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NORTH CENTRAL TEXAS COLLEGE
COURSE SYLLABUS
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The North Central Texas College (NCTC) Course Syllabus provides the following as required by the Texas Higher Education Coordinating Board (THECB): (1) a brief description of the course including each major course requirement, assignment and examination; (2) the learning objectives for the course; (3) a general description of the subject matter of each lecture or discussion; and (4) any required or recommended readings. Contact information for the instructor is also provided. The Course Syllabus also provides institutional information to indicate how this course supports NCTC’s purpose and mission. Information specific to a particular section of the course will be included in the Class Syllabus and distributed to enrolled students.
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Course Title: General Anthropology
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Course Prefix & Number: Anth 2346
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Section Number:400
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Term Code:
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Semester Credit Hours: 3
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Lecture Hours: 3
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Lab Hours: n/a
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Course Description: Study of human beings, their ancestors and related primates, and their cultural behaviors and institutions. Covers the major sub-fields of Anthropology: physical and cultural anthropology, archaeology and linguistics, ethnologies and ethnographies. Methods used will include lecture, films, and class discussions.
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Course Prerequisite(s): None
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Course Type:
o - Academic General Education Course (from Academic Course Guide Manual but not in NCTC Core)
x - Academic NCTC Core Curriculum Course
o - WECM Course
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Name of Instructor:
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Pat Easley
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Campus/Office Location:
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Corinth Campus, Room 331
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Telephone Number:
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940-498-6282 ofc. – 214-425-3818
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E-mail Address:
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peasley@nctc.edu
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Name of Chair/Coordinator:
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Leslie Kelley
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Office Location:
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Corinth Campus, Room 201
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Telephone Number:
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940-498-6282
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E-mail Address:
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lkelley@nctc.edu
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REQUIRED OR RECOMMENDED COURSE MATERIALS
Haviland, Prins, Walrath & McBride. The Essence of Anthropology, 3rd ed. Thomson Wadsworth Publishers. ISBN: 978-0-495-59981-4
COURSE REQUIREMENTS, EVALUATION METHODS AND GRADING CRITERIA
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# of Graded Course Elements
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Graded Course Elements
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Percentage or Points Values
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2
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Exams
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25% each
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5-10
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Quizzes
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25%
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|
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1
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Group Project/Culture Study
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25%
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INSTITUTIONAL LEARNING GOALS
x A quality general education curriculum in all associate degree programs.
xo Quality freshman and sophomore level courses in arts and sciences which parallel the lower division offerings of four-year colleges and universities.
o Quality technical programs leading directly to careers in semi-skilled and skilled occupations, and quality technical education programs up to two years in length leading to certificates and associate degrees.
o Quality programs and services in support of adult literacy and basic skills development as a mean of workforce enhancement and expanding access to higher education.
PROGRAM PURPOSE STATEMENT
NCTC seeks to implement its goal of offering quality general education curriculum in all associate degrees by offering a core of general education courses designed to help students achieve academic, career and lifelong goals. Acquiring knowledge, thinking critically, and utilizing the methodologies of various disciplines exposed students to experiences that serve to advance their personal growth. The chief focus of the General Education Core Curriculum at NCTC is to emphasize Exemplary Educational Objectives and Basic Intellectual Competencies.
DEPARTMENTAL PURPOSE STATEMENT
The NCTC Social Science Department provides students at NCTC a strong foundation in the liberal arts that is essential for career success, leadership, global citizenship, and a lifetime of learning. The department provides students with a broad knowledge and understanding of the world; significant intellectual, critical thinking and practical skills; and a strong sense of civic responsibility for enriching their lives and making a difference in society.
STATEMENT OF SKILLS AND KNOWLEDGE EXPECTED OF NCTC GRADUATES
NCTC seeks to implement its goal of offering a core of general education courses designed to help students achieve academic, career and lifelong goals. The chief focus of the General Education Core Courses at NCTC is to emphasize basic intellectual competencies and broad intellectual perspectives.
CORE CURRICULUM COMPONENT AREA
The overall objective of the Social & Behavioral Science component area is to increase students’ knowledge of how social and behavioral scientists discover, describe, and explain the behaviors and interactions among individuals, groups, institutions, events and ideas. Such knowledge will better equip students to understand themselves and the roles they play in addressing the issues facing humanity.
