.

How many Critical Reviews do I have to do?

Besides the two required Critical Reviews you may do up to eight additional ones for extra credit, for a maximum of 10. If you find several interesting articles from a single section consider putting them together and doing your Literature Review Project on that subject.

Critical Review Checklist

Feedback

It's important, but sometimes difficult, to find my feedback on the work you submit. I will return your Critical Reviews with comments in several possible places on Canvas:

Canvas doesn't make it easy to find my comments, so please open all rubrics, and check the threads of all of your posts to look for feedback. If you have problems seeing my comments, please let me know. Occasionally, my feedback is skimpy because I feel it is represented by the grading rubric form, and that usually means you're either a rock star, or you need to read the instructions again more carefully, and you can tell the difference by whether the assignment was satisfactory or not.

Make sure to find my feedback so you avoid making the same mistakes week after week. If you don't understand the feedback, please ask me during the first few weeks, so you don't keep making the same mistakes.

This is not kind of class where you make one mistake on an assignment and you can never get higher than a "B". This is the kind of class where it takes you a few weeks to figure things out, and if you fix the problems from the week before, you end up with an "A".

Group Work

Many Project Updates (Weeks 5,8,11,13,14,15), and many extra credit assignments may be done in groups. There is no penalty for working in groups, and assignments will be graded as if written by a single author, and all the authors in a group will be given the same evaluation. Likewise; each member of the group is also responsible for the entire submission. If there is a problem with plagiarism, all members of the group suffer equally.

For your Week 4 Project Update, you are required to read through other students' project proposals and find at least three that you are interested in. You are encouraged to contact them, but you are not required to follow through and actually form a group. Group work is optional.

This class is not graded on a curve, so there is no advantage to hoarding information or obstructing your classmates, but you have no obligation to join a group if you don't want to, or to accept group members just because they are desperate.

To define a group, one of the group members just needs to put the names of all the co-authors on the top of the first page of the assignment. You may not be in more than one group per assignment; if you helped another group, then make sure that the group states that you helped the group but are not a co-author.

All members of the group should contribute to editing all parts of an assignment, and the assignment must have a uniform format. You may not use different font styles or citation formats for different sections. If you use personal pronouns (I, me, my, mine), you must specify which author you are referring to, usually by putting their name in parentheses after the pronoun.

Many word processing programs have a feature that allows comments from different authors to show up on your writing. I recommend Google Docs because everyone in your group will need an account anyway for the Week 15 Project Update. Another option is the Review or Track Changes function of MS Word.

You are responsible for anything that gets turned-in to me with your name on it. Don't put your name on something you didn't do, don't put someone else's name on something they didn't do.

Self-Reflection

Take a deep breath and check yourself to see how things are going. For both self-reflections I'd like a narrative journal or blog style post, nothing formal. Please also submit your Course Checklists at this time.

The Week 10 Self-Reflection is about finding strategies to make the project as relevant to you as possible. Evaluate how this project is going to help with your academic and professional goals? Is the experience going to help you get a job? Are you curious about what you're researching?

The Week 16 Self-Reflection is about learning how to learn. How did it go? What worked, what didn't? How would you do it differently? What did you learn about doing projects?

Academic English

Your Project and Critical Reviews should be exercises in using academic English to write essays. The main thing to remember about an essay is structure. Ideas are broken into paragraphs, and paragraphs are broken into sentences. The title summarizes the essay. The introduction and conclusion summarize the essay in more detail. A topic sentence summarizes each paragraph. The structure helps the reader quickly find the information they need while skimming your essay. Apply the skills you learned in your English classes. If you're rusty, here's a quick overview of the writing process.

Proofread it, spell-check it, and grammar-check it. Use a writing style appropriate for readers of popular science magazines (National Geographic, Discovery, Nature, Archaeology, etc.) or anthropology journals and consult their style guides if possible. Please cite your sources correctly to avoid plagiarism.

