Contributors |
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v | |
Preface by the Editors |
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vi | |
Annotated Index by Topic, Learning Outcomes, and Student Activity |
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vii | |
Foreward |
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xiv | |
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Introduction |
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xvi | |
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Part I: General |
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Hands-On Exercises for a Four-Field Introduction to Anthropology |
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1 | (3) |
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Critical Thinking in Anthropology |
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4 | (7) |
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Strategies for Becoming an Outstanding Anthropology Teacher: From the Student Perspective |
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11 | (4) |
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``TSM Cube:'' Illustrating the Scientific Method |
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15 | (3) |
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Discussion Preparation Guides |
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18 | (9) |
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Part II: Archaeology and Biological Anthropology |
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Ping Pong Archaeology: A Non-Destructive Field and Lab Exercise |
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27 | (3) |
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An Introductory Unit on the Illegal Antiquities Trade: Looting and Related Ethical Issues in Archaeology |
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30 | (8) |
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``First Steps'' in Hominid Evolution: A Lesson on Walking |
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38 | (4) |
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The Trouble with the ``Race'' Concept: It's All in the Cards |
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42 | (5) |
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The Use of Biblical ``Stories'' as a Discussion Point for Evolution versus Creationism |
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47 | (1) |
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Part III: Language and Culture |
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Gender and Language: A Fieldwork Project |
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48 | (6) |
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Linguistic Models in Anthropology 101: Give Me The Cup |
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54 | (3) |
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Part IV: Cultural Anthropology |
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Using Ads to Teach Anthropology |
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57 | (3) |
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Teaching Cultural Anthropology Through Mass and Popular Culture: Seven Pedagogical Methods for the Classroom |
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60 | (5) |
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Acting Out Anthropological Concepts |
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65 | (4) |
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Introductory Fieldwork: The Meaning of the Gift |
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69 | (5) |
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Ethnography, Humanity, and Imagination: Seeing a Culture and Society Through the Eyes of an Individual |
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74 | (4) |
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Student Experiential Learning on Social Control, Class, and Gender |
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78 | (6) |
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Family Altars in Introductory Anthropology: Making Kinship Relevant |
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84 | (4) |
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Dynamic Ethnography, Methods, and Next-Door Anthropology |
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88 | (3) |
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Getting Into the Act: Using Classroom Role-Playing as a Type of Participant Observation |
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91 | (6) |
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Creating Cultures: Taking the Pain Out of Writing in Introductory Courses |
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97 | (7) |
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Fieldwork and the Observer's Gaze: Teaching the Ups and Downs of Ethnographic Observation |
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104 | (6) |
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Reading Textiles for Cultural Messages |
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110 | (2) |
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Coming of Age in Statistics |
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112 | (5) |
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Culture as ``The Rules of the Game:'' Simulating Fieldwork While Playing Cards |
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117 | (7) |
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Reading Between the Lines: The Representation of Diversity, Conflict, and the Broader World in International News Stories |
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124 | (4) |
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The Cultural Dialog Project (CDP): Approaching Ethnographic Texts Through Playwriting and Performance |
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128 | (7) |
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Teaching Culture through Life History: The Spradley Approach |
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135 | (4) |
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Using Value Orientations to Understand the Role of Culture in Cross-Cultural Communication |
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139 | (8) |
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147 | (3) |
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``Flags''---the Power of Patriotism and Nationalism: The Arbitrariness of Symbols and Significance: A Classroom Exercise That'll Wake `em Up |
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150 | (4) |
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Taking Students on a Walkabout |
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154 | (2) |
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Building Student Interest, Input, and Engagement: Organizing Small Group Projects in Large Classes |
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156 | (4) |
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160 | (2) |
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Familiarizing the Exotic in Ethnographic Film |
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162 | (5) |
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Pre-Class Fieldwork: Ethnographic Introductions |
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167 | (2) |
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Potlatching Classroom Participation: Using ``Prestige'' and ``Shame'' to Encourage Student Involvement |
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169 | (5) |
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How to Teach Self Ethnography |
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174 | (7) |
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Grounding the Culture Concept, or Pulling the Rug Out From Students |
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181 | |
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