SOCIAL & BEHAVIORAL SCIENCE: EXEMPLARY EDUCATIONAL OBJECTIVES (EEOs)
xo (SBS1) To employ the appropriate methods, technologies and data that social and behavioral scientists use to investigate the human condition.
o (SBS2) To examine social institutions and processes across a range of historical periods,
social structures, and cultures.
xo (SBS3) To use and critique alternative explanatory systems or theories.
o (SBS4) To develop and communicate alternative explanations or solutions for
contemporary social issues.
o (SBS5) To analyze the effects of historical, social, political, economic, cultural, and global
forces on the area under study.
o (SBS6) To comprehend the origins and evolution of U.S. and Texas political systems, with
focus on the growth of political institutions, the constitution of the U.S. and Texas,
federalism, civil liberties, and civil and human rights.
o (SBS7) To understand the evolution and current role of the U.S. in the world.
o (SBS8) To differentiate and analyze historical evidence (documentary and statistical) and
differing points of view.
o (SBS9) To recognize and apply reasonable criteria for the acceptability of historical
evidence and social research.
o (SBS10) To analyze, critically assess, and develop creative solutions to public policy problems.
o (SBS11) To recognize and assume one’s responsibility as a citizen in a democratic society by
learning to think for oneself, by engaging in public discourse, and by obtaining information through the news media and other appropriate information sources about politics and public policy.
xo (SBS12) To identify and understand differences and commonalities within diverse cultures.
STUDENT LEARNING OUTCOMES
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EEO
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Student Learning Outcome
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Define Anthropology and differentiate between the four sub-fields.
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Explain and discuss the holism/holistic approach and its importance to Anthropology.
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List and explain the 4 main evolutionary forces that are responsible for the vast biological variation present in human and non-human populations.
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Describe Darwin's Theory of Natural Selection and trace the history of species classification from the Great Chain of Being to the modern taxonomic system
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Differentiate between Creationism (Intelligent Design) and the Theory of Evolutionary.
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List and discuss the main processes and components that explain heredity and how population genetics work and their role in evolution
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Discuss the significant physical characteristics associated with the emergence of bipedal locomotion and the reasons it emerged in early australopithecines, as well as the adaptive significance of bipedalism as an evolutionary trait.
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Differentiate between Australopithecines, Homo habilis, Homo erectus, Homo neandertalsis and Homo sapiens, physiologically and culturally.
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Describe and explain the importance of plant and animal domestication and the emergence of the Neolithic culture to the advancement of early communities.
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Explain the theories of how and why early civilizations grew, how certain social structures helped and hurt them and how they were and have been affected by racism.
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Describe the field of Cultural Anthropology and some of the key ways these anthropologists collect data, including ethnography and ethnology.
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Identify and discuss the differences between descriptive linguistics, socio-linguists and ethno-linguistics.
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Explain how social groups interact and separate themselves according to various attributes like kinship, sex, family, power, etc…
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Identify the various ways in which anthropologists conduct ethnographic fieldwork and understand the common ethical dilemmas
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GENERAL DESCRIPTION OF SUBJECT MATTER FOR EACH LECTURE/DISCUSSION
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Topic
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General Description of Subject Matter
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Essence of Anthropology
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Definition of/Purposes-goals of Anthropology
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Biology and Evolution
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Biological concepts and theories of evolution
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Neolithic Revolution
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Domestication of Plants and Animals
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|
State Formation
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Emergence of cities and states
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|
Cultural Study
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Characteristics of Culture
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Spirituality
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Religion, Magic, Myth, Supernatural
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Language
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Study of Communication and Linguistics
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Social and Economic concepts
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Cultural systems: subsistence and exchange/sex, gender, marriage/family/kinship/gov.,etc.
