21. Smithsonian Institution, Anthropology Outreach Office: Anthropology Organization Below are listed not only anthropology but other social and natural scienceorganizations which includes teaching activities and curriculum materials, http://www.nmnh.si.edu/anthro/outreach/organiza.html

Anthropology Outreach Office Smithsonian Institution ORGANIZATIONS TO JOIN Below are listed not only anthropology but other social and natural science organizations that publish journals and newsletters. These organizations announce training programs and job openings; offer stimulating lectures, symposia and conferences; and help teachers expand their interests and professional networks. AMERICAN ANTHROPOLOGICAL ASSOCIATION 4350 N. Fairfax Dr. Suite 640 Arlington, VA 22203 (703) 528-1902, ext. 3005 http://www.ameranthassn.org/ AAA is the central professional organization of anthropologists. Members receive the quarterly American Anthropologist and the monthly Anthropology Newsletter , which includes a Job Placement Service listing. Also available are career publications, and the Guide to Departments of Anthropology that describes facilities and programs at over 250 schools and museums in the United States and Canada. AMERICAN PSYCHOLOGICAL ASSOCIATION 750 First St., N.E. Washington, D.C. 20002 membership@apa.org

22. Teaching Activities uga homepage UGA anthropology Department the lab people involvedwith the lab teaching interests research interests service activities http://www.arches.uga.edu/~obberlin/teaching.html

Laboratories of Ethnobiology Teaching Activities Brent Berlin Elois Ann Berlin Brent Berlin I regularly teach the required first year graduate seminar on History and Theory of Anthropology and a split-level undergraduate/graduate course on the Evolution of Human Cognition. I have recently taught a seminars on the Origins and Evolution of Language and Spoken Tzeltal Maya.. I am currently developing a new course on Indigenous Languages and Peoples of Latin America to be taught as part of the new major in Latin American and Caribbean Studies at UGA. Spoken Tzeltal Maya: A Self-paced Program-Tzeltal, along with Tzotzil, is one of the two major Maya languages spoken in Highland Chiapas. Until recently, pedagogical materials on the language were few and or poor quality. Stuart Robinson's translation of Joshua Smith's excellent Manual of Spoken Tzeltal goes a long way toward correcting this situation. In 2003, I'll be working with several Tzeltal male and female speakers form the municiaplity of Teneuapa to produce an interactive CD that will include a series of graded lesson sessions using the Smith manual as a guide. The lessons will eventually be posted on this website. Elois Ann Berlin My teaching has complemented my medical and anthropological interests. In addition to appointments in departments of anthropology (Columbia University, Michigan State University, and UGA), I have worked in medical education in the Department of Family and Community Medicine of the Stanford University School of Medicine. At Stanford I trained medical students and Family Practice Residents in health care delivery to patients in a multicultural health care setting. All of my teaching and research are grounded in a biocultural theoretical framework and incorporate an environmental and ecological perspective that I interpret to include the psycho-socio-cultural environment, as well as the biophysical and ecological context.

23. Past Efforts By AAA To Promote Anthropology Education through the activities of its Teaching anthropology Committee, Persons activein the Teaching anthropology Committee also participated in activities http://www.aaanet.org/committees/commissions/aec/ericksonarticle.htm

24. ESL Teacher Resources, Job Boards, And Worksheets Worksheets, jobs, flashcards, lesson plans, and activities for teaching ESL andEFL. The Boggleborians This worksheet combines anthropology and ESL. http://bogglesworld.com/

Jobs, Worksheets, and Flashcards for the ESL and TEFL Teacher. Glossary of ESL terms BW ESL Crosswords Word Searches ... The continents and oceans card game . Good content-based ESL for practising present perfect and simple past as well as geography terms. Boggle's World ESL Worksheets and Lesson Plans: Introduction: B oggle's World is a resource site for TESOL, TEFL and ESL teachers who teach elementary and middle school English, ESL and EFL to kids. Just click, print, and copy. Fall Worksheets T each summer vocabulary with these summer worksheets and activties Back to School Help break the ice with these back to school activities and worksheets New! I need a Ticket to Osaka, Japan S tudents practise purchasing airline tickets from ticketing agents in this line-up style role-play. Good for tourism English, Business English or false beginners who are planning to travel. New!