Project Format

If the idea of a 15 page essay scares you, remember that the introduction, conclusion, and bibliography will add about a page, and when you cover the context and bring in concrete examples you'll find it's easy to make it long enough. A typical writing style in anthropology, especially cultural anthropology, is to mix the statistics with personal narratives of ourselves and our informants. We want to put a human face on the numbers, and to support generalizations with specific examples. The qualitative research methods of anthropology push us towards this style. If you get writer's block, check out this article on Writing Anthropology for ideas.
Relate your data as much as possible to the topics covered in the textbook. Cite the author year, and page number. For your textbook the intext citation should look like (Hasty, Lewis, and Snipes 2022, [chapter/section number]). For example, in a discussion of primate behavior, you might write:

[...]We should use caution when attributing a biological basis for violence (Nader 2017, 34-5; Hasty, Lewis, and Snipes 2022, 17.3), but my observations were consistent with O'Neil's (2012) discussion of affiliative behavior in primates and showed what Victor Turner described as communitas (Harris and Johnson 2007, 280). But, their agonistic behavior fit more with Harris' description of political power, not as complex, but similar to the way "disobedience and nonconformity result not only in retribution administered through the state's police military apparatus but also in punishments in the present or future life" (284). [then go on to explain these connections in detail]

Hasty, Jennifer, David G. Lewis, and Marjorie M. Snipes. 2022. Introduction to Anthropology. OpenStax. https://openstax.org/details/books/introduction-anthropology

Nader, Laura. 2017. "The Development of Anthropological Ideas." In Perspectives: An Open Invitation to Cultural Anthropology. Edited by Nina Brown, Laura Tubelle de González, and Thomas McIlwraith. 2017. American Anthropological Association. http://perspectives.americananthro.org Accessed January 1, 2019.

O'Neil, Dennis. 2012 "Primate Behavior." Biological Anthropology Tutorials. https://www2.palomar.edu/anthro/behavior/default.htm Accessed August 22, 2016.

All of your options for Projects require a college level quantity and quality of written work, but you'll do it in stages, and have multiple chances to fix mistakes, so you don't get overwhelmed.

Critical Review format

Your critical review should look like an extra-long annotated bibliography entry. This means the citation (Chicago style is author, title, year, publisher, URL, access date) goes on the top instead of a title. The title of your Critical Review is the article that you are reviewing. Your review goes below the article citation. This is upside down from a regular essay, where the list of sources go at the end, but it makes sense for a Critical Review because you are just focusing on one source, so put it on top. I have included links about how to format an annotated bibliography and examples of past Critical Reviews in the Academic Resources folder, accessible from the course home page on Canvas.

Notice that the format for both an annotated bibliography and your Critical Reviews is upside-down: the article citation comes first, the annotation goes below.

Please use formal academic English for your Project and Critical Reviews. This doesn't mean you have to use the biggest word possible, but try to use the most precise word. You must explain yourself clearly, thoroughly, and support your position with examples from the class. Assume that your reader has not taken this class, and define and explain any new vocabulary. Avoid lists and bullets. Use complete sentences. Organize your ideas with indented paragraphs and topic sentences. If you are not a strong writer, you should compensate by writing longer essays. Since this is not a writing class, I'm focusing on the quality and quantity of your ideas. If you are not a strong writer, it will take more words to convey those ideas, so don't write skimpy essays. Try to expand rather than condense. I've found it takes most students 2-5 pages to fulfill the requirements.

Your writing style for Questions and Answers and extra credit may be informal, but not for your Critical Reviews, or Project. Make sure to use the spell check and grammar check functions of your word processor for academic English. If you cite a website remember that they change, so you must include the date when you accessed the page along with any search terms you used to get to the information that might not show up in the URL. The reason you give a full citation is to make it easy for someone to read exactly the same thing you did.

Anthropological Imagination

All work in this class should answer the question: what is anthropological about this text or experience? Back up and give the context to someone who hasn't taken this class. Explain what anthropology is, and how your project is an example of anthropology. You should locate the books or experiences in the relevant subfields of the larger discipline of cultural anthropology; explain how your text or experience fits into the section headings in your textbook. You should demonstrate your ability to understand the anthropological issues discussed by the authors or observed. Try to always relate your observations to the topics covered in the textbook; try to find the spots in your textbook where it says something similar to what you're saying; it is a requirement that you must include citations (paraphrases or quotes) of your textbook.

