Cultures of the World
(with an emphasis on
|Week of (Mon)||Chapter||Number/Name and Assignments Due|
Introduction: Mainland Pacific Islander Identities
Movie: California Welcomes the Hokule'a (30 min.)
Guest Panel: Karen Vignault-Filmmaker (Kumeyaay)PIFA Representatives
How anthropologists construct accounts
Roots, basic premises and techniques of Ethnography
Ethnography in the Pacific Islands
Guest Panel: Marshall Beach, Susan Hale, Chuck Wallace
Chapter 1 and 2 study questions due
Team Project Stage One:
a. choose team, possible interviewee
b. discussion of interviewing goals, methods
c. start interview questions
Islands: Historic roots/Overview
Culture, language, social/economic/political structures
Chapter 3 study questions due
#1: Test Review
Movie: Act of War (60 min.)
Islands: Key Issues and social change
Modernism, tourism, militarism, land, and sovereignty
Movie: Uiaki Fono: Resolving the Future (25 min)
Chapter 4 study questions due
Debates and Issues In Ethnography
Recent Ethnographic work in the Pacific Islands
Chapter Study questions due
Team Project Stage Two
a. finalize questions/set up interview
b. do the interviews
c. discussion of sample project paper
Work on Pacific Islander Cultures
"Insider - Outsider Issues"
Movie: Kapa Haka - The People Dance (46 min.)
"Field" Essay: Discuss options and sample essay
Islanders on the Mainland: Historical Overview
Demographic Information/Readings on diaspora
Guest Panel: Community members from:
Hui o Hawai'i, Samoan Community Council
Tongan Community of San Diego, Foundation for
Chamorro, TAPA, PISA (SDSU)
Chapter 7 study questions due
#2: Test Review
Movies: Chamoru Dreams (26 min.), Kumuhonua (23 min.)
Work/Theories about Diaspora(s)/Identities
Team Project Stage Three: Last Preparatory Stage
a. in class analysis/prepare for report writing
b. out of class report writing
c. finalize presentation packet
Chapter 8 study questions due
Family, community organizations, Identity
Chapter 9 study questions due
Diaspora: Art, literature, music, dance
Guest Panel/Dancers --Mini-PIFA:
Taupou O Samoa, Jean Kalani Dancers, Kaleo 'O Nalani
Chapter 10 study questions due
#3: Test Review
Movie: Tatau: What One Must Do (26 min.)
|5/5||Group Projects Due--- Presentations|
|5/12||Group Projects Due--- Presentations|
Islander Cultural Production: "Facing Future"
Chapter 11 study questions due
Essay due at the last class meeting:
|5/26 - 6/2||FINALS||FINAL EXAM: May 26, 2:00 - 4:00 pm (essays returned)|
ASSIGNMENT POINT VALUES:
|1||Test #1: Objective (50 points)||________|
|2||Test #2: Objective (50 points)||________|
|3||Test #3: Objective (50 points)||________|
Questions (10 points each)
after each chapter except #1
|________ 100 points total|
project: Stage 1 (50 points)
|________ no makeup|
|6||Team project: Stage 2 (75 points)||________ no makeup|
|7||"Field" essay: (25 points)||________due last class meeting; returned at final|
|8||Final Exam: (100 points)||________|
Credit (up to 5 points)
Total Points Possible: 500 points
A = 45O or higher, B = 400 or higher, C = 350 or higher, D = 300 or higher, Below 300 = F
Anthropology 125: "Field" Essay (25 points)
DUE LAST CLASS DAY: RETURNED TO YOU AT FINAL
Student Name __________________________________
Title of Event/Performance/Meeting Observed:
1. Describe the "structure" of the event you visited. Narrate what happened.
2. What processes or parts of the event in particular captured your attention. Why?
3. How did you feel about your role as a participant/observer? How in particular, do you think your own background, location, emotions, experiences affected how you "saw" this event?
4. What are the issues that arise for you in this event about Pacific Islander identity? Describe the issues using any memorable interaction that occurred at the event.
5. How do you see this event in relation to the issue of social change and diasporic communities?
6. What Is the major "learning" that this event brings forward for you, having to do with Pacific Islander lifestyles on the mainland?
