Fall 2001
Americans separate and unite around race, ethnic, and national histories; religion, gender, region, class, and many other attributes shape people's perceptions of one another. Many people value their distinctive cultures, even as they participate in the larger society. America's public discourse regarding these complex relationships is muddled, frequently superficial, and often acrimonious.
Anthropology, with its emphasis on cross-cultural understanding, brings unique and important perspectives to these issues. This course provides anthropological tools to understand American diversity. It raises some of the most important questions facing the United States in the 21st century--questions the students of today will have to respond to throughout their lives.
Secs. 1-4 Mr. Kenneth Routon, 9:00-9:50 a.m., MW, Faner 1326. Office Hours: 12 noon - 1 p.m. MWF Office: Faner 3538, Phone: 536-6651 email:
Secs. 5-8, Dr. Jane Adams, 3:00-3:50 p.m., MW, Wham 308. Office Hours: 10-12 MWF Office: Faner 3539 Phone: 453-5019, email: jadams@siu.edu
Secs. 9-10 Mr. Matt Tornow, 6:00-6:50 p.m. TTH, Faner 1326. Office Hours: TBA Office: Faner 3538 Phone: 536-6651, email:
Discussion sections:
Sec. 1: Thurs. 5:00-5:50, Faner 3514
Sec. 2: Thurs. 6:00-6:50, Faner 3514
Sec. 3: Fri. 9:00-9:50, Wham 307
Sec. 4: Fri. 10:00-10:50, Wham 302
Sec. 5: Fri 2:00-2:50, Quigley 208
Sec. 6: Fri. 3:00-3:50, Wham 308
Sec. 7, Wed. 4:00-4:50, Wham 308
Sec. 8, Wed. 5:00-5:50 Wham 307
Sec. 9, Tues 7:00-7:50, Faner 1224
Sec. 10, Thurs. 7:00-7:50, Faner 1224
SIUC Policy regarding major religious holidays: Students absent from classes because of observance of major religious holidays will be excused. Students must notify the instructor at least three regular class periods in advance of an absence from class for a religious holiday and must take responsibility for making up work missed.
AMERICAN’ 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.
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.
Health is another area of universal concern. We will see how different people within the United States understand 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.
COURSE GOALS
1. To acquaint students with the diverse social groups that make up the United 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.
COURSE REQUIREMENTS
This course has several parts: 1) Readings; 2) Lectures and films; 3) Discussions; 4) Projects; and 5) Exams.
1. Readings: A collection of articles has been compiled; they accompany this syllabus in your course pack.
Each set of readings is accompanied by a 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 one group project and four individual projects, one for each topical unit.
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. (I will provide a list and will review salient concepts and data regarding the readings in class. I suggest that, when I give a formal lecture, you take notes, because this should guide your reading.)
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. If you must miss class, bring a medical or other applicable form so you will not be penalized. We will arrange alternate assignments if necessary.
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!!!
4. 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.
5. GRADING:
Value
5 Projects @ 14% 70%
Participation 5%
Mid-term: 10%
Final (comprehensive): 15%
100%
Grades will be given according to a standard 100-point scale, with modifications to allow some curving if appropriate (e.g., if an exam is ridiculously easy or phenomenally difficult).
SCHEDULE OF CLASSES
WEEKS 1-3. INTRODUCTION. MELTING POT, STEW POT, OR SALAD?
Aug 20- “What’s American About America?” Ishmael Reed, Cultural Readings for Sept 7 Writers, 3rd ed., ed. by Carol J. Verburg. Boston: Bedford Books of St. Martin’s Press, 1994:3-7.
“People in Me,” Robin D. G. Kelley, ColorLines
“Racializing Latinos in the United States: Toward a New Research Paradigm” Suzanne Oboler. In Identities on the Move: Transnational Processes in North America and the Caribbean Basin, edited by Liliana R. Goldin. Institute for Mesoamerican Studies, University at Albany, New York, dist. By University of Texas Press, 1999, pp. 45-68.
“Race: Mississippi Summer 2000.” Text to accompany filmed “field notes”, Jane Adams.
“Mirror, Mirror: A summary of research findings on body image.” Social Issues Research Centre, Oxford, England. www.sirc.org/publik/mirror.html
WEEKS 4-5. FAMILY
Sept 10 - I. Different kinds of kinship
Sept 21 “Speaking of Indians,” Ella Deloria, University of Nebraska Press, 1998, Reprint of 1944 edition.
“African American Families,” by Beverly Greene, National Forum, Phi Kappa Phi Journal, Su 1995 v. 75 i. 3, pp. 29-
“For many blacks, family tree long splintered,” by Margaret L. Usdansky. USA Today, Jan. 17, 1994,p. 7A
II. Families in the public sphere
“Infighting in San Francisco: Anthropology in Family Court,” Barbara Joans. Practicing Anthropology 19:4, 1997:10-13.