Extra Credit

I offer a smörgåsbord of activities to apply the anthropological concepts you learn from your textbook, and compensate for problems you have with getting satisfactory course work in on time. Extra Credit is not a substitute for the regular assignment, just additional work you do to make up for being late with a regular assignment.

The most important element in all Extra Credit is to compare and contrast your event or experience with what it says in your textbook and give an anthropological perspective.

You can use other forms of communication besides academic English for most Extra Credit; such a journal, blog, hand written, illustrations, videos, etc.

Ideally, you should turn your Extra Credit in along with the late assignment in Canvas, and distinguish it as Extra Credit. Canvas allows for you to comment on an assignment, and you can add text and files to your assignment there.

Turn your Extra Credit in as soon as possible so I can approve it and give you feedback. If you turn it all in the last week of class, it may be unsatisfactory and there will be no way for me to let you know before giving you a final grade.

Make sure to keep track of your Extra Credit on your Course Checklists. I will also ask for your Course Checklists during the self-reflection Project Updates, and at the end of the semester when I determine your grade, and you need to make sure that each late assignments has a corresponding approved Extra Credit. Longer Extra Credit, like extra Critical Reviews, may count for more than one late assignment.

Below are some typical extra credit activities for you to choose from. Remember: the Extra Credit is just to compensate for when you didn't get a satisfactory Project Updates or Participant Observations in on time. Don't even think about trying to do everything here! The Annual Anthropology Calendar might suggest current events, and try to pick activities that you enjoy, that will help you work on a deficiency, or that further your academic career:

Continue the Discussion

Critical Thinking Questions

At the end of the chapters of the Textbook are thought provoking questions that don't have right or wrong answers. You're not limited by media, but your responses must engage with the concepts of cultural anthropology. Label them clearly as answers to Critical Thinking Questions, and post these along with your regular Field Notes and Analysis in the Participant Observation forum for that week.

Mini-Fieldwork Activities

At the end of the last section of each chapter of the Textbook are Mini-Fieldwork Activities. Try to follow the instructions and write up your experiences. Label them clearly and post these along with your regular Field Notes and Analysis in the Participant Observation forum for that week.

Library Tour

The Library may offer 30 minute tours on the second and third week of the semester, check the library website and see the schedule in the Anthropology Announcement folder

Additional Critical Reviews

You need to do two to get an A, but you can do up to ten. Extra Critical Reviews will make up for one to three late Project Updates or Participant Observations.

Quizzes

I will periodically make quizzes available on Canvas. They will be linked as an item in the weekly learning module.

Cultural Event Write-ups (Micro-ethnographies)

If you want more fieldwork experience you could try attending cultural events (such as those listed in the San Diego Participant Observer), and writing them up. Using the Mini-ethnography description as a guide.

Museum or Lecture Write-up

Write an essay about a lecture or museum visit and compare it to the concepts presented in your textbook. Several events are mentioned in the the Anthropology Announcement folder, you can propose your own events, and I will announce more during the semester. Write-ups will make up for one to three late Project Updates or Participant Observations.

Anthropological Critiques of Video

Video Critiques are like Critical Reviews but less formal. Just watch the video, and compare and contrast it to what the Textbook says, and then post it in the Participant Observation discussion post for the Week covering that topic.

I encourage you do at least one Anthropological Critique of a Video for the primate ethology section.

To find videos, the Textbook includes many links, and the City College library has a Media collection with several good films. You can also just take a concept from the Textbook and put it in a search engine. For example, if you search for "Sickle Cell Anemia", you'll find over 100,000 videos, most of which will work for this assignment. It's not that important what video you choose, but just that you connect it to the ideas in the textbook.

Some videos are academically rigorous enough that they can be reviewed exactly the same way as a Critical Review, identifying the citation (director), hypothesis, background, method, data, etc, but you may also decide to critique the video from other anthropological perspectives, for example you can include more of your personal or aesthetic reflections. I expect the Critical Reviews to be formal, but you have more flexibility with the Anthropological Critiques of a Video. The most important requirement is that you relate your video back to ideas mentioned in your textbook.