PARTIAL LIST OF GROUPS HAVING REGULAR EVENTS/MEETINGS/PRACTICES
NOTE: If you intend to use an event/group not on this list, be sure to mention in class! *You may also choose to spend a bit of time "learning" a skill from a person in the community, and use this as your "event".
Te Manawa Maori 'Ahahui Kiwila Hawai'i O San Diego
Jean Kalani Dancers Foundation for Chamorro
Samoan Community Dancers Hui O Hawai'i of San Diego
The ReChuuk Ka Lahui Hawai'i: Akakawai District
Irensia Samoan Community Council of San Diego
Kaleo 'O Nalani Sons and Daughters of Guam Club, Inc.
Hui o Hawai'i Choir Tongan Community of San Diego
Samoan Youth Choir The Alliance for Pacific Islander Youth (TAPA)
Tonga Methodist Choir Hanohano Outrigger Canoe Club
Motu Nehenehe Kai Elua Outrigger Club
Pua o Nalani . Pacific Islander Outrigger Canoe Club
Essay Assignment: No late essays/tests are accepted. The essay is due at the last class meeting and will be returned to you on the day of the final. It must be typewritten, double spaced, a minimum of one page per question.
1. Get into teams of 3 people: one person should be associated with the mentor, relative, leader or elder who you will interview (Student A), the other student(s) (Students B and C) will be offering support to the process, observing/transcribing the interview, and doing the "second" interview with student A, which they'll then analyze.
2. Find a Pacific Islander or someone involved with Pacific Islander culture on the mainland that you can interview about their own experiences of Pacific Islander identity/culture. You may interview friends, mentors, relatives, leaders or elders in the Pacific Islander community.
3 Before the interview, define and interrogate each of your own locations vis a vis the person you are interviewing. Also formulate your own statement of what it is that you want to learn from the interviewee.
4. Develop questions on Pacific Islander identity to use, along with your own rationale for those questions. (Only a few questions are needed. ) Student A will be in charge of this stage.
5. Have Student A interview the person. Students B and C will observe and tape the interview. (Be sure to have a backup tape.) They will also handle the release forms.
6. Finally, Students B and C will tape an interview of Student A, asking him/her about his/her interview experience. How did he/she feel? What did he/she learn? What happened in terms of his/her connection (or lack of connection) to the interviewee? The students will submit tapes of both interviews. (Again, be sure to have a backup tape.)
5. Listen to and analyze the tapes: Each person must write his/her experience of both interviews. (Forms will be provided3 pages long)
6. Pull together a packet to contain:
a. the four tapes
b quotes from the interview you thought were important
c your forms/essays
7. For the final stage, you will conduct a class presentation (20 minutes) on the experience of interviewing. Tell the class about the interview, and each of your analyses. Each of you should discuss your own location and experience.
Your team will not only "collect data" but interrogate the data, and your roles in relation to your interviewees and each other. Other students and the instructor will evaluate your contributions to the group project, and the overall group presentation. Eventually (in a year or two) your work become the central core of a book about the diaspora) and you will be credited as co-researchers. Also, if we are able to keep contact with you, you will be able to be on a team that edits our final draft.
Office hours: Feel free to drop in. I will be glad to advise you about essays, tests, and reading assignments. If possible, make an appointment ahead of time. Be sure to contact me when there are problems or issues which will affect your work in this class.
Readings/Assignments: Be sure to have chapters read before class. If you plan ahead, keep up with the reading, and complete work well ahead of time, and if you can be involved and interested: chances are you'll do well.
Class Climate: Respect for those who speak and a climate of acceptance is essential to this class. Please be attentive to and thoughtful of guest speakers in particular. Avoid derogatory ways of speaking about others.
Pet Peeves: Avoid coming into class late, leaving early without first warning the instructor, and "early packing." Don't be a compulsive babbler: embarrassment may be a consequence.
Attendance: 3 absences and you may be dropped. Contact me if you have attendance problems. Be sure if you drop the class to do so with admissions and records. Note: absences will jeopardize your grade.
STUDY HINT: Separate notebook pages in half (fold lengthwise)
1. Before we lecture on it: read, recite (aloud), and review the readings
Do the study questions carefully, reread, edit.
2. Take careful class notes: also note "signal phrases" and examples
Be active, alert and involved in class: ask and answer questions
3. After class add book notes to class notes
Reflect on the ideas that may relate to your life
Relate and use the terms in class discussion as often as possible
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