Create a Custom Text: Pearson Custom enables you to work with a dedicated Pearson Custom editor to create your ideal text--publishing your own original content or mixing and matching Pearson content. Contact your Pearson Publisher''s Representative to get started. Hallmark Features: Teamwork strategies --e.g., joint writing projects. Provides instructors with a broad range of teamwork strategies that are traditional in archaeology and biological anthropology--and a challenge to the lone ethnographer model of cultural anthropology. Such projects, especially those involving teams of two students who are allowed to choose their own partner, enhance the quality of presentation. They require students to get their points across to each other before trying to explain them to the instructor.
Better, clearer writing, and higher grades result, along with a sense that even cultural anthropologists can work in teams. Tricks for making comprehensible several of anthropology''s "esoteric" topics -- e.g., ranging from the potlatch, and economic exchange theory to cross-cousin marriage and moiety organization. Provides instructors with special strategies for parts of the introductory course that students find particularly challenging, such as genetics and kinship. Strategies for demonstrating anthropological perspectives that contradict everyday experience and establish social categories -- e.g., teaching about the social construction of race.
Teaching tricks ranging from specific to very general applicability. For example, strategies involving interviewing, hypothesis testing, field trips, museum visits, and ethnographic film viewing, can be applied in a variety of courses. Techniques that use the familiar to illustrate the novel. Students appreciate current culture examples, whether studying about kinship, genetics, race, gender, rituals, or values. Four articles that directly teach ethnography --"How to Teach Self-Ethnography," "Pre-Class Fieldwork: Ethnographic Introductions," "Introductory Fieldwork: The Meaning of the Gift," and "Fieldwork and the Observer''s Gaze: Teaching the Ups and Downs of Ethnographic Observation." TOPICS, LEARNING OUTCOMES, AND STUDENT ACTIVITIES: (In alphabetical order of authors) The Candy Gene Pool (Barkley) . the processes involved in evolution . how mutations, natural selection, gene flow, and genetic drift alter populations from one generation to the next .
after receiving their "population" (candy bars), students count individual alleles as the population goes through the evolutionary processes. Comparing Archaeological Sampling Strategies in an Introductory Classroom (Baxter) . archaeological sampling . how archaeologists sample using any of 3 strategies . groups use prepared ecological maps and candies substituting for zones and carry out a sampling "on paper." Imaging America (Bletzer) . a visual image of America by first generation immigrants . how liberty, democracy, and freedom can be visualized and symbolized .
in small groups, students redesign the Statue of Liberty to reflect immigrant ideals in a modern era. Demonstrating Balanced Reciprocity and Fairness (Bolyanatz) . using SMUG to teach comparative economics . all cultures in the world include fairness, balanced reciprocity, and costly punishment . Player l decides how much $ to give to Player 2 who in turn decides how much he/she will accept; this results in a discussion of fairness, balanced reciprocity, and costly punishment. Economic Monopoly (Brown) . local and global economics . the rules that govern different economies and what globalization does to each .
students initially play Monopoly using the rules of one economic type, but then all switch to globalization. Teaching Evolution (Cohen) . teaching evolution via science . understanding science first, then evolution . discussion of science and evolution. Commercial Films (Movies) as Effective Instructional Aids in Anthropology and Beyond (Covarrubias) .commercial films in class . depending on topic -- race, war, prehistory, etc.
students sit and watch appropriate films as if in a movie house and then discuss the anthropological content. First Day Demographics (Dalke) . first day demographics . who is in the class and where they are from . first in groups, students answer demographic questions about themselves and then share with the rest of the class. The Use of Essays: Developing Critical Thinking Skills Outside of the Classroom to Promote a Long-Term Understanding of Anthropological Terminology (Einhorn) . outside of class essays . learn new anthropology vocabulary and how to use it properly .
specific to the 6 essay topics such as visiting a zoo, going to a religious service different from one''s own, or attempting to identify the function of an artifact. The "End Game:" Teaching the Collapse of Complex Societies (Fitzsimmons) . how/why complex societies collapse -- in game form . how complex societies in the past worked and the connections of economics, society, and political complexities . students are given a particular role in Mayan society and choose which allowed actions will give them prestige. Friends and Relatives: Using Incest to Make Kinship Memorable (Fletcher) . incest, marriage rules, and kinship . that social organization in any culture is based on logical principles .
students use an episode of Friends to guide a discussion on kinship. Using Star Trek to Explore Human Origins Models and Human Variation (Frazetti) . Star Trek and bioanthropology subjects . how to decide what species are, the evolution of modern humans, and "race" . students watch one episode of Star Trek and enter into discussions on species,