Post your video to the appropriate Participant Observation. When posting the video, try to make it show up so other students can see the initial preview graphic and just click once to start playing the video. You want to embed the video by copying the html. For YouTube, Vimeo, DailyMotion, Ted and most other online video services, when you click on Share, go to the Embed function (get the embed code) and copy the html code. Instructions on how to embed videos on Canvas.

Visual anthropology is a subfield of cultural anthropology that deals both with how visual media helps us understand humans, and how we can use anthropological concepts to help understand visual media.

Anthropological Critiques of a Video will make up for one to three late Project Updates or Participant Observations.

Additional Project

You can do a second project for extra credit. Extra Projects will make up for one to ten late Project Updates or Participant Observations.

Find an Editor

Finding an Editor can happen anytime after you finish your Week 11 Project Update. Give the latest draft of your project to a native English speaker who is a university graduate and ask them to proofread it. Have the proofreader sign/initial the top of your draft, and include their university, degree, and date of graduation. Attach the marked-up copy to the Canvas assignment. Scan or photograph it if necessary. Consider incorporating their suggestions into your next draft. Where to find an outside academic not associated with this class? The English Center is a great resource but might not work for this Extra Credit, depending on which tutor you get. Maybe your boss? Another professor during their office hours? A family member? Try going downtown during lunch with a printout and a red pen and solicit random office workers?

Examen Extraordinaria

This is a Spanish term for a make-up final exam. They will take place during Student Hours of the last week of class. Contact me for details.

Honor's Contract

If you read all the above Extra Credit assignments and got really excited about doing all that extra work then consider doing an Honor's Contract. Honor's contracts are a great way for the kind of self-motivated student who ends up doing twice as much work as the rest of the class to get the brownie points they deserve. You enroll in a separate class, and you get a little "H" on your transcript, and bragging rights when transferring to four-year colleges. You attend this class and participate normally, but you add another layer of work on top.

Before you start the paperwork make sure to complete my requirements which include a draft of your plan as soon as possible (the Honor's Program needs the signed proposal by the middle of the third week), and a commitment to attend Student Hours regularly, or schedule a separate time if you can't make the regular one. Your contract must include a timeline with due dates for your proposed work. The most common honor's contract is serving as an editor for an issue of the City College Student Anthropology Journal which gives you more experience with anthropology and a nice line-item for your resume or college application. Honor's contracts are great, but you must be self-motivated because you are responsible for designing your own class and then carrying it out.

After making a plan with me, you'll need to fill out their very short Google Form (see the top of this syllabus for the CRN and other class info). More information from the Honors Program.

Plagiarism

Students are expected to be honest and ethical at all times in their pursuit of academic goals. I take plagiarism seriously. I teach you how to avoid plagiarism with the Week 2 Project Update: Scientific Writing Exercise". I ask you to check your Critical Reviews and article drafts for plagiarism using the TurnItIn Similarity Reports on Canvas.

Plagiarism problems are very different from not understanding anthropology, because they become a legal issue involving Policy 3100 of Student Rights, Responsibilities, and Administrative Due Process. As soon as I detect plagiarism I will arrange an informal office conference to present you with my evidence, and allow you to respond. This conference may take the form of an exchange of emails. I may then proceed with academic and administrative sanctions. Academic sanctions are limited by State Chancellor's Legal Opinion 7-12 to receiving a zero for the entire assignment where plagiarism occurred. Administrative sanctions will be determined by the Disciplinary Officer appointed by the Dean of Student Affairs, and range from Admonition to Expulsion. You may appeal both the academic and administrative sanctions by petitioning the Dean of Student Affairs.

So falling into plagiarism can be as dangerous as leaving off a few little quotation marks, but avoiding plagiarism is really easy! You just need to tell the reader where you got your information from. You must cite your sources for all assignments. If you copy text word-for-word then you need to put it in "quotes" or format it as a block quote. If you use material from the textbook, even if it is not in quotes, you still need to include the page number where you found the information. If you use other sources, please include a full bibliography at the end of the assignment. If you consult websites, include the URL, and any search terms that I would need to get to see the same information you saw, and include the date that you looked at the webpage.