Three arguments regarding same-sex marriage, with Introduction:
“Why Not Gay Marriage?” Charles Coleson, Christianity Today, 40(12,1996):104
“Most Compelling Reasons for Legal Marriage”, Demian, 1997, www.buddybuddy.com/toc,html
“Wedding blitz,” J.D. Tuccille, July 9, 2000, www.free-market.net/spotlight/same-sex/
WEEKS 6-8. MAKING A LIVING - LIFE CHANCES
Sept 24 - “Falling from Grace,” Katherine S. Newman, Columbia June 1988:44-48
Oct 12 “Nickel-and-Dimed: On (not) getting by in America,” Barbara Eherenreich,
Harper’s Magazine, January, 1999:37-52.
“The Changing Roles of Farm Women,” Jane Adams. Illinois History Teacher, 7(1, 1999):2-6.
“Memories from a Migrant Childhood,” by Javier Aguirre. Memo: Migrant Education Messages and Outlook, Sept/Oct 1992, vol. 10, no. 4, pp. 16-17, 30
“Trail of Broken Dreams,” by Laura Putre. Cleveland Scene November 23, 2000. www.clevescene.com/issues/2000-11-23/feature.html/printable_pages
“A Fight for Sovereignty in Alaska’s Native Villages,” by John E. Echohawk. Christian Science Monitor June 26, 1997.
“The Open Lead: Inupiat Whale Hunting in Alaska,: by Bill Hess, Natural History June 1999, v. 108, I 5, p. 88.
“The Great American Whale Hunt: Makah Indian Tribe of Neah Bay, Washington, plans to revive whale-hunting tradition”. By Richard Blow. Mother Jones Sept-Oct 1998, v. 23 n 5, pp. 49-56.
“Parks in Partnership: Native American heritage …” By Sally-Jo Bowman. National Parks Jan-Feb 1998 v. 72 n. 1-2, pp 30-34.
Midterm Exam beginning week 9
[Fall Vacation Oct. 27-Nov. 4 – week 11]
WEEKS 9-13. RELIGION
Oct 15- READ: “America’s Many Religions,” Chronicle of Higher Education, June 9, 1995.
Nov 16 “Opening the Problem”, in New Heaven, New Earth, Kenelm Burridge. Basil,
Blackwell, 1969, pp. 3-8.
“The Race of the Saints: An Italian Religious Festival in Jessup, Pennsylvania,” Donald E. Byrne, Jr., Journal of Popular Culture, 1985, 19:119-30.
Santaria Out of Africa and into the Mainstream, Lizette Alvarez. Tampa Tribune Apr 12, 1997.
“Florida's Caribbean Immigrants Are Putting Their Faith in Santeria.” By Mike Clary [Home Ed] The Los Angeles Times, Los Angeles, Calif., start p. 5. Aug 9, 1995
“The Field Situation”, Chapter One, God’s Peculiar People: Women’s Voices and Folk Tradition in a Pentecostal Church, Elaine J. Lawless. University Press of Kentucky, pp. 10-34.
WEEKS 14-16. HEALTH CARE
Nov 19 - READ: “Hmong Refugees and the US Health System.” Mary Jo Beghtol.
Dec 7 Cultural Survival Quarterly 1988, 12(1):11-14 .
“Economic, Social, and Cultural Factors in the Analysis of Disease.” Sandra K. Joos. In Ethnic and Regional Foodways in the United States, Linda Keller and Kay Mussel, eds. University of Tennessee Press, 1984, pp. 217-237.
“Sister tribe avoids health pitfalls,” by Graciela Sevilla. www.azcentral.com/news/specials/pima/1102maycoba.shtml
“Suffering children and the Christian Science Church,” by Caroline Fraser. The Atlantic Monthly, April 1995
“Twitchell Tells of Test of Faith,” Irene Sege. Boston Globe August 8, 1990, pg. 1
“I Refuse to Doubt: An Inuit Healer Finds a Listener,” by Edith Turner. In Bridges to Humanity: Narratives on Anthropology and Friendship, edited by Bruce Grindal and Frank Salamone. Waveland Press, 1995, pp. 231-251.
WEEK 17. May 14-18 FINAL EXAM.
Secs. 1-4 (meet 9:00-9:50 a.m. MW) Wed., Dec. 12, 7:50 – 9:50 a.m.
Secs. 5-8 (meet 3:00-3:50 p.m. MW) Fri., Dec. 14, 10:10 a.m. – 12:10 p.m.
Secs. 9-10 (meet 6:00-6:50 p.m. TTH) Thurs, Dec. 13, 5:50 – 7:50 p.m.