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AMERICA
'S DIVERSE CULTURES
"American culture" may be an oxymoron--a term that contradicts itself. America --that is, the United States --is made up of an enormous diversity of peoples, more-or-less bound together by a common government and, for the most part, language. We are not a "nation" in the European sense of the word. We do not, as a people, share a common historical tradition nor are many of our customs widely shared. We are, rather, composed of many nations, many people.
Nonetheless, we do share a common government and administrative apparatus, a common set of laws, and, for the most part, a common economy. Our cultural diversity, which in an earlier age would undoubtedly have torn us apart, is held together by these common structures.
In this course we will explore both our diversity and our common structures through readings, videos, speakers, field research, and small-group discussions. We will explore ways to make sense of our differences--of historical experience, of ethnicity and race, of religion, of age, gender, and class. We will see how these distinctions affect different individuals' and groups' life experiences. The aim of this course is to deepen our appreciation of and sensitivity to our own and others' ways of being.
The readings in this course can only skim the surface of American diversity. We begin with an overview of the settlement of this nation. We begin to address the many ways the people of the United States have viewed each other across the divides of culture, conquest, gender, religion, and class: the 'First Nations' of the many American Indian tribes, the people who came from Western Europe, creating a unified political structure, the Africans brought in bondage across the Middle Passage, and the more recent immigrants from Asia, Latin America, the Caribbean, and, now voluntarily, Africa.
We next take up one of the basic units of our society, our families. We look at different kinds of families that exist in the U.S. --the families of members of the class, family structures in different ethnic groups, and new forms of family that are developing.
We then turn to issues of making a living. We study how different groups of people experience our economy and how both sociocultural and economic factors shape individual life chances.
Health is another area of universal concern. We will see how different people within the United Statesunderstand what it means to be sick or healthy, and what is considered to be an appropriate kind of curing. We will discuss policy issues on how to deal with these different approaches to health care.
Religious beliefs and practices are an integral part of most Americans lives, but again, these beliefs and practices are extremely varied, including Christian, Muslim, Hindu, Jewish, Buddhist, a variety of Native American religions, and many smaller groups, many inspired by Asian and Native American religions. In this section we will look at how religious practices change as social life changes, and at ways religion contributes to forming people's individual and collective self-identity.
COURSE GOALS
| 1. | To acquaint students with the diverse social groups which make up theUnited States, using readings, film, lectures, research and writing assignments, and discussions. |
| 2. | To provide students with direct experience in individual and collaborative data collection and analysis. |
| 3. | To provide students arenas in which they can develop their critical analytic skills with which to interpret other peoples' behaviors and through which to reflexively understand their own. |
| 4. | To develop writing skills. |
| 5. | To give students an introduction to basic ethnographic concepts that will help them understand cultural diversity throughout their life. |
| 6. | To enable students to find relevant literature and resources as they encounter situations requiring sensitivity to cultural diversity throughout their lives. |
SPECIFIC OBJECTIVES
- Students will be able to identify at least three different cultural practices or other specific knowledge relevant to each unit.
- Students will be able to identify and apply anthropological theories relevant to each topic.
- Students will be able to define and correctly apply anthropological vocabulary relevant to each topic.
- Students will be able to define and debate policy dimensions of developing culturally sensitive and appropriate public policies and laws.
COURSE REQUIREMENTS
This course has several parts: 1)Readings; 2) Lectures and films; 3) Discussions; 4) Projects; and 5) Exams.
| 1. | Readings. The textbook contains most of the required readings, but a few are available only on the web. Each set of readings is accompanied by a research and writing assignment. These assignments aim to develop your ability to read critically and thoughtfully. Students are expected to read all the assigned readings as scheduled, to come to class prepared to discuss them, and to turn in written assignments on the day assigned. |
| 2. | Lectures and films. The material covered in formal lectures and films/videos will be covered on exams and may be accompanied by a written assignment. |
| 3. | Discussions. Class participation is crucial to this course. Everyone in the course is something of an "expert" on American society, either as a native or as an intelligent observer. You will be expected to share your knowledge and thoughts with the other members of the class. Everyone in the class therefore has the responsibility of making the classroom a 'safe' environment where everyone feels comfortable expressing their thoughts and in which everyone can feel that their opinions are respected, even when they are not shared by all members of the class. |
| 4. | Projects. There will be five projects, one for each topical unit. Students are required to do three of these projects as graded exercises and a fourth as an ungraded exercise. These projects synthesize the readings, lectures, and lab assignments. See course website for GUIDE FOR WRITING UP PROJECTS, WRITING ESSAYS. All students are required to do the first project (15%) on Native American identities to gain experience at how anthropologists document and analyze cultural diversity. The second project will be done in the break-out discussion sections and will be ungraded except for participation. All students will participate in the third project (15%) and turn in the required written assignment. Students must do either the fourth or fifth project (15%) and need to inform the instructor and TA of their choice during the week of Oct. 29-31. |
| 5. |
Exams. Exams will cover all the materials covered in class. The final will be comprehensive. The mid-term and final exams will test a. Concepts dealt with in class b. Specific data about the readings c. Geographic location of places covered in class/readings. |
| 6. | Extra credit assignments. From time to time your instructor will give you the opportunity to earn extra credit. These assignments are optional. As with regular assignments, credit will be given according to quality of work accomplished. |
BASIC RULES:
1. ASSIGNMENTS are due during the class period on the due date.
2. ATTENDANCE is important. Attendance will be taken at the beginning of each class.
| Lectures: Only three absences will be excused. one-half letter grade will be docked from final grade for each absence in excess of the three allowed. Discussion Sections: Only three absences will be excused. one letter grade will be docked from final grade for each absence in excess of the three allowed. |
3. WRITING REQUIREMENTS
| 1. | All written assignments must be typed. If you cannot type and cannot afford a typist, see your T.A. |
| 2. | Written assignments must be literate. This means words should be spelled properly, sentences should be complete and meaningful, and paragraphs should be coherent. YOU WILL BE GRADED DOWN FOR SLOPPY WORK!!! |
| 3. | LATE PAPERS WILL NOT BE ACCEPTED. THEY WILL BE ENTERED IN THE GRADE BOOK AS A ZERO. If you are ill or have another emergency, you MUST get a formal excuse to waive this requirement. |
| 4. | Written assignments must meet basic standards for college writing. Follow directions in 'Instructions for writing essays' section 2.1This means |
| 1. | sources must be referenced with proper bibliographies, |
| 2. | words should be spelled properly |
| 3. | sentences should be complete and meaningful, and |
| 4. | paragraphs should be coherent. PAPERS LACKING CITATIONS AND BIBLIOGRAPHIES, AND/OR THAT DO NOT MEET MINIMUM STANDARDS FOR SPELLING AND SYNTAX WILL NOT BE ACCEPTED. |
|
IF YOUR PAPER DOES NOT MEET THE FORMAL REQUIREMENTS (CITATIONS, BIBLIOGRAPHY, MINIMUM STANDARDS FOR SPELLING AND SYNTAX), YOU MAY RESUBMIT THE FIRST ASSIGNMENT. IF SUBSEQUENT PAPERS DO NOT MEET THESE MINIMUM REQUIREMENTS, THEY WILL BE GIVEN A ZERO (0). SUCH PAPERS MAY NOT BE RESUBMITTED.
|
5. |
GRADING: Grades will be given according to a standard 100-point scale. |
| Value | Points | |
| 3 Projects @ 15% | 45% | 450 |
| Participation | 5% | 50 |
| Mid-term: | 25% | 250 |
| Final (comprehensive) | 25% | 250 |
| 100% | 1000 |
Emergency Procedures:
Southern Illinois University
Instructors will provide guidance and direction to students in the classroom in the event of an emergency affecting your location. It is important that you follow these instructions and stay with your instructor during an evacuation or sheltering emergency. The Building Emergency Response Team will provide assistance to your instructor in evacuating the building or sheltering within the facility.
***SYLLABUS***
Week 1 (August 20-22) - Introduction and key questions
Readings: “Introduction” in textbook (Jane Adams, pp. 1-16)
Week 2 (August 27-29) Cultural diversity and Cultural relativism; History of Conquest and Settlement of U.S. Territory
Readings:
On the Merits of Racial Identity (Tomas Sandoval, 202 website)
"People in Me" in textbook (Robin D. G. Kelley, pp. 17-20).
Week 3 (Sept. 5) - Issues of Identity, 1: Latino? Hispanic?