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BASIC INTELLECTUAL COMPETENCIES FOR THIS COURSE
x READING – Reading at the college level means the ability to analyze and interpret a variety of printed materials – books, articles and documents. A core curriculum should offer student the opportunity to master both general methods of analyzing printed materials and specific methods for analyzing the subject matter of individual disciplines.
x WRITING – Competency in writing is the ability to produce clear, correct, and coherent prose adapted to purpose, occasion, and audience. Although correct grammar, spelling, and punctuation are each a sine qua non in any composition, they do not automatically ensure that the composition itself makes sense or that the writer has much of anything to say. Students need to be familiar with the writing process including how to discover a topic and how to develop and organize it, how to phrase it effectively for their audience. These abilities can be acquired only through practice and reflection.
o SPEAKING – Competence in speaking is the ability to communicate orally in clear, coherent, and persuasive language appropriate to purpose, occasion, and audience. Developing this competency includes acquiring poise and developing control of the language through experience in making presentations to small groups, to large groups, and through the media.
x LISTENING – Listening at the college level means the ability to analyze and interpret various forms of spoken communication.
x CRITICAL THINKING – Critical thinking embraces methods for applying both qualitative and quantitative skills analytically and creatively to subject matter in order to evaluate arguments and to construct alternative strategies. Problem solving is one of the applications of critical thinking, used to address an identified task.
x COMPUTER LITERACY – Computer literacy at the college level means the ability to use computer-based technology in communicating, solving problems, and acquiring information. Core-educated students should have an understanding of the limits, problems, and possibilities associated with the use of technology, and should have the tools necessary to evaluate and learn new technologies as they become available.
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Last day to Withdraw
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For the Spring, 2014 semester, the last day to withdraw from a course with a “W” is 11/3/16
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Student Rights & Responsibilities
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NCTC Board policy FLB (Local) Student Rights and Responsibilities states that each student shall be charged with notice and knowledge of the contents and provisions of the rules and regulations concerning student conduct. These rules and regulations are published in the Student Handbook published in conjunction with the College Catalog. All students shall obey the law, show respect for properly constituted authority, and observe correct standards of conduct.
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Scholastic Integrity
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Scholastic dishonesty shall constitute a violation of college rules and regulations and is punishable as prescribed by Board policies.
Scholastic dishonesty shall include, but not be limited to cheating on a test, plagiarism, and collusion.
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STUDENT SUPPORT SERVICES
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Disability
Services
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The Office for Students with Disabilities (OSD) provides accommodations for students who have a documented disability. A disability is anything that can interfere with learning, such as a learning disability, psychological challenge, physical illness or injury.
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Accommodations may include extra time on tests, tests in a distraction reduced environment, volunteer note taker in class, etc. On the Corinth Campus go to room 170 or call 940-498-6207. On the Gainesville Campus go to room 110 in the Administration (100) building or call 940-668-4209. Students on the Bowie, Graham, Flower Mound, and online campuses should call 940-668-4209 to arrange for an intake appointment with OSD.
North Central Texas College is on record as being committed to both the spirit and letter of federal equal opportunity legislation, including the Americans with Disabilities Act (ADA) of 1990, ADA Amendments Act of 2009, and Section 504 of the Rehabilitation Act of 1973 (P.L. 93-112).
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Financial Aid, Scholarships, and Veterans Services
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The Financial Aid Office is responsible for administering a variety of programs for students who need assistance in financing their education. The first step for financial aid is to complete a FAFSA. For more information, please visit your nearest Financial Aid Office.
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Early Alert and CARES The NCTC Early Alert program has been established to assist students who are at risk of failing or withdrawing from a course. Your instructor may refer you to this program if you are missing assignments, failing tests, excessively absent, or have personal circumstances impacting your academic performance. If submitted as an Early Alert you will be notified via your NCTC email address and then contacted by a Counseling and Testing advisor to discuss possible strategies for completing your course successfully.
The NCTC CARES (Campus Assessment Response Evaluation Services) Team addresses behavior which may be disruptive, harmful or pose a threat to the health and safety of the NCTC community – such as stalking, harassment, physical or emotional abuse, violent or threatening behavior, or self-harm. As a student, you have the ability to report concerning behavior which could impact your own safety or the safety of another NCTC student. Just click the NCTC CARES Team logo posted on MyNCTC, or send an e-mail to CARESTeam@nctc.edu. A As always, if you feel there is an immediate threat to your own safety or welfare (or to another student), please call 911 immediately.
Support Counseling and Testing staff offer a variety of services to current and Services prospective students, such as College 101, placement testing, academic advising and course registration, transfer assistance and College Success seminars (Time Management, Study Skills, Test Anxiety, Choosing a Major, Learning Style Strategies, Career Exploration), and much more. http://www.nctc.edu/StudentServices/CounselingTesting.aspx
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Grading Policy & Procedures
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*Students will be expected, over the course of the semester, to submit a series of 5-10 quizzes, a mid-term exam, a final exam, and a group “amateur” ethnology/ethnography/research paper and presentation. Each section will count 25% toward the final grade. In addition, the course will involve much class discussion and participation in said discussions can lower or raise the student’s grade by as much as a letter.