25. ReSET Teaching Anthropology Discussion on intersession activities with project participants. TeachingAnthropology in Great Britain. 15.00 16.00 Lunch 16.00 - 18.00 Workshop. http://www.ccrit.ro/Summer/Summer04.htm

At the summer session program participants meet in order to discuss issues relevant for their research and teaching. They benefit from the guidance offered by senior scholars who act as resource persons for the project. Read the reports of participants Teaching Anthropology: Means and Meanings 26 August 2004 - 5 September 2004 Cluj - Sibiu 26th of August, Thursday Arrival of Participants 20.00 Welcome Speech of Prof. Dr. Salat Levente, Babes-Bolyai University, Dr. Marius Lazar, Project Director and Dr. Horváth István, Director of Research Center on Interethnic Relations, Irina Culic, scientific secretary, CCRIT. 20.30 Opening reception

26. Complementary Studies Master In Social And Cultural Anthropology Teaching activities, anthropology of children and youth, 26,0 h. Teachingactivities, Seminar about the anthropology of Complex Societies, 26,0 h. http://www.kuleuven.ac.be/onderwijs/aanbod/opleidingen/E/SC_50046168.htm

window.name = "aanbod"; Home General information Opleidingen per faculteit English-language programmes of study ... Faculty information Print version Complementary Studies Master in Social and Cultural Anthropology Complementary Studies Master in Social and Cultural Anthropology (full-time/part-time) Language : E Credits : 60 General information The students may register on a full-time or a half-time basis. Half-time students take half of the required courses (6 or 7) during their first year. The remaining courses make up their program for the second year. The program as a whole requires 1560 hours of study (60 pt.). Upon successful completion of the entire program students receive the diploma of Master in Social and Cultural Anthropology. The courses listed as being taught in Dutch may also be taught in English, depending on the possibilities of the instructor and the linguistic composition of the audience. English speaking students follow all the mandatory courses, but they are allowed to replace the courses taught in Dutch by a reading list. Upon approval of the instructor and the Bureau of the Faculty students can replace a maximum of four courses by a reading list which should be representative for the subject matter involved. Show all details Hide all details Mandatory Courses General information The students in the English program may replace a maximum of three mandatory courses by three special courses.

27. Master Of "Europe And The World 1500-2000: Expansion, Exchange And Globalization Teaching activities, anthropology and History in the Postcolonial Era, 6 pt. Teaching activities, anthropology of Culture Contacts in Contemporary http://www.kuleuven.ac.be/onderwijs/aanbod/opleidingen/E/SC_50329329.htm

window.name = "aanbod"; Home General information Opleidingen per faculteit English-language programmes of study ... Faculty information Print version Master of "Europe and the World 1500-2000: Expansion, Exchange and Globalization" Master of "Europe and the World 1500-2000: Expansion, Exchange and Globalization" (full-time/part-time) Language : E Credits : 60 General information http://www.arts.kuleuven.be/europeandtheworld/index.htm Prerequisites A general historical knowledge of at least one continent A basic knowledge of World History and of the relations between continents A initial research capacity in terms of writing a historical essay on the basis of original sources and literature A good knowledge of English Admission requirements students with a degree of initial Master in History. students with a degree of initial Master in European Studies. students with a degree of initial Master in the humanities with a strong historical component in their program, after permission by the Permanent Educational Commission (POC) of the History Department. students with a degree of initial Master in the humanities and who follow a preparation program of historical courses in the initial Master in History of 30 credits, to be fixed by the Permanent Educational Commission (POC) of the History Department.

28. Phoebe A. Hearst Museum Of Anthropology The Museum currently has five teaching kits available for loan to schools; activities and References for Teachers (PDF). Ishi a Yahi Indian http://hearstmuseum.berkeley.edu/outreach/teacher_resources.html

