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In Weeks 1?4, you will submit a Field Notes assignment that addresses a topic or theme related to exploring your own indigenous identity. The Field Notes assignments are your method for compiling and interpreting the information that you will synthesize in the Final Project.
An ethnographic study often consists of participant observation of a culture or group along with other investigations. There are numerous other techniques and types of information that can be gathered, such as life stories, genealogy, and cultural history (see Thinking Like an Anthropologist, pp. 71?72, for a full list). For the Field Notes portion of this course, you will treat your own indigenous identity as the subject of an ethnographic study.
An anthropologist’s Field Notes may contain notes, descriptions, drawings, analysis, and reflection.
However, for the purposes of the Field Notes assignments in this course, you will be required to submit finished papers that adhere to high academic literacy standards.
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Course Text: Thinking Like an Anthropologist
o Chapter 8, “What Does It Mean?” (pp. 277?301)
This chapter breaks down the interpretation of culture, including the elements of symbol, story, and myth.
Course Text: Peters-Golden, H. P. (2011). Culture sketches: Case studies in anthropology (Laureate Education, Inc. custom ed.). New York: McGraw-Hill.
o Chapter 1, “The Azande: Witchcraft and Oracles in Africa” (pp. 1?17)
o Chapter 3, “The Basseri: Pastoral Nomads on the il-Rah” (pp. 38?58)
These chapters focus on two indigenous groups, the Azande and the Basseri.
Articles
o Hsu, J. (2008). The secrets of storytelling: Why we love a good yarn. Scientific American Mind, 19(4), 46?51.
This article is from the Walden University Library database. Use the Academic Search Premier database, and search using the article’s Accession Number: 34037274.
o Ortner, S. (1973). On key symbols. American Anthropologist, 75(5), 1338?1346.
Copyright 1973 by Blackwell Publishing?J ournals. Reproduced with permission of Blackwell Publishing – Journals in the format electronic usage via Copyright Clearance Center.
o Wilson, S. (1991, Oct.). Trickster treats. Natural History, 100(10), 4.
This article is from the Walden University Library database. Use the Academic Search Premier database, and search using the article’s Accession Number: 9110216033.
The three articles above, useful for the Discussion, explore the central role of stories in a community.
Optional Resources
Books
o Hamilton, V. (1988). In the beginning: Creation stories around the world. Orlando, FL: Harcourt Paperbacks.
Web Sites
o Uranus – Deity of the Heavens: Universal Myths and Mysterious Places
http://www.dreamscape.com/morgana/uranus.htm
o Basseri Religion
http://www.everyculture.com/Africa-Middle-East/Basseri-Religion.html
o Cultural Depictions of Spiders
http://en.wikipedia.org/wiki/Cultural_depictions_of_spiders
o Aesopica: Aesop’s Fables in English, Latin, & Greek
http://mythfolklore.net/aesopica/index.htm
The Web sites above may prove useful for the Discussion and/or your Field Notes for this week.
? Field Notes 3
One of the most important stories shared by a community is the story of its beginning. Creation stories help a people place themselves within the larger context of the world?they often explain the origin of the Earth and a peoples’ unique place within it. More universally, creation stories also seek to clarify the as-yet unclear origin of human consciousness. In this week’s Field Notes, you will examine a creation story from your own indigenous identity and compare it with another creation story.
Questions about this assignment? Post them in the Contact the Instructor area. That way, everyone in the class will see, and benefit from, the Instructor’s response.
To prepare for this assignment:
Review the assigned chapters in Thinking Like An Anthropologist.
Identify a creation story associated with your indigenous identity.
Identify a second creation story, either found in the Learning Resources, online, or from further back in your heritage. (If you have difficulty finding a creation story from your own indigenous identity, visit “Universal Myths and Mysterious Places,” found in the Optional Resources.)
Compare and contrast the two creation stories and reflect upon what keeps these stories alive and meaningful over time.
The assignment:
Compose a 1- to 2-page paper in which you do the following:
o Compare the two creation stories that you have identified, noting common themes and universal elements. The two creation story I chose was about the Code Talkers. And the boy who cried wolf.
o Be sure to describe how rituals, key symbols, and metaphors sustain your culture’s story or stories.
This is very good, but one thing is puzzling. You refer to “I” taking field notes and then credit the information to someone else. Do you mean that you took notes on that person’s writing? That’s not the same as field notes, which are observations you make directly.
This was the feedback I got from the last paper you did can we fix this in this paper?
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