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Attendance Policy
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*Students are expected to be in class regularly and on time. Entering late or leaving early, reading the newspaper, chattering, etc., consistently can result in a grade reduction. Three (3) or more unexcused absences can result in a grade reduction.
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Guidelines and Behavior
Or Other Pertinent Info.
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Make-up Work: No individual make-up work will be accepted. If you miss an in-class quiz or essay response for any reason, you will receive a zero. Out-of-class assignments can be accepted late with instructor’s permission, but can carry a 10-point penalty per class day. A make-up Mid-Term Exam will be scheduled later in the semester. Reading responses and/or quizzes can not be made up.
All assignments must be turned in. Lack of any assignment will result in a failing grade, regardless of your number grade. Be clear on this.
Suggestions: Be sure to read your assignments before class. Come prepared. I will occasionally give essay responses/quizzes over the reading or the day’s lecture. If illness or some other unavoidable circumstance necessitates an absence, I will be happy to tell you the general topics that were covered and give you the assignment, but it will be up to you to find a friend from class who will share notes and up-date you on the discussion. It is to everyone’s benefit to be helpful to one another. Get a study group together!
Courtesy to your colleagues and to me is an important measure of your commitment to your education. This means that you do not disturb the class by chattering, by repeatedly arriving late, etc.
If you find yourself falling behind or unsure of what you are supposed to be doing, contact me immediately so the problem can be corrected before it irreversibly affects your grade.
Expect to spend time outside the class in preparation. This will include time spent in the library doing scholarly research.
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TENTATIVE
SCHEDULE
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Instructor reserves the right to add to, subtract from, or otherwise alter the schedule at her discretion.
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Week 1 Introduction to Anthropology
8-22/26 Begin Chapter 1
Weeks 2-4 Chapter 1, The Essence of Anthropology, pp. 2-27
8-29/9-09 Chapter 2, Biology and Evolution, pp. 28-47
Films
Library Presentation
Weeks 4-7 Human Evolution…pp. 70-93 continued
9-12/9-30 Chapter 5, The Neolithic Revolution: Domestication of
Plants and Animals, pp. 94-113
Films
Week 7 Chapter 5 Cont., if necessary
10-3/7 Chapter 6, Emergence of Cities and States, pp. 114-129
Week 8 Mid-Term Review and Catch-up
10-10/14 Mid-Term Exam (Fri.)
WEEK 9 Chapter 8, Characteristics of Culture, pp. 146-162
10-17/21 Film
Week 10 Discuss Ethnology/Culture Study Paper and Presentation
10-24/28 Chapter 10, Social Identity, Personality and Gender, pp. 182-203
Week 11 Ethnology/Culture Study continued
10-31/4 Chapter 15, Spirituality, Religion and the Supernatural,
- 296-315
Film
H A P P Y H A L L O W E E N ! ! ! !
Week 12 Chapter 15 continued
11-7/11 Chapter 7, Modern Human Diversity, Race and Racism,
pp.130-145
Weeks 14, 15 Chapter 9, Language and Communication, pp. 162-181
11-14/12/4 Chapter 11, Subsistence and Exchange, pp. 204-225
Chapter 12, Sex, Marriage and Family, pp. 226-247
Chapter 13, Kinship and Other... pp. 248-269
Film
11-24/25 H A P P Y T H A N K S G I V I N G (NO CLASS)
Ethnology/Culture Study Presentations
Final Exam Review
Week 16
12-5/08 Final Exam Week
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NORTH CENTRAL TEXAS COLLEGE
COURSE SYLLABUS
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|
The North Central Texas College (NCTC) Course Syllabus provides the following as required by the Texas Higher Education Coordinating Board (THECB): (1) a brief description of the course including each major course requirement, assignment and examination; (2) the learning objectives for the course; (3) a general description of the subject matter of each lecture or discussion; and (4) any required or recommended readings. Contact information for the instructor is also provided. The Course Syllabus also provides institutional information to indicate how this course supports NCTC’s purpose and mission. Information specific to a particular section of the course will be included in the Class Syllabus and distributed to enrolled students.