One aspect of science is that it must be reproducible. While defending your position, you need to make it easy for someone to come to the same conclusions that you did. You're not expected to reinvent the wheel, or come up with every thing from scratch; in an introductory class like this most of your writing should be regurgitation. You don't need to use a paraphrase app, you just need to practice the fundamental academic skill of incorporating an outside source into their own work, which Isaac Newton immortalized: "If I have seen further, it is by standing on the shoulders of giants". You will practice avoiding plagiarism with the"Scientific Writing Exercise" and feel confident in your writing.

Academic Accommodations

If you have any disabilities that I need to be aware of, or need academic accommodations please let me know as soon as possible. If you find yourself having problems accessing the requirements, keeping up with the reading, or understanding the material, talk to me as soon as you see a problem. Don't wait until the end of class when there's no time to find accommodations. I'm willing to help with anything that gets in the way of you succeeding in this class, and I can at a minimum refer you other resources to help you with your specific problems. Student Hours are great for this. It might help to think of me as a case manager as well as a professor. As far as I'm concerned, we're in this together and if you fail, so have I.

Student Success

Diversity, Equity, and Inclusion

Problems

If you have an unresolved conflict during the class, you must first contact the course instructor in an attempt to resolve the problem. If the results are unsatisfactory, you should next contact the Department Chairperson. If the results are still unsatisfactory, you should contact the School Dean.

Student Responsibilities

Please refer to the "Student Rights and Responsibilities" section of the Student Handbook or College Catalog (see Policy 3100 and Procedure 3100.2). Students are responsible for officially withdrawing from classes they are no longer attending. Do not assume that the instructor will do this for you.

Drop Policy

Students who stop participating (posting to weekly discussions and submitting Project Updates) for 2 weeks may be dropped. The Last Date of Attendance is the last date of participating (submitting something).

Grades

This class uses contract grading, so there are no tests, no percentages, no points, and no final exam for this class. I determine your final grade based on your satisfactory completion of the weekly class requirements: the Project Updates and the Participant Observations. Contract grading means if you do all the work you get an A; if you don't do any work you get an F.

The and means that you have to do both the Project Updates and the Participant Observations to get the grade, e.g. if you did all your Participant Observations but you only did 8 Project Updates, you'll get a D.

Remember that late assignments are considered unsatisfactory until you complete them satisfactorily and do Extra Credit to make up for them being late.

Your Week 16 Participant Observation assignment will be submitting your completed Course Checklists to the assignment on Canvas.

I reserve the right to give you a higher grade based on my holistic evaluation of your performance: Excellent, Good, Satisfactory, Poor, or Fail.

Course Checklists

Use these charts or worksheets to track how you're doing in the class and figure out how much work you need to do to get the grade you want. Transfer the information from Grades in Canvas to these Course Checklists. If you go to Grades in Canvas and the item has a checkmark, then you can transfer the checkmark or say "yes" in your Course Checklist. Otherwise, if the assignment in Canvas is blank or has an "X" than on your Course Checklist you need to leave it blank or say "no", and then explain in the notes column what the problem is. Sometimes it's just that I haven't graded the assignment, often it means that you had a problem with the assignment and need to fix it, and then do Extra Credit to make up for being late. Sometimes it means that I haven't graded your Extra Credit yet. The Course Checklists help us both keep track of your work and grade. If you have questions about your grade at any time, please fill out this chart and I'll check it against my records to make sure we're on the same page. At a minimum, I want to see them along with the self-reflection Project Updates, and on Week 16 to assign your final grade. There are 3 different Course Checklists: one for the Project Updates, one for the Participant Observation, and one to list all of your Extra Credit. The Extra Credits should correspond to the notes section of your other Course Checklists; I know this kind of double-entry bookkeeping seems redundant but please copy the information into both places.

Here is a link to the above Course Checklists as a Google Doc that might be easier to update, print, and share with me; just start by making your own copy.