Home Visitor Information Museum Public Outreach ... Site Map The Hearst Museum provides resources that support Grades K-12 State History/Social Science Content Standards. Teaching Kits The Museum currently has five teaching kits available for loan to schools; California Indian Food and Culture Ishi: A Yahi Indian Yoruba Art and Culture Mexican Folk Art, and Chinese Folk Art, Festivals, and Symbolism in Everyday Life To reserve a teaching kit, please call (510) 643-7649 Monday through Friday between 9:00 am - 5:00 pm or email nmullen@berkeley.edu Reserved kits can be picked-up and returned to the Museum during regular business hours. A $25.00 late fee will be charged to any teaching kits returned after their scheduled due date. California Indian Food and Culture The contents include: an illustrated teaching guide; reproductions of objects used in food preparation and eating; an audio cassette recording of a traditional acorn song; a teacher's resource guide and bibliography. Additional copies of the curriculum guide are available for loan. California Indian Food and Culture (PDF) (2.67 MB PDF)

29. Huckabay Fellowships--Kristine Bovy Graduate Student Kristine Bovy, Department of anthropology include Whatlabs/activities have you used in teaching this course or related courses? http://www.grad.washington.edu/pff/examples/bovy.htm

University of Washington Site Index Contacts Search the Graduate School Home Admissions Resources for Students About the Graduate School ... Kristine Bovy 2004-2005 Huckabay Teaching Fellowship Proposal by Kristine Bovy Back to the Huckabay Main Page Huckabay Fellowship Announcement Huckabay Fellowship Application Huckabay FAQ Page ... Preparing Future Faculty 2004-2005 Huckabay Teaching Fellowship Application Graduate Student: Kristine Bovy, Department of Anthropology Mentors: Peter Lape, Department of Anthropology Stanley Chernicoff, Department of Earth and Space Sciences Motivation for Project In addition to pedagogical concerns, consistency between academic quarters is a problem with the course. Archy 205 is taught by graduate student instructors 3 out of 4 quarters. Student instructors struggle to reinvent the course to fit their own teaching style and learning objectives. Unfortunately no explicit curriculum has been developed for the course, and many activities are simply passed down by word of mouth (e.g. “Betsy did this great exercise when she taught the course last time—you should try it!”). The few artifact labs, handouts and worksheets that reside on the Anthropology department server are outdated and in need of improvement. While learning objectives are embedded in many of these activities, they are not always apparent to the TAs or undergraduates. We believe Archy 205 should be re-designed to emphasize critical thinking, problem-solving, writing, and communication skills. More conceptual questions should be discussed in labs, providing an opportunity for students to “think like an archaeologist.” In addition, these should be expanded beyond object-based activities to include discussions and exercises highlighting contemporary ethical and legal issues in archaeology. Although there is wide spread support among archaeology graduate students and faculty to make these kinds of changes, resources and time have always been impediments.

30. Activities Graduate studies in anthropology offer students an advanced course of study inarchaeological, Teaching assistantships also supports some students. http://www.nativenet.org/activity.htm

Departmental Diversity Activities COLLEGE OF ARTS AND SCIENCE www.cas.umt.edu/ Department of Anthropology Gregory R. Campbell, Chair Social Science 231 e-mail: greg@selway.umt.edu department e-mail: linmaci@selway.umt.edu The Linguistics option allows students interested in language to specialize their course of study. The focus within anthropological linguistics is on language analysis, language preservation and retention. Opportunities exist for fieldwork with speakers of Native American languages. The Department of Anthropology offers one Native American graduate assistantship. Contact the Anthropology Department for more information on this assistantship. Division of Biological Sciences-Graduate Programs Donald Christian, Associate Dean Health Sciences 104 e-mail: dchristi@selway.umt.edu Graduate studies in the Division of Biological Sciences are organized into two programs, Biochemistry/Microbiology and Organismal Biology and Ecology. These programs offer M.S. and Ph.D. degrees in a variety of emphases. Faculty in the division also advise M.S. and Ph.D. degrees in the Wildlife Biology graduate program, a cooperative effort among the division, the School of Forestry, and the Montana cooperative Wildlife Research Unit. The Biochemistry/Microbiology program offers opportunities for advanced study and research for students interested in biomedical sciences and related areas of biology, with emphases in biochemistry, molecular biology and microbiology. New and developing emphases include biological/molecular structure-function and microbial ecology. The Organismal Biology and Ecology program provides research and study opportunities in a variety of areas, with particular emphases in avian biology, evolutionary and conservation genetics, plant ecology, freshwater ecology, and other specialties.

