End of year reflection. We will take time to write this in class on Tuesday.  Please hand write this, or print it out and sign it once you are complete.  If you will miss class on Tuesday, our last day, I am sorry you will miss our potluck and closing ritual, please get your letter to me before you leave.

Articles to layer on our discussion Disneyland and Baudrillard and "Say Cheese!"

If Disney is hyper-reality, what kind of world is it creating, what does it represent?

How is this like/unlike cultural reproduction theory?
Disney as Appaduri's "mediascape"; what is its role in a globalized world?
Other connections, questions?

Gender Role Portrayal and the Disney Princesses (masculine and feminine characteristics)
Damsels in Discourse: Girls Consuming and Producing Identity Texts Through Disney Princess Play, (play and writing)
Ethnically Correct Dolls: Toying with the Race Industry, (race, Barbie, and "queering" of toys)
Mickey Mouse Monopoly (film critique of Disney movies)

Sheep in Navajo Culture and Social Organization is there a parallel in larger American society?

Gary Witherspoon Language and Art in the Navajo Universe
Painting with Sand, Navajo Medicine Man, 1949

Questions to consider as you read  Pintupi text

from PINTUPI COUNTRY, PINTUPI SELF

• What is The Dreaming?  How is it simultaneously symbolic, creationary, descriptive, etc.?
• What is the relationship between people and place / landscape and the Dreaming?
• What is the relationship between yuti (visible) mularrpa (real) and Tjukurrpa (The Dreaming)?
• What is the significance of The Dreaming to sacred places, yarta yarta?  Conception?
• Dreams v. The Dreaming?
• How is the The Dreaming timeless?  How are new events or situations incorporated within The Dreaming?
• What are the meanings of ngurra?  Significance?
• What is the relationship between story and place, landscape and narrative?
• How does one “own” a ritual or place – and what obligations does this entail?

Anthropology opportunity:

We invite you to join us and listen to our African students from Madison High School to share their personal struggles and barriers which they face. They will discuss the challenges of living in a White society, while simultaneously maintaining their own unique cultural identity.  Their stories of destitute & hope and the struggles of balancing completely different cultures from their home and school environments are some of the challenges they face on a daily basis.  This discussion will be facilitated by the Equity & Partnership Department with the support of our community partners.

When: Thursday, April 21, 2016

Time: 4:30-6:00 pm

Where: BESC Boardroom (The District Office near the Rose Quarter)

Fraternities and Rape  article can be found here

For Tuesday, following our previous schedule, please have the chapter 3 questions ready to turn in; I am looking for enough notation to allow for discussion of the chapter and the Freakonomics excerpt.

In addition, for chapter 4, in place of discussion questions, you will be pulling significant quotes - 1 for every 3 pages - 20 passages total.  We will be using these to do a creative writing for Thursday.

Freakonomics excerpt for use with chapter 3 ISOR and corresponding questions

Here is the ISOR reading schedule as it plays out over the remaining unit:
March 28 Chapter 2 questions
March 30 Chapter 3 and Freakonomics excerpt
April 1 Chapter 4:  passages; creative response, seminar discussion
April 7 Chapter 5:  compare to secondary article
April 18 (Chapter 6 or 7 or 8)
April 22 Conclusion questions, chapter 9

On another note:  What should your IA look like, what's the format?

• This is a big enough deal to merit a cover-page, be proud, give it a witty title
• If you are testing, that cover page should also include your IB testing number, the 000517-XXXX, as well as the date, and Social and Cultural Anthropology HL
• A table of contents, if desired
• Double-spaced or space-and-a-half, size 12 standard font
• Basic MLA format, name and page number, upper corner
• word count at the end
• any appendices, if used
• Consistent citations:  footnotes or parenthetical citations, with a works cited page

HL internal assessment scoring criteria here.

Here is the down draft slideshow, scoring guide to follow.

Here are the questions for chapter 1 - remember, we agreed to have the chapter read by March 11.

A simplified article in Anthropology Today which helps clarify Bourgois': cultural reproduction theory

• plan on Friday, February 26 and Tuesday, March 1 as official fieldwork days.  For those who need to visit your fieldwork sites during the day, this time is for you; although you are in no way limited to just those days, we will have lighter in-class lessons on those dates and all material we use will be on the blog. 
• For those whose fieldwork does not require time during the class day - March 6 - is your target date for all fieldwork to be completed; make use of lunch, free periods, weekends, etc.

In Search of Respect:  Selling Crack in El Barrio, heretofore known as ISOR, introductory questions and terms here.  Please have this section read and be prepared to discuss on Wednesday.  

Make sure you check out Doing Cultural Anthropology:  Projects in Ethnographic Data Collection from the book room - we are using it this week as follows:

everyone will read chapter 1 "Becoming a Participant Observer" as a means of introduction, then students are assigned the following chapters:

2. Noah, 3. Sasha, Micky 4. John, Emma, 5. Daniel, 6. Simone, 7. Abby, 8. Tim, Anna, 9. Benito,
10. Elena, 11. Olivia, 12. Maddy, 13. Orion, 14. Mai, 15. Catherine

For your respective chapter, read and write a paragraph summary in googledocs of the chapter which includes:

• a basic summary of this data collection style
• who might use it?
• what kind of data would it provide?

This paragraph is due Thursday, February 11.  The paper 3 practice exam has been moved to Tuesday, February 16

Arjun Appaduri's Disjuncture and Difference in the Global Cultural Economy  key terms and/or concepts:
imaginaire
ethnoscapes
mediascapes
technoscapes
financescapes
ideoscapes
fetishism of the consumer
fetishism of the producer
globalization v. homogenization
repatriation of difference

Calendar  for HL fieldwork IA project.  Additionally, a link to the project proposal request.  Proposals due Wednesday, February 3.

Dream Zones excerpts

Are you a student with a 504 or IEP?  Please check out this great resource, Bookshare to help you keep up in your classes.

Introductory instructions to HL IA Fieldwork found here.