For example, let's say you submitted your Question for Week 3 Participant Observation after the deadline, no worries, so you would submit the question late anyway, and then do some Extra Credit, say Continuing the Discussion posting more answers to week 2 Participant Observation., to make up for being late. You would record on the Extra Credit Course Checklist "Continuing the Discussion Week 2" in the Extra Credit description column, and "Week 3 Participant Observation" for the for which late assignment? column; and copy the same information to the Participant Observation Course Checklist in the Week 2 row: in the completed? column you would leave it blank or say "no", in the notes column you would put something like "submitted late, did Continuing the Discussion Week 2 to make up for being late." After I look over your Extra Credit and your course worksheets and update your grade on Canvas, then you can go back and say "yes" in the completed? column. If you don't have a green check for the assignment in Grades in Canvas, your assignment is incomplete, and we still have some work to do.

Anthropology Annual Calendar

Non-discrimination Policies

Sent on behalf of Acting Vice Chancellor, Aimee Gallagher, January 9, 2024

The San Diego Community College District is committed to creating diversity, equity, inclusion and accessibility in all aspects of its educational programs, student and community services, employee experience, and culture. This commitment is codified in the District's policies and procedures, aligned with state and federal laws and regulations, which prohibit discrimination, harassment, and retaliation based on ethnic group, national origin, religion, age, sex or gender, gender identity, gender expression, race, ethnicity, color, ancestry, sexual orientation, physical or mental disability, military or veteran status, pregnancy, marital status, medical condition, citizenship, genetic information, retaliation, and being perceived to be in a protected category or associated with others who are in a protected category.

The District's strong commitment to diversity is founded on the critical role of diversity in fostering cultural awareness, promoting mutual understanding and respect, and providing suitable role models for all students. (BP 7100)

The District is committed to fostering an environment of mutual respect, which maximizes student learning and employee performance, and a climate of civility among all employees and students of the District. (BP 3050)

The District Governing Board's policies and procedures promote nondiscrimination and equal employment opportunity and prohibit unlawful discrimination and sexual harassment against students, employees, and the public. (BP 3410)

Please review the materials in the links below for the District's sexual harassment policy, the complaint procedure for unlawful discrimination, Site Compliance Officers, and Title IX Coordinator.

Sexual and Other Assaults on Campus Policy (BP 3540) and Procedure (AP 3540):

Complaints of discrimination based on sex/gender may be filed with the Title IX Coordinator: If you have been the victim of sexual violence or gender-based discrimination, please visit the District's Title IX Resource Page, or contact the Title IX Office at (619) 388-6809.

In addition, the District provides web-based training regarding the prevention of sexual harassment, at the Keenan SafeColleges website for the San Diego Community College District. Access this training through the SDCCD Keenan SafeColleges site using your entire District e-mail address as your login at Keenan SafeColleges Training.

We appreciate your contributions to creating a culture of diversity, equity, and inclusion throughout the District. Please feel free to contact me if you have any questions regarding these policies and procedures.

Frequently Asked Questions

How do I get help?

drop into to the Student Hours at anytime without scheduling an appointment, or send me an email or through Canvas: try Pronto or send me a message. If you can't make the Student Hours, email me to set a more convenient time.

Is this the right class for me?

How does it fit into my Ed Plan?

Make sure to talk to a counselor, but both introductory anthropology classes count for many requirements.

What should I do?

Use the table of contents on this syllabus to get the details about your assignments. If after reading the syllabus you don't understand something, ask me for help.

When are my assignments due?

Do you accept late work?

Where do I turn in my assignments?

Submit your work in Canvas, unless otherwise noted. There are some assignments where you'll do the work on another site, and then report that you did it on Canvas, e.g. the last few Project Updates will be done on a shared Google Doc.

What's my grade?

You will receive feedback on your work in Canvas, but you need to keep your own Course Checklists up to date to stay track for getting an "A".

How do I know if I got credit for an assignment?

Check on Grades in Canvas. There are 3 options for each assignment: 1) a green check mark (or occasionally a number), 2) an X, or 3) a faint line. You want to get all green check marks, that means you're done with that assignment and you got credit. If it has an X that means there is a problem you need to fix, and the assignment is considered incomplete until you fix it. If it has a faint line, there a few possibilities: a) you didn't submit anything, b) I haven't graded it yet and will get to it soon, or c) it slipped through the cracks; please contact me if you turned the assignment in on time and the grading period has passed (one week from the Project Update or Answers due date).

