Netherlands Black Pete Christmas Character- Film Clip

https://www.cnn.com/videos/tv/2015/11/25/digital-shorts-blackface-dutch-holiday-roger-ross-williams-orig.cnn/video/playlists/digital-short-films-t1-for-specials-page/

Real world Issues Presentations-This will be updated regularly

1. Detention Centers

https://www.anthropology-news.org/index.php/2019/08/05/what-to-call-us-border-detention-centers/

Human Rights

Power
Change
Identity

2. Iran Blue Girl
https://www.cnn.com/2019/09/10/football/iran-football-women-sahar-khodayari-spt-intl/index.html
Original article no longer available NY Times

Human Rights

change
culture
society

3.Major clashes erupt in Hong Kong ahead of National Day
https://www.nytimes.com/2019/09/29/world/asia/hong-kong-protest-china-national-day.html
New York Times

Human Rights

change
culture
society

4. Many US women say 1st sexual experience was forced in teens.
https://www.nbcnews.com/health/sexual-health/many-u-s-women-say-1st-sexual-experience-was-forced-n1054891
Power

power
identity
symbolism

5. Hong Kong as China Asserts Power.
https://www.nytimes.com/2019/09/29/business/hong-kong-china-power.html

Human Rights

power
society
symbolism

6. Children Stealing Vanilla and Prison Term
https://www.bbc.com/news/av/world-africa-49885904/the-children-in-prison-for-stealing-vanilla

Human Rights
Society
Power
Change

7. Muslim Internment Camps in China
https://nowthisnews.com/videos/politics/activist-aydin-anwar-on-chinese-internment-of-muslims
Please verify source if you are using this one.

Inequality
Power
Identity
Materiality

8. Muslim Family Boarding NYC Ferry
https://www.nbcnews.com/news/us-news/three-muslim-familes-not-allowed-board-ferry-after-being-labeled-n1067991

Human Rights
Belief and Knowledge
Culture
Social Relations

9. Violence streamed in Synagogue

https://www.cnn.com/europe/live-news/germany-shooting-halle/index.html
Violence
symbol
change
beliefs and knowledge

10. Mental Health Issues and Abuse Nigeria

https://www.cnn.com/2019/11/11/africa/nigeria-mental-patients-abuse-hrw-report/index.html
Human Rights

Belief and Knowledge
Power
Change

11. Gender Equity in jobs
https://mwi.usma.edu/women-arent-problem-standards/
Inequality

Culture
Belief and Knowledge
Change

12. Elections in Great Britain exit Brexit
https://www.cnn.com/2019/12/11/uk/uk-election-explainer-ge19-gbr-intl/index.html

Power
Change
Identity
Social Relations

13. Catholic Priests abuse deaf

https://www.bbc.com/news/world-latin-america-50549918
Human Rights
Power
Change
Belief and Knowledge

14. Human Rights ethnic cleansing China
https://www.vice.com/en_us/article/z3bbp3/people-are-pressuring-the-olympic-committee-to-help-shut-down-chinas-uyghur-camps
Identity
Power
Change.

15. She was sex-trafficked and then criminally charged. Now she's asking for a pardon. Marisa Lati
Human Rights
Change
Power
Society

16. Protests muslims in a Hindu nation
https://www.nytimes.com/2019/12/16/world/asia/india-citizenship-protests.html
Inequality
Power
Identity
Change

17. France and Antisemitism
https://www.cnn.com/2019/12/14/europe/france-anti-semitic-attacks-intl/index.html
Power
Identity
Culture
Symbolism

18. People of Color and Pollution
https://www.calhealthreport.org/2019/02/08/people-of-color-and-the-poor-disproportionately-exposed-to-air-pollution-study-finds/
Materiality
society
inequality
power

“She was sex-trafficked and then criminally charged. Now she’s asking for a pardon.”

Marisa Lati - The Washington Post

Them

e: Inequality 

Key Concepts:

• Culture
• Change 
• Belief and Knowledge 

Human RiTheme: Inequality 

Key Concepts: 

• Power
• Identity
• Materiality

IA Step 4

850 words
Cover page like other sections
MLA inside with title

Critical Reflection
method
Key concept

This focuses on how to do applied anthropology  and do it well.

You will compare and evaluate the methods used in the two field work experiences.

You will discuss the position of the observer and how this affected results.

You will give an account of what has been learned through the process of gathering fieldwork data.