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Course Title: General Anthropology
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Course Prefix & Number: Anth 2346
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Section Number:400
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Term Code:
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Semester Credit Hours: 3
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Lecture Hours: 3
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Lab Hours: n/a
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|
Course Description: Study of human beings, their ancestors and related primates, and their cultural behaviors and institutions. Covers the major sub-fields of Anthropology: physical and cultural anthropology, archaeology and linguistics, ethnologies and ethnographies. Methods used will include lecture, films, and class discussions.
|
|
Course Prerequisite(s): None
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|
Course Type:
o - Academic General Education Course (from Academic Course Guide Manual but not in NCTC Core)
x - Academic NCTC Core Curriculum Course
o - WECM Course
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Name of Instructor:
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Pat Easley
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Campus/Office Location:
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Corinth Campus, Room 331
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Telephone Number:
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940-498-6282 ofc. – 214-425-3818
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E-mail Address:
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peasley@nctc.edu
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Name of Chair/Coordinator:
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Leslie Kelley
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Office Location:
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Corinth Campus, Room 201
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Telephone Number:
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940-498-6282
|
|
E-mail Address:
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lkelley@nctc.edu
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REQUIRED OR RECOMMENDED COURSE MATERIALS
Haviland, Prins, Walrath & McBride. The Essence of Anthropology, 3rd ed. Thomson Wadsworth Publishers. ISBN: 978-0-495-59981-4
COURSE REQUIREMENTS, EVALUATION METHODS AND GRADING CRITERIA
|
# of Graded Course Elements
|
Graded Course Elements
|
Percentage or Points Values
|
|
2
|
Exams
|
25% each
|
|
5-10
|
Quizzes
|
25%
|
|
|
|
|
|
1
|
Group Project/Culture Study
|
25%
|
INSTITUTIONAL LEARNING GOALS
x A quality general education curriculum in all associate degree programs.
xo Quality freshman and sophomore level courses in arts and sciences which parallel the lower division offerings of four-year colleges and universities.
o Quality technical programs leading directly to careers in semi-skilled and skilled occupations, and quality technical education programs up to two years in length leading to certificates and associate degrees.
o Quality programs and services in support of adult literacy and basic skills development as a mean of workforce enhancement and expanding access to higher education.
PROGRAM PURPOSE STATEMENT
NCTC seeks to implement its goal of offering quality general education curriculum in all associate degrees by offering a core of general education courses designed to help students achieve academic, career and lifelong goals. Acquiring knowledge, thinking critically, and utilizing the methodologies of various disciplines exposed students to experiences that serve to advance their personal growth. The chief focus of the General Education Core Curriculum at NCTC is to emphasize Exemplary Educational Objectives and Basic Intellectual Competencies.
DEPARTMENTAL PURPOSE STATEMENT
The NCTC Social Science Department provides students at NCTC a strong foundation in the liberal arts that is essential for career success, leadership, global citizenship, and a lifetime of learning. The department provides students with a broad knowledge and understanding of the world; significant intellectual, critical thinking and practical skills; and a strong sense of civic responsibility for enriching their lives and making a difference in society.
STATEMENT OF SKILLS AND KNOWLEDGE EXPECTED OF NCTC GRADUATES
NCTC seeks to implement its goal of offering a core of general education courses designed to help students achieve academic, career and lifelong goals. The chief focus of the General Education Core Courses at NCTC is to emphasize basic intellectual competencies and broad intellectual perspectives.
CORE CURRICULUM COMPONENT AREA
The overall objective of the Social & Behavioral Science component area is to increase students’ knowledge of how social and behavioral scientists discover, describe, and explain the behaviors and interactions among individuals, groups, institutions, events and ideas. Such knowledge will better equip students to understand themselves and the roles they play in addressing the issues facing humanity.
