May 12
In class you will have a moment to reflect on what you know already in terms of First Nations, theory (in anthropology), and Anthropology. You will then list on a sheet of paper a listing of what you know. Next we will form small groups of three or four and share these points within your groups. After your discussion each group will report to the full class on the key points of their discusion. Before the end of class students will have an opportunity to write a short paragraph reflecting on their group and subsequent class discussions. This work will be handed in to the instructor at the end of the class for completion grading.
Please read the Beynon items before the first class. From the notebook, read at least the first two pages (see images tab on blog for photos of the first two pages), find the story of Captain Hale (consider how it relates to naming practices), and find at least one other history (perhaps the story that involves k’tai) that relates to a name or a crest.
May 14
Instructions: This is a group project, not an individual activity! Your finished questions will be shared with your classmates. Before beginning select one group member who will act as the recorder for this session. The recorder’s job is to record the names of each group member, to write down key points of discussion, brainstorming ideas, and the final questions that you have developed.
You will use the readings assigned for this class (focussed on EllaDeloria) as the basis of the exercise. Your objective is to design several good questions based upon the readings mentioned above.
A good question:
- Is one that causes other members of the group to think critically (that is will lead one to understand and be able to deploy their knowledge effectively).
- Will require integrating different levels of analysis.
- Will allow one to demonstrate their understanding of the matter at hand.
Step1. Each group is to generate two or three ‘good’ questions based on the reading assignments. Before developing your questions outline points of commonality between the three works. Then identify conceptual points of difference. Consider also (1) the scope of each piece, and (2) the core message of each.
Step 2. Once you have completed step one (above) it’s time to shift gears a bit to think up effective ‘good’ questions. Take a few minutes -no more than five or so- to brainstorm ideas within the group. Write them down so that you can consider them. These ideas should not be fully formed questions. They should build on your discussions in step one.
Step 3. Next, review the ideas and begin to design questions from them. Ask yourself if the questions challenge you. Be mindful that the answers must be in the reading assigned. Also, the questions should not be designed to elicit opinion; they should require reference to information from the readings in question.
Step 4. After everyone in the group has asked and discussed the questions revise and winnow the questions to two or three that you would be interested in presenting to the class.
- As part of this process you should also sketch out a brief answer to each of the questions.
Step 5. After finalizing the questions we will use the questions to focus discussions of the readings.
At the end of the class the group recorder will hand in the work sheet of their group.
May 19
Each member of the Grandparent generation was a researcher in their own right. As you read their works and the commentaries on their work take notes on what they did, how they did it, and what they may have said about their methods and approaches. In todays class you will come prepared with a quote from at least two of the Grandparents that highlights their approach to research. We will use these quotes as the basis of our discussions and reflections today. Before the end of the class students will have an opportunity to write a short reflective paragraph. These paragraphs will be handed into the Instructor at the end of the class for completion marking.
May 21
Each student will select one of these articles to read prior to class in order to present and discuss Medicine’s key points.This reading will be in addition to those posted on the scheduled reading list.
Medicine_American_Indians_and_anthropologists
Medicine-NATIVEAMERICANRESISTANCE-1981
Medicine-WomenCulturalDomination-1993
In preparation for in-class discusion select a quote from your chosen article that stands out to you. Be prepared to explain what about the quite stood out for you.
During class you will have an opportunity to jot down a short reflection on the in-class discussion. After class you will scan your reflection and upload via canvas.