Where do I find feedback on my work?

What if my assignment is incomplete?

a) Was it incomplete because of problems?

b) Was it good, but just late?

Do Extra Credit to make up for being late. If your assignment is marked as "Incomplete" because it was late, then in Canvas, add a comment to the assignment telling me which Extra Credit you are using to make up for that assignment, and if you haven't done the Extra Credit, you can often submit it there, as an attachment to the same late assignment. Then, update your Course Checklists with that information, so we can both track the work. If you have problems finding a good Extra Credit to do, just let me know.

Where do I post Critical Reviews?

I don't feel comfortable coming to Student Hours what should I do?

What should I do if I feel insecure about my writing ability?

Do I have to work in a group?

My group is having problems what should I do?

Prepare to cut your losses and do the work yourself. Make sure to give your fellow group members a clear message: either they do the work they agreed to by the deadline you all set, or you will leave the group.

I can't keep up with the work, should I drop this class?

Probably not, but talk to me during Student Hours and we'll figure how doable things are. If you're just confused about what to do, I can easily get you back on track for an "A". If you're too busy this semester, I can help you be as efficient as possible, and set you up to do the bare minimum to pass.

More Fine Print that should be in all syllabi:

The San Diego Community College District does not discriminate in its programs and activities on the basis of national origin, religion, age, gender, gender identity, gender expression, race or ethnicity, color, medical condition, genetic information, ancestry, sexual orientation, marital status, physical or mental disability, pregnancy, or military and veteran status, or because they are perceived to have one or more of the foregoing characteristics, or based on association with a person or group with one or more of these actual or perceived characteristics. Complaints of discrimination or harassment based on protected class, other than sex/gender, may be filed with the Site Compliance Officer (SCO) on your campus. For more information on how to file a complaint and/or to contact your SCO, please refer to the following link: http://hr.sdccd.edu/eeo/eeocomplaint.cfm

Title IX of the Educational Amendments of 1972 prohibits discrimination based on sex in any educational institution that receives federal funding. The San Diego Community College District does not tolerate discrimination based on sex, gender identity, gender expression, or sexual orientation, including: sexual misconduct, sexual harassment, sexual violence, relationship or intimate partner violence, and stalking. Students are asked to immediately report incidents to the Title IX Coordinator at (619) 388-6805 or by using the online reporting form available on the Title IX webpage: http://www.sdccd.edu/title ix Students may also report incidents to an instructor, faculty member, staff member, or member of the College Police Department, all of whom are required by law to notify the Title IX Coordinator of the contents of the report. If a student wishes to keep the information confidential, the student may speak with a campus mental health counselor or with health services provider. Information for contacting these resources is available at http://www.sdccd.edu/titleix/titleix_resourceguide_web.pdf

San Diego Community College District

IMPORTANT INFORMATION FOR SYLLABI

Please include the following information in your syllabi:

Attendance/Absences

It is the student's responsibility to drop all classes in which he/she is no longer participating (for online classes).
It is the student's responsibility to drop all classes in which he/she is no longer attending (for on campus classes).
It is the instructor's discretion to withdraw a student after the add/drop deadline (include date) due to excessive absences.

Students who remain enrolled in a class beyond the published withdrawal deadline, as stated in the class schedule, will receive an evaluative letter grade in this class (A, B, C, D, F).

Attendance: If the final grade in a class is affected by attendance (active participation in the class), it must be stated in the class syllabus as follows:

The final grade in this class will be affected by active participation, including attendance, as follows: (Instructor to define specifically how attendance, including participation, will affect final grade in the class)

Remember that attendance cannot be one of the standards for class grades, however participation can include the corresponding class points for participation.

Advisory for Faculty

When establishing expectations for participation/attendance it is strongly recommended that the “reasonableness” test be applied. In other words, if the classroom expectations for participation were challenged by a student, how would a jury of peers respond? It is also important that expectations are applied consistently and fairly for all students.