SOCIAL & BEHAVIORAL SCIENCE: EXEMPLARY EDUCATIONAL OBJECTIVES (EEOs)
xo (SBS1) To employ the appropriate methods, technologies and data that social and behavioral scientists use to investigate the human condition.
o (SBS2) To examine social institutions and processes across a range of historical periods,
social structures, and cultures.
xo (SBS3) To use and critique alternative explanatory systems or theories.
o (SBS4) To develop and communicate alternative explanations or solutions for
contemporary social issues.
o (SBS5) To analyze the effects of historical, social, political, economic, cultural, and global
forces on the area under study.
o (SBS6) To comprehend the origins and evolution of U.S. and Texas political systems, with
focus on the growth of political institutions, the constitution of the U.S. and Texas,
federalism, civil liberties, and civil and human rights.
o (SBS7) To understand the evolution and current role of the U.S. in the world.
o (SBS8) To differentiate and analyze historical evidence (documentary and statistical) and
differing points of view.
o (SBS9) To recognize and apply reasonable criteria for the acceptability of historical
evidence and social research.
o (SBS10) To analyze, critically assess, and develop creative solutions to public policy problems.
o (SBS11) To recognize and assume one’s responsibility as a citizen in a democratic society by
learning to think for oneself, by engaging in public discourse, and by obtaining information through the news media and other appropriate information sources about politics and public policy.
xo (SBS12) To identify and understand differences and commonalities within diverse cultures.
STUDENT LEARNING OUTCOMES
|
EEO
|
Student Learning Outcome
|
|
|
Define Anthropology and differentiate between the four sub-fields.
|
|
|
Explain and discuss the holism/holistic approach and its importance to Anthropology.
|
|
|
List and explain the 4 main evolutionary forces that are responsible for the vast biological variation present in human and non-human populations.
|
|
|
Describe Darwin's Theory of Natural Selection and trace the history of species classification from the Great Chain of Being to the modern taxonomic system
|
|
|
Differentiate between Creationism (Intelligent Design) and the Theory of Evolutionary.
|
|
|
List and discuss the main processes and components that explain heredity and how population genetics work and their role in evolution
|
|
|
Discuss the significant physical characteristics associated with the emergence of bipedal locomotion and the reasons it emerged in early australopithecines, as well as the adaptive significance of bipedalism as an evolutionary trait.
|
|
|
Differentiate between Australopithecines, Homo habilis, Homo erectus, Homo neandertalsis and Homo sapiens, physiologically and culturally.
|
|
|
Describe and explain the importance of plant and animal domestication and the emergence of the Neolithic culture to the advancement of early communities.
|
|
|
Explain the theories of how and why early civilizations grew, how certain social structures helped and hurt them and how they were and have been affected by racism.
|
|
|
Describe the field of Cultural Anthropology and some of the key ways these anthropologists collect data, including ethnography and ethnology.
|
|
|
Identify and discuss the differences between descriptive linguistics, socio-linguists and ethno-linguistics.
|
|
|
Explain how social groups interact and separate themselves according to various attributes like kinship, sex, family, power, etc…
|
|
|
Identify the various ways in which anthropologists conduct ethnographic fieldwork and understand the common ethical dilemmas
|
GENERAL DESCRIPTION OF SUBJECT MATTER FOR EACH LECTURE/DISCUSSION
|
Topic
|
General Description of Subject Matter
|
|
Essence of Anthropology
|
Definition of/Purposes-goals of Anthropology
|
|
Biology and Evolution
|
Biological concepts and theories of evolution
|
|
Neolithic Revolution
|
Domestication of Plants and Animals
|
|
State Formation
|
Emergence of cities and states
|
|
Cultural Study
|
Characteristics of Culture
|
|
Spirituality
|
Religion, Magic, Myth, Supernatural
|
|
Language
|
Study of Communication and Linguistics
|
|
Social and Economic concepts
|
Cultural systems: subsistence and exchange/sex, gender, marriage/family/kinship/gov.,etc.
|
|
|
|
|
|
|
|
|
|
|
|
|
BASIC INTELLECTUAL COMPETENCIES FOR THIS COURSE
x READING – Reading at the college level means the ability to analyze and interpret a variety of printed materials – books, articles and documents. A core curriculum should offer student the opportunity to master both general methods of analyzing printed materials and specific methods for analyzing the subject matter of individual disciplines.
x WRITING – Competency in writing is the ability to produce clear, correct, and coherent prose adapted to purpose, occasion, and audience. Although correct grammar, spelling, and punctuation are each a sine qua non in any composition, they do not automatically ensure that the composition itself makes sense or that the writer has much of anything to say. Students need to be familiar with the writing process including how to discover a topic and how to develop and organize it, how to phrase it effectively for their audience. These abilities can be acquired only through practice and reflection.