31. Anthropology Classroom Activities Lesson Plans General anthropology Lesson Plans and Classroom activities We must teachpeople how to operate in a world that is diverse and pluralistic. http://www.archaeolink.com/anthropology_lesson_plans.htm

General Anthropology Lesson Plans and Classroom Activities Home American Civil War Lesson Plans American Presidents Lesson Plans Ancient China Lesson Plans ... World Religions Lesson Plans Please note that with regard to lesson plans dealing with anthropology, archaeology, indigenous people, ancient civilizations, history, etc, there may be some cross-over and blurring of lines between the topics. For example, a lesson plan dealing with archaeology is automatically dealing with an anthropological subject. A lesson plan dealing with indigenous people is also automatically dealing with anthropology and any of them may, or may not, be dealing with history or ancient civilizations. While every attempt will be made to keep the topic lines as 'clean' as possible, be aware this may not always be possible. Appropriate grade or age levels are included with the lesson plans. The number of lesson plans available online for this topic is enormous. This site can not and does not index all lesson resources relating to anthropology. That would be impossible, as sites appear and disappear with astonishing rapidity and the number of sub-disciplines is also enormous. The following provides some idea of what is available and will hopefully be a good starting point. You will also find related materials under other topic headings such as "archaeology," "aboriginal peoples," etc.

32. Anthropology Overview The Department of anthropology has four principle missions teaching, research, anthropology faculty pursue scholarly activities in various parts of the http://www.iastate.edu/~anthr_info/anthropology/deptintro.html

Overview The Department of Anthropology has four principle missions: teaching, research, service and the promotion of cross-cultural and international understanding. There are three distinct foci in the teaching program: (1) For undergraduate majors, a range of topical and cross-cultural courses exists for students within the liberal arts curriculum. (2) Anthropology offers professional preparation for students seeking a masters degree in anthropology. (3) The program provides a breadth of exposure in various facets of anthropology for students concentrating in other fields within the university. Anthropological research at ISU has three primary objectives. (1) Integrating research with the teaching program. (2) Contributing to the professional development of faculty and (3) The growth of knowledge in the discipline at large. Research is inextricably linked with the teaching process. New information, ideas, and approaches resulting from active research programs assist in making the classroom a vibrant and dynamic setting. Faculty-sponsored research activities provide undergraduate and graduate students with invaluable pre-professional experience. Professional development of faculty through research is essential in meeting the challenges of being first-rate scholars. Within Iowa State University's motto "Science with Practice," the practical applications of anthropological research at ISU can be found in such things as the cultural research management work of archaeologists and assistance in culturally appropriate application of social change techniques in various parts of the world.

33. TLC T L Initiative In Anthropology Current activities for a significant enhancement of teaching and learning www.psu.edu/dept/tlc/tlinitiative/up/la/anthropology.html updated May 12, http://www.psu.edu/dept/tlc/tlinitiative/up/la/anthropology.html

34. Dr. J. A. English-Lueck's Professional Activities Page Although teaching and the Silicon Valley Cultures Project Santa Clara UniversitySociology and anthropology Undergraduate Research Conference. http://www2.sjsu.edu/faculty/jenglish/JsWPactv.htm

J. A. English-Lueck's Anthropology Website CV Publications Activities Personal Professional Activities Although teaching and the Silicon Valley Cultures Project has taken the majority of my time in the last few years, they are not my sole interests. This is a sampling of my other professional activities in recent years. ( For a complete list see my CV. ) Service Learning Participated in SHINE/Engaged Department workshop. Sponsored by Temple University, Philadelphia, PA. [March 18-21, 2004] Service learning/community research on immigrant elderly integrated into Anth 142, Culture in Mind. [Fall 2004] Keynote Speaker Speaker Keynote Speaker Panelist, Organizer and Moderator Presenter Keynote Speaker Keynote Speaker Keynote Speaker Guest Lectures Reviewer School of American Research Reviewer Anthropology and Education Quarterly. 2003. Guest Lecture Poster Presenter Panelist Presenter and Panelist Panelist Guest Lectures Symposium Lecture Keynote Speaker Panel Co-organizer, panelist University Service Task Force, Review of the Center for Faculty Development and Support. [Spring 2003]