Readings: "Racializing Latinos in the United States: Toward a New Research Paradigm” in textbook (Suzanne Oboler, pp. 23-41)
Week 4 (Sept. 10-12) - Issues of Identity, 2: Race: Mississippi
Readings:
“Race: Mississippi Summer 2000,” in textbook (J. Adams, pp. 43-49)
“Summary of Introduction,” in textbook (J. Adams, pp. 49-52)
***First Draft of First Project Due in class on Wed., Sept. 12***
Week 5 (Sept. 17-19) – Kinship and Marriage
Readings:
"Introduction - Family" in Textbook (J. Adams, pp. 53-58)
"Speaking of Indians," in Textbook (Ella Deloria, pp. 59-64)
Week 6 (Sept. 24-26) – Different kinds of kinship
***Final, Revised Version of First Project: Mon., Sept. 24***
Readings:
"African American Families," in Textbook (B. Greene, pp. 65-68)
"For many blacks, family tree long splintered," Margaret L. Usdansky (202 website)
"Infighting in San Francisco: Anthropology in Family Court," in Textbook (B. Joans, pp. 71-76)
***Ungraded Project Due in discussion section, Sept. 24/26***
Week 7 (Oct. 1-3) – Families in the public sphere
Readings:
"Why Not Gay Marriage?" in Textbook (C. Coleson, pp. 77-84)
“Wedding Blitz,” in Textbook (J.D. Tuccille, pp. 85-86)
***Review for Mid-Term Exam, Wed., Oct. 3***
Week 8 (Oct. 8-10) – Mid-Term Exam, Introduction to Unit 3, "Making a Living"
***Mid-Term Exam, Mon., Oct. 8***
Readings: “Making a Living: Life Chances,” in Textbook (J. Adams, pp. 89-96)
Week 9 (Oct. 15-17) – Native Americans and Whale Hunting
Readings:
"The Open Lead: Inupiat Whale Hunting,” in Textbook (B. Hess, pp. 97-98)
"The Great American Whale Hunt," in Textbook (R. Blow, pp. 99-105)
Week 10 (Oct. 22-24) – Environmental Justice and Working Class Identities
Readings:
“We All Have Identity at the Table: Negotiating Difference in a Southern African American Environmental Justice Movement,” M. Checker, Identities, 11: 171-194.
"The Changing Roles of Farm Women," in Textbook (J. Adams, pp. 131-137)
***Second Project Due in Class on Mon., Oct. 29***
Week 11 (Oct. 29-31) – Introduction to Health Care
Readings:
“Health Care,” in Textbook (J. Adams, pp. 149-154)
"Traditional Environment Protects Against Diabetes in Pima Indians," in Textbook (L. Schulz, pp. 155-159)
"Pima Diet Changes: 1958-1993," in Textbook (F. Berg, pp. 161-162)
***Choice of Third Project (Health or Religion) due Wed., Oct. 31***
Week 12 (Nov. 5 –7) – Health Issues: Body Image, Christian Science
Readings:
"Mirror, Mirror: A summary of research findings on body image," in Textbook (Social Issues Research Centre, pp. 163-168)
"Christian Science Healing of Minor Children: Spiritual Exemption Statutes, First Amendment Rights and Fair Notice," in Textbook (J. Merrick, pp. 169-185)
Week 13 (Nov. 12-14) – Health, Culture, and Religion
Readings:
"Hmong Refugees and the US Health System," in Textbook (M. Beghtol, pp. 187-193)
“Introduction/Religion,” in Textbook (J. Adams, pp. 213-225)
Week 14 (Nov. 26-28) – Religion in the US
"America's Many Religions," in Textbook (C. Mooney, pp. 227-230)
“The Race of the Saints: An Italian Religious Festival in Jesup, Pennsylvania,” in Textbook (D. Byrne, Jr., pp. 231-241)
"Santeria Out of Africa and into the Mainstream," in Textbook (L. Alvarez, pp. 243-246)
Week 15 (Dec. 3-5) – Review for Final Exam
Readings: None :)!
***Third Project Due in Class Wed., Dec. 5***
Review notes, Mid-Term Exam, projects, and readings from entire semester
***Final Exam: Wed., Dec. 12, 3:10-5:10 pm***
SUMMARY OF SCHEDULE FOR PROJECTS & EXAMS
First Draft of First Project: Wed., Sept. 12
Final, Revised Version of First Project: Mon., Sept. 24
Ungraded Project on Family Due in discussion section, Sept. 24/26
Mid-Term Exam, Mon., Oct. 8
Second Project: Mon., Oct. 29
Choice of Third Project (Health or Religion): Wed., Oct. 31
Third Project Due in Class Wed., Dec. 5
Final Exam: Wed., Dec. 12, 3:10-5:10 pm
Go to readings
© Jane Adams 2007