o SPEAKING – Competence in speaking is the ability to communicate orally in clear, coherent, and persuasive language appropriate to purpose, occasion, and audience. Developing this competency includes acquiring poise and developing control of the language through experience in making presentations to small groups, to large groups, and through the media.
x LISTENING – Listening at the college level means the ability to analyze and interpret various forms of spoken communication.
x CRITICAL THINKING – Critical thinking embraces methods for applying both qualitative and quantitative skills analytically and creatively to subject matter in order to evaluate arguments and to construct alternative strategies. Problem solving is one of the applications of critical thinking, used to address an identified task.
x COMPUTER LITERACY – Computer literacy at the college level means the ability to use computer-based technology in communicating, solving problems, and acquiring information. Core-educated students should have an understanding of the limits, problems, and possibilities associated with the use of technology, and should have the tools necessary to evaluate and learn new technologies as they become available.
|
Last day to Withdraw
|
For the Spring, 2014 semester, the last day to withdraw from a course with a “W” is 11/3/16
|
|
Student Rights & Responsibilities
|
NCTC Board policy FLB (Local) Student Rights and Responsibilities states that each student shall be charged with notice and knowledge of the contents and provisions of the rules and regulations concerning student conduct. These rules and regulations are published in the Student Handbook published in conjunction with the College Catalog. All students shall obey the law, show respect for properly constituted authority, and observe correct standards of conduct.
|
|
Scholastic Integrity
|
Scholastic dishonesty shall constitute a violation of college rules and regulations and is punishable as prescribed by Board policies.
Scholastic dishonesty shall include, but not be limited to cheating on a test, plagiarism, and collusion.
|
STUDENT SUPPORT SERVICES
|
Disability
Services
|
The Office for Students with Disabilities (OSD) provides accommodations for students who have a documented disability. A disability is anything that can interfere with learning, such as a learning disability, psychological challenge, physical illness or injury.
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Accommodations may include extra time on tests, tests in a distraction reduced environment, volunteer note taker in class, etc. On the Corinth Campus go to room 170 or call 940-498-6207. On the Gainesville Campus go to room 110 in the Administration (100) building or call 940-668-4209. Students on the Bowie, Graham, Flower Mound, and online campuses should call 940-668-4209 to arrange for an intake appointment with OSD.
North Central Texas College is on record as being committed to both the spirit and letter of federal equal opportunity legislation, including the Americans with Disabilities Act (ADA) of 1990, ADA Amendments Act of 2009, and Section 504 of the Rehabilitation Act of 1973 (P.L. 93-112).
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Financial Aid, Scholarships, and Veterans Services
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The Financial Aid Office is responsible for administering a variety of programs for students who need assistance in financing their education. The first step for financial aid is to complete a FAFSA. For more information, please visit your nearest Financial Aid Office.
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Early Alert and CARES The NCTC Early Alert program has been established to assist students who are at risk of failing or withdrawing from a course. Your instructor may refer you to this program if you are missing assignments, failing tests, excessively absent, or have personal circumstances impacting your academic performance. If submitted as an Early Alert you will be notified via your NCTC email address and then contacted by a Counseling and Testing advisor to discuss possible strategies for completing your course successfully.
The NCTC CARES (Campus Assessment Response Evaluation Services) Team addresses behavior which may be disruptive, harmful or pose a threat to the health and safety of the NCTC community – such as stalking, harassment, physical or emotional abuse, violent or threatening behavior, or self-harm. As a student, you have the ability to report concerning behavior which could impact your own safety or the safety of another NCTC student. Just click the NCTC CARES Team logo posted on MyNCTC, or send an e-mail to CARESTeam@nctc.edu. A As always, if you feel there is an immediate threat to your own safety or welfare (or to another student), please call 911 immediately.
Support Counseling and Testing staff offer a variety of services to current and Services prospective students, such as College 101, placement testing, academic advising and course registration, transfer assistance and College Success seminars (Time Management, Study Skills, Test Anxiety, Choosing a Major, Learning Style Strategies, Career Exploration), and much more. http://www.nctc.edu/StudentServices/CounselingTesting.aspx
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Grading Policy & Procedures
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*Students will be expected, over the course of the semester, to submit a series of 5-10 quizzes, a mid-term exam, a final exam, and a group “amateur” ethnology/ethnography/research paper and presentation. Each section will count 25% toward the final grade. In addition, the course will involve much class discussion and participation in said discussions can lower or raise the student’s grade by as much as a letter.
