The following column is by Pat Rice (West Virginia U) and is brought to you by Luke Eric Lassiter, the AN Contributing Editor for the General Anthropology Division. We’re pleased to share it here. Any questions should be directed to Pat Rice at email@example.com.
The editors of the six volumes of Strategies in Teaching Anthropology and Pearson Higher Education are pleased to announce the recent integration of the 184 strategies into an online format by five categories (files): General Anthropology, Biological Anthropology, Archaeology and Prehistory, Language and Culture, and Cultural Anthropology. The six volumes, published by Pearson between 2000 and 2010 focused on successful strategies for teaching anthropology, most relating to in-class activities. All are at the introductory level, aimed at student learning in an integrated four-field course or any of the subfields. Time-wise, they cover from part of a class to two or three class periods, but do not cover major portions of or entire courses. Some are suitable for small classes only but some are suitable for any size class.
The General Anthropology file (N=37) covers strategies in teaching basic concepts or two-field concepts; the Biological Anthropology (N=21) file focuses on teaching evolution, human evolution, modern human biological variation, and primatology; the Archaeology and Prehistory file (N=16) focuses on the tools of archaeology and the results in prehistory; the Language and Culture file (N=8) focuses on the relationship between the two; and the largest section (N=101), Cultural Anthropology, focuses on concepts, teaching field work methods, famous anthropological cases such as potlatching, the Kula Ring, the Nacirema, and using statistics and HRAF files.
Thanks to Kate Fernandes, Project Manager at Pearson, the following step-by-step instructions will get you to the place where you will give Pearson login and password information. The service is free to all educators.
Each of the five files has its own Table of Contents, annotated index that includes author, title, one sentence each on the topic, intended outcome and student activity. These are intended to be abstracts for easy decisions on whether to read the entire strategy.
- Go to www.pearsonhighered.com
- Click on “Educators”
- Enter an ISBN number in the search box in the upper right hand corner. The ISBN number for the General Anthropology file also contains the entire set of 184 strategies in all five files in alphabetical order of the author’s name. The ISBN numbers are: 0205209246 for General Anthropology; 0205209211 for Archaeology and Prehistory; 020520922X for Biological Anthropology; 0205209254 for Language and Culture; and 0205209238 for Cultural Anthropology.
- Click “Go”
- The particular file will be downloaded, such as “Strategies in Teaching Anthropology, General”
- Click “Download Resources” tab
- Click file “Strategies in Teaching Anthropology General (or whichever you wish)
- You will be prompted for a login name and password. To get one, hit “request access” and go from there. If you already have them, enter them.
- Hit “enter” and the file should open
- Go to Table of Contents, “abstracts,” or the desired strategy and click on your selection
- Read or print off to your heart’s content
Pearson and the editors are committed to continuing efforts to improve anthropology teaching. To this end, we have agreed to a one-year trial basis to add up to eight new strategies similar in theory and practice to the ones in the six-volume set, each quarter. The quarterly due dates are the first of June, September, December and March. Send an annotated version of your abstract (including the topic, teaching outcomes and student activity) to Pat Rice at firstname.lastname@example.org. The three editors (Pat Rice, Dave McCurdy and Scott Lukas) will assess the submitted abstracts and make a decision by the 15th of each of the four months and authors will have until the first day of the next quarter to finalize their pieces. Epublication will occur on those dates.
Strategies in Teaching Anthropology has had a close, if informal, relationship to GAD since its beginning. GAD has a permanent Committee on Teaching Anthropology with an obvious connection to teaching strategies. Two of the three coeditors are former GAD presidents, and the third serves presently on its Board of Directors. Finally, GAD graciously gave one of its valuable invited sessions at the 2011 AAA annual meeting to “Strategies in Teaching Anthropology 2000” to ensure the continuation of the connection.