Examples of questionable practices:
Marking a student absent for being less than 5 minutes late (any number of unforeseen circumstances could have happened)
If the class total for participation points is 5 points, then marking off 2 points for being late for one class period is not reasonable. The standard should be spread out over the total number of class meetings in a reasonable manner.
Marking a student absent for leaving class to take a call on their cell phone (we don't know the nature of the call)
Marking a student absent for not bringing a textbook to class

If you have any questions regarding expectations for class participation please consult your dean.

Cheating/Plagiarism

Students are expected to be honest and ethical at all times in the pursuit of academic goals. Students who are found to be in violation of Administrative Procedure 3100.3 Honest Academic Conduct, will receive a grade of zero on the assignment, quiz, or exam in question and may be referred for disciplinary action in accordance with Administrative Procedure 3100.2, Student Disciplinary Procedures.

Student Code of Conduct

Students are expected to adhere to the Student Code of Conduct at all times. Students who violate the Student Code of Conduct may be removed from class by the faculty for the class meeting in which the behavior occurred, and the next class meeting.

For online classes: Student access to class is removed for one week (5 instructional days).
Acceptance of make-up work during the removal.

[Specify whether you will or will not accept make up work, since it is at the discretion of the instructor].
Incidents involving removal of a student from class will be reported to the college disciplinary officer for

follow up.
The Student Code of Conduct can be found in Board of Trustees Policy, BP 3100, Student Rights, Responsibilities, Campus Safety and Administrative Due Process posted on the District website at: http://www.sdccd.edu/public/district/policies/index.shtml

Students with disabilities who may need academic accommodations are encouraged to discuss their authorized accommodations from Disability Support Programs and Services (DSPS) with their professors early in the semester so that accommodations may be implemented as soon as possible.

The faculty member will work with the DSPS Office to ensure that proper accommodations are made for each student. By law, it is up to the DSPS Office, through the interactive process with the student, to determine which accommodations are appropriate, not the instructor. This includes accommodations in a clinical setting.

Accommodating Students with Disabilities:

For an online or hybrid course, consider this statement in your syllabus “I have made every effort to make this course accessible to all students, including students with disabilities. If you encounter a problem accessing anything in this course, please contact me immediately by email and also contact the college's Disability Support Programs and Services (DSPS) Office.”

For a face-to-face course, include these statements in your syllabus:

Students that need evacuation assistance during campus emergencies should also meet with the instructor as soon as possible to assure the health and safety of all students.

Instructors may contact DSPS if they have any questions related to authorized accommodations in their classroom.

In accordance with Title IX, absences due to pregnancy or related conditions, including recovery from childbirth, shall be excused for as long as the student's doctor deems the absences to be medically necessary. Students must notify the instructor in a timely manner and shall be afforded the opportunity to establish make up work or other alternative arrangements. If a student elects to withdraw from the course on or after census, a “W” shall be assigned and the district will work with the student to ensure that the W is not considered in progress probation and dismissal calculations.

For more information, you may contact the DSPS Office on your campus or the website at http://dsps.sdccd.edu/ or refer to Administrative Procedure, AP 3105.1 Academic Accommodations and Disability Discrimination for Students with Disabilities.

Prepared by Student Services: August 2016

	Project Idea #1	Project Idea #2	Project Idea #3
Your title for the possible Project
What kind of Project: Ethnology, Mini-ethnography, Organizational Culture, Action Anthropology, other
Sections of the Textbook most related to the topic
Week number and dates when it will be covered in class
citation (title, author, and year) of a journal article related to the topic

Participant Observation	completed?	notes
Week 1
Week 2
Week 3
Week 4
Week 5
Week 6
Week 7
Week 8
Week 9
Week 10
Week 11
Week 12
Week 13
Week 14
Week 15
Week 16

Project Update	completed?	notes (what Extra Credit you did to make up for being late)
Week 1
Week 2
Week 3
Week 4
Week 5
Week 6
Week 7
Week 8
Week 9
Week 10
Week 11
Week 12
Week 13
Week 14
Week 15
Week 16

Extra Credit description	for which late assignment?	notes