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Attendance Policy
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*Students are expected to be in class regularly and on time. Entering late or leaving early, reading the newspaper, chattering, etc., consistently can result in a grade reduction. Three (3) or more unexcused absences can result in a grade reduction.
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Guidelines and Behavior
Or Other Pertinent Info.
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Make-up Work: No individual make-up work will be accepted. If you miss an in-class quiz or essay response for any reason, you will receive a zero. Out-of-class assignments can be accepted late with instructor’s permission, but can carry a 10-point penalty per class day. A make-up Mid-Term Exam will be scheduled later in the semester. Reading responses and/or quizzes can not be made up.
All assignments must be turned in. Lack of any assignment will result in a failing grade, regardless of your number grade. Be clear on this.
Suggestions: Be sure to read your assignments before class. Come prepared. I will occasionally give essay responses/quizzes over the reading or the day’s lecture. If illness or some other unavoidable circumstance necessitates an absence, I will be happy to tell you the general topics that were covered and give you the assignment, but it will be up to you to find a friend from class who will share notes and up-date you on the discussion. It is to everyone’s benefit to be helpful to one another. Get a study group together!
Courtesy to your colleagues and to me is an important measure of your commitment to your education. This means that you do not disturb the class by chattering, by repeatedly arriving late, etc.
If you find yourself falling behind or unsure of what you are supposed to be doing, contact me immediately so the problem can be corrected before it irreversibly affects your grade.
Expect to spend time outside the class in preparation. This will include time spent in the library doing scholarly research.
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TENTATIVE
SCHEDULE
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Instructor reserves the right to add to, subtract from, or otherwise alter the schedule at her discretion.
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Week 1 Introduction to Anthropology
8-22/26 Begin Chapter 1
Weeks 2-4 Chapter 1, The Essence of Anthropology, pp. 2-27
8-29/9-09 Chapter 2, Biology and Evolution, pp. 28-47
Films
Library Presentation
Weeks 4-7 Human Evolution…pp. 70-93 continued
9-12/9-30 Chapter 5, The Neolithic Revolution: Domestication of
Plants and Animals, pp. 94-113
Films
Week 7 Chapter 5 Cont., if necessary
10-3/7 Chapter 6, Emergence of Cities and States, pp. 114-129
Week 8 Mid-Term Review and Catch-up
10-10/14 Mid-Term Exam (Fri.)
WEEK 9 Chapter 8, Characteristics of Culture, pp. 146-162
10-17/21 Film
Week 10 Discuss Ethnology/Culture Study Paper and Presentation
10-24/28 Chapter 10, Social Identity, Personality and Gender, pp. 182-203
Week 11 Ethnology/Culture Study continued
10-31/4 Chapter 15, Spirituality, Religion and the Supernatural,
- 296-315
Film
H A P P Y H A L L O W E E N ! ! ! !
Week 12 Chapter 15 continued
11-7/11 Chapter 7, Modern Human Diversity, Race and Racism,
pp.130-145
Weeks 14, 15 Chapter 9, Language and Communication, pp. 162-181
11-14/12/4 Chapter 11, Subsistence and Exchange, pp. 204-225
Chapter 12, Sex, Marriage and Family, pp. 226-247
Chapter 13, Kinship and Other... pp. 248-269
Film
11-24/25 H A P P Y T H A N K S G I V I N G (NO CLASS)
Ethnology/Culture Study Presentations
Final Exam Review
Week 16
12-5/08 Final Exam Week
Additional/fill-in quiz grades: Read chapter(s) below and write 1-2 page comprehensive essay
Chapter 14, Politics, Power and Violence, pp. 270-295
Chapter16, Global Changes... pp. 316-339
Extra Credit paper: Read and write thoughtful and comprehensive essay over Things Fall Apart. One copy in the Library and I have one – just ask.
Additional/fill-in quiz grades: Read chapter(s) below and write 1-2 page comprehensive essay
Chapter 14, Politics, Power and Violence, pp. 270-295
Chapter16, Global Changes... pp. 316-339
Extra Credit paper: Read and write thoughtful and comprehensive essay over Things Fall Apart. One copy in the Library and I have one – just ask.