Ovarian Psychos, Migrant education again

https://www.youtube.com/watch?v=-xZ50uKs_WE

https://www.youtube.com/watch?v=RsSRnhe_nGw

Gender Film clips with kids

https://www.youtube.com/watch?v=-VqsbvG40Ww

Learning Capitalist Culture Chapter 4 questions

                       

Learning Capitalist Culture

Chapter 4 – Working and Playing Around in the Classroom 

1.     Who composed each of the three class levels at North Town High School? (pgs. 101 – 102)

2.     Draw a  seating chart? (pg. 101)

3.     What was one way Anglos believed Mexicans could do better in school? (pg. 102)

4.     Teachers perform their roles without being openly racist for several reasons. List and discuss the three reasons. (pgs. 104 – 105)

5.     Did  returning North Town students often say about how they were prepared for university?(pg. 109)

6.     What were classes geared towards? What did classes lack?(pg. 109)

7.     Even though ‘mainstreamers’ disagreed  they both wanted many of the same things for society. What were they? (pg. 111)

8.     What is the ‘making out game’? (pg. 112 - 113)

9.     What is the most important commodity schools produce? (pg. 113)

10. Define reciprocity.

11. How does reciprocity and the ‘making out game’ work together? (pg. 113 - 128)

12. What are the five basic notions of reciprocity that all successful North Town teachers have? (pg. 134)

13. Discuss how impression management plays an important role in TWO of the following...(Why is it necessary, why is it practiced, what would happen without it)

a.     Teachers in the classroom

b.     Dating

c.      Football

d.     Partying

Learning Capitalist Culture Chapter 3 questions

Learning Capitalist Culture

Chapter 3 – Finding an Identity in the Social Status Scene (pgs. 63 - 100)

1.   How did the girls act toward Foley?

2.     Why did the parents accept the drinking parties? (pg. 65)

3.     What was the cultural rule of North Town? (pg. 66)

4.     What was the cultural work ethic of North Town? (pg. 66)

5.     What was the main reason for gossip and competition among girls? Why?(pg. 68 - 69)

6.     Why did boys not want to fight over girls?(pg. 68 - 69)

7.     What did females gain by attracting the more desirable males? (pg. 69)

8.     Who do the football players  hang out with? Who do they confide with? (pg. 69 - 70)

9.     What meaning did ‘going steady’ take on? (pg. 70)

10. How did boys and girls differ in how they talked about romance? (pg. 71)

11. What determined how kids classified each other? (pg. 72)

12. Who was the lowest status group in North Town High School?(pg. 72)

13. What role do labels play in terms of status in North Town? (pg. 72 - 76)

14. What effect did negative labels have on students (nobodies, nerds, homeboys/girls? (pg. 77 - 80)

15. What were some common stereotypes and complaints made by Anglos against Mexicans? (pg. 82)

16. Why do kids have they prejudices? Where did they come from? (pg. 82 – 84)

17. How did the vatos view the school/ How did they view themselves? (pg. 86 - 87)

18. Mexican American girls were far less likely to date Anglo boys, even from prominent families. Why (pg. 94)

19. Why did Mexican American males have tremendous pressure on them to date Anglo girls? (pg. 94 – 95)

20. What roles does male deception and impression management play prominent boys vs. vatos picking up girls and using their ‘rap’? (pgs. 97 – 98)

People Like Us Class in America-clips

Tammy-poverty
https://www.youtube.com/watch?v=37ZpauS5Doo

Bordieu- film clip elements of distinction create boundaries.

https://www.youtube.com/watch?v=FBn28iNcpBA

Learning Capitalist Culture Chapter 2

Name: _______________________________________________________________                                                            Period: ____

Social and Cultural Anthropology                                                                                                   Date: ______                             

Learning Capitalist Culture

Chapter 2 – The Great American Football Ritual (pgs. 28 - 62)

1.     What did supporting “the team” mean? (pg. 29)

2.     What were locations of the various ‘cliques’/groups  in the bleachers at the Pep Rally (Draw Below)? (pg. 29)

3.     Who dominated the Pep Rally? How did the football team enter? How does this reflect the influence of the towns history? (pg. 29 - 30)

4.     What did the marching band symbolize? (pg. 31)

5.     How did band members view participating in the band? How did the football team view the band? (pg. 31 - 32)

6.     How did the football players show their ‘power and prestige’?(pg. 31)

OVER à à à

7.     Who made up the cheerleaders? Who was in the Pep squad? (pg. 32 - 34)

8.     Why was there opposition to the hiring of Coach Trujillo? (pg. 35)

9.     What is the central role of a coach in many American communities? )pg. 40 – 41)

10. What role did the Booster Club and local parents play in how the coach chose players? (pg. 43 – 44)

11. What role did the Homecoming Bonfire play in North Town? (pg. 47 – 48)

12. How did the Powder-Puff Football game reinforce gender roles? How did the females view it?(pg. 49 – 52)

OVER à à à

13. What do team sports, especially American football do? (pg. 54 - 55)

14. Who were the ‘vatos’? Why were sports event important? (pg. 55 – 56)

15. How did the Vatos view girls from other towns? (pg. 56 – 58)

16. How were the football players and Vatos similar?

17. What is Impression Management? How does it play into the lives of youths in North Town? (pg. 61 – 62)