- Special projects (requires login)
Anthropology presentations and learning resources
|Due||May 1 at 5:00 p.m.|
In this assignment, you should write an essay that argues for your answer to this question.
Why is the study of kinship in anthropology important and useful?
Your essay has several required parts. Each part contributes to your argument for your answer to this question. You will be graded on whether you include these required parts, and how well you argue for your answer to the main question.
Most of your essay will present your argument for your answer.
In this assignment, your essay should take the form of a proposal to include new subject matter in a Grade 12 social studies class. Imagine that you have been invited to submit a proposal to the school board overseeing high schools in your area. They would like to receive a proposal for new topics and subject areas that Grade 12 students will be required to take to graduate.
Your job is to propose that students should study one basic idea about kinship relationships and kinship groups that anthropologists have developed.
You need to convince the school board to accept your proposal by explaining to them why the study of kinship in anthropology is important and useful to students' general education, even if they never study anthropology again.
You also need to show them that you can make a specialized idea accessible to high school students.
Your proposal has to meet specific requirements:
Your proposal cannot include certain things:
The most important part of this assignment is that you have a single, clear answer to the main question: Why is studying kinship in anthropology important and useful. You can have a thoughtful and well-designed approach to teaching kinship in a high school class, but if you don't make an argument for why everyone should be required to take your lesson, the school board will reject your proposal.
The location and type of school does not matter for this assignment. You should not make assumptions about what kinds of students will take your proposed lessons. All you need to know is that they are at the end of their high school education and need to take your lesson to graduate. You are proposing to add something new to the basic education of all adults.
Many things people study in high school have no immediate, practical application in everyday life. People study math and foreign languages, for instance, because these help people develop their ability to think and solve problems. People study history so that they can have the same shared knowledge of their society as other people. In the same way, you should justify studying kinship, a topic in anthropology, by showing how it can have a more general value for everyone's intellectual and personal development.
Another important part of this assignment is to describe how you would make the ideas from anthropology you think are important accessible and understandable to students who have never studied anthropology.
Your ideas about how to teach kinship in high school should also help support your argument about the importance of kinship. The ideas for teaching that you create are your examples that show your audience—the school board—that you can do what you propose.
When writing persuasively, you also have to make sure that your ideas stand on their own. You should not assume that your readers know anything about what you are presenting to them. That means you have to give them all the information they need to understand your ideas, but no more than what is necessary. If you want to introduce a specific idea, you need to explain it to your readers in terms they understand. All you should assume about your readers is that they are educated and possess basic knowledge of the world that can be found in an encyclopedia. They know, for instance, that anthropology is a social science, but they do not know why anthropologists study kinship.
ANTH 1001: Introduction to anthropology—A guide to the unit
General info: The goal of this class | What we will do in this class | Readings, other class requirements, and online resources | A note about attendance | The keys to success in this class | A guide to effective email | The ANTH 1001 class Canvas site (requires USYD login)
Lecture outlines and guides:
|Module 1: What makes us human?||Weeks 1–3|
|1.1.1, 1.1.2, 1.2.1, 1.2.2, 1.3.1, 1.3.2||Ryan Schram|
|Module 2: Can an anthropologist really leave her culture?||Weeks 4–6|
|2.1.1, 2.1.2, 2.2.0, 2.3.0||Ryan Schram|
|Module 3: Is family universal?||Weeks 7–9|
|3.1.1, 3.1.2, 3.2.1, 3.2.2, 3.3.1, 3.3.2||Jadran Mimica|
|Module 4: Where is the mind?||Weeks 10–12|
|4.1.1, 4.1.2, 4.2.1, 4.2.2, 4.3.1, 4.3.2||Jadran Mimica|
|5.1.1, 5.1.2||Ryan Schram|
Assignments: Online discussion posts and responses | Weekly reflections | Module 1 concept quiz | Tell me a story...: An analysis of qualitative data | Proposal for a Grade 12 lesson on kinship | Comprehensive (open-book, take-home) essay response assignment