35. The University Of Alabama Active And Collaborative Learning Grants We propose to enhance ANT 100 (Introduction to anthropology) and ANT 103 (Great A small collection of fossil casts and human bone to teach human http://www.provost.ua.edu/aclg/enhancingant.html

Download PDF Version PROPOSAL AN ACTIVE AND COLLABORATIVE LEARNING GRANT PROPOSAL APPLICANTS: LISA J. LeCOUNT AND JOHN H. BLITZ, ASSISTANT PROFESSORS OF ANTHROPOLOGY We propose to enhance ANT 100 (Introduction to Anthropology) and ANT 103 (Great Discoveries in Archaeology) courses through the addition of fossil bone casts to teach human evolution. These casts will be used to create new discussion section activities in which undergraduate students measure human physical attributes that changed through time. The benefits of these enhancements are three-fold. First, by introducing new hands-on activities in small groups, we will create active learning environments in sections; presently, students learn these concepts via lecture and texts. Second, we will involve Graduate Teaching Assistants (GTAs) in the learning continuum since they will learn these concepts by teaching undergraduates. Third, we will strengthen the teaching of human evolution, a topic that is often neglected or miss-represented in secondary education in Alabama. CURRENT COURSES A small collection of fossil casts and human bone to teach human evolution already exists for use in lectures; however, this collection is too small to serve the needs of active learning in discussion sections. Over the years, the Department of Anthropology has steadily built a collection of resin and plaster casts of early human species, such as

36. Activities Currently I am a Ph.D. student in the Department of anthropology, The PLACAgrant is allowing her to carry out research on the teaching of reading and http://www.maxwell.syr.edu/moynihan/programs/placa/SummerResearchGrant/StudentRe

Summer Research Grant Student Recipients 2005 Alexandra Bonano I graduated from Syracuse University with a B.A. in Latino-Latin American Studies. I received a M.A. in Latin American Studies with a concentration in Anthropology/Cultural Studies from Georgetown University in 2002. Currently I am a Ph.D. student in the Department of Anthropology, Syracuse University. During the summer 2004, I conducted preliminary research in my primary research site, Santiago, Dominican Republic. This summer ( beginning August 2005) I will begin collecting data for my dissertation research. The research is on the impacts on understandings of race and gender discourse in the Dominican Republic due to migration and transnationalism. My focus/sites will be on body alteration, hair treatments, cosmetic practices, media representations and aesthetic ideals and its particular association with international migration. Silvia Figari Silvia has B.A. in Clinical Psychology from the Catholic University of Peru, a specialization in Applied Psychotherapy from the Center of Human Development and Creativity, is finishing her M.A. in Spanish Language, Literature and Culture from Syracuse University and starting her Ph.D. in English Education at Syracuse University's School of Education. The PLACA grant is allowing her to carry out research on the teaching of reading and writing in five representative cities in Peru: Piura in the northern coast, Cuzco in the Andes Mountains, Iquitos in the Amazon jungle, Chincha in the southern coast, and Lima, the capital city, where close to a third of Peru's population resides.

37. Cornell College - Academics - Departments Typical teaching and learning activities in anthropology include guided discussionsand analyses of ethnographic films, articles, and books. http://www.cornellcollege.edu/academics/departments_disciplines/ant.shtml

Home Academics Departments Disciplines Quick Links... Supporting Cornell Student Organizations Calendar Cornell Directory Site Map Residence Life Career Services Registrar Academics Academics Departments Explain Disciplines Faculty Listing ... Academic Study Handbook Related Topics Technology Classrooms Campus Life Writing Program Prospective Students The Anthropology Program at Cornell The aims of the anthropology program are to introduce students to the anthropological perspective and the basic conceptual tools of the discipline and to offer courses in a range of content areas for the general student. In addition, the anthropology program has emphasized interdisciplinary connections and approaches. Anthropology courses are a part of a number of programs, including Ethnic Studies, Women's Studies, Religion, Environmental Studies, and Latin American Studies. The department has developed a joint major in sociology and anthropology, a formal minor, and offers opportunities for students to develop interdisciplinary majors with anthropology and other fields. Field of Study Curriculum Approaches, Assignments, Activies

38. The Professionalization Of Visual Anthropology In The United States - The 1960s Since this paper deals with activities in the United States, I will use the term The Teaching of Visual anthropology at Temple. SAVICOM Newsletter 5. http://astro.temple.edu/~ruby/ruby/iwf.html

The Professionalization of Visual Anthropology in the United States - The 1960s and 1970s. Jay Ruby Temple University Revised Version - 7/4/01 Introduction This paper critically discusses the professionalization of the field of visual anthropology in the United States during the 1960s and 1970s. I explore the development of an infrastructure that enabled visual anthropology to become recognized as a legitimate sub-field within cultural anthropology [1]. Here is an illustration of my point: In the early 1970s when the Society for the Anthropology of Visual Communication became a sub-section of the American Anthropological Association and regularly participated in the construction of the annual program, I would argue that the field of visual anthropology became officially accepted as a credible scholarly undertaking. This paper deals with seven elements of the infrastructure: organizations, training, publication outlets, archives and film distribution and festivals, seminars, and conferences. By concentrating on institutional efforts to professionalize, I ignore the individual efforts of those who advanced the field by their filmmaking, research and teaching but who did not attach themselves or their work to any ongoing institutional framework [3]. While there has been an interest in the production of pictorial images and the study of visual manifestations of culture since the beginning of anthropology in the United States, it is the work of Margaret Mead that forms the immediate precedent. Her research with Gregory Bateson in Bali provided strong evidence of the possibility of publishing anthropology pictorially and the necessity for an archive where scholars can study the photographs and motion pictures of other researchers (Bateson and Mead 1942). In the Study of Culture at a Distance (1953), Mead along with Bateson, Metraux and others demonstrated the possibility that anthropologists could profitably study the images of Western culture. Without question, Mead was the "mother" of visual anthropology in the United States.

39. Assessment Plans For PhD In Anthropology Students who graduate with a PhD in anthropology from UW have professional and Students teach at least one semesterlong class before graduation. http://uwadmnweb.uwyo.edu/Anth/assessment_plans.htm

Assessment Plan for PhD in Anthropology Goal 1 Students who graduate with a PhD in Anthropology from UW have professional and specialized training such that they can move into careers in academic or non-academic tracks. Objectives Related to 1 Obj. 1. Doctoral students aided by the dissertation committee set up individualized programs of content courses, ensuring appropriate career track and archaeological specialization. Obj. 2. Students complete college teaching experience, a course in Anthropology’s teaching and learning culture, and professionalism course to prepare for possible academic career. Obj. 3. Students complete internship experience, public education focus in course on teaching and learning, and professionalism course to prepare for possible non-academic career track. Methods of Assessment (1) Doctoral students write expectations and evaluations of teaching and professionalism courses (Anth 5880, 5890) for academic and non-academic relevance at beginning and end of courses, setting out their expectations, learning goals, and achievements. Used for course design/feedback. 2. Doctoral students create and maintain teaching portfolio with self evaluation, teaching evaluations and peer review of all teaching experiences

40. Introduction To Archaeology: Teaching Statement Many anthropology departments, or even different instructors in the same As mentioned, there were more ideas for special activities, which have been http://www.indiana.edu/~arch/saa/matrix/ia/ia03_stmt.html

Home Courses INTRODUCTION TO ARCHAEOLOGY Modules: overview Exercises: overview Tests and Assessments: Syllabus Teaching Statement 1. OVERVIEW AND APPROACH This course package is presented in a format that is intended to be useful for any potential instructors of the course. It is for an introductory archaeology class offered in the University of South Florida (USF) Department of Anthropology. It is aimed at the college sophomore or junior, anthropology major and non-major alike; it also attracts first and fourth-year students. The course is structured to include two basic areas of knowledge: (2) World prehistory and early history, emphasizing famous sites and important human systems and processes, such as the origins of culture, food production, and civilization. Many anthropology departments, or even different instructors in the same department, break down these two into separate courses; this can also be done with the two sections described here. Two textbooks are used, one covering each half of the course. At USF we are committed to the philosophy that anthropology must be both a scholarly pursuit and an applied, real-world discipline. This includes the perspective that all archaeology is public archaeology in some way or/and another. Thus the SAA effort to redesign the archaeology curriculum is a good fit for what we already aim to bring to the undergraduate in general and specifically for this course, which is usually the first time the student experiences archaeology.

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