Date
Readings/References/
Case
study
Activities
W1
Nov
10,
12,
14
Discussion
of
course
outline,
requirements,
and
assignments
Exercise
1:
Using
the
Sociological
Imagination
An
Anthropological
Perspective.
In
Core
Concepts
in
Anthropology,
pp.2-3.
McCurdy,
David
W.
2009.
Using
W2
Nov
17,
19,
21
Lecture-discussion
Reporting
1:
Strengths
and
weaknesses
of
each
theoretical
approach;
Provide
examples
of
research
topic
where
each
is
more
useful
or
appropriate
Lecture-discussion
Reporting
2:
Agar
article
Quiz
1
pp. 17 - 21
!
!
Socialization,
Gender
Socialization,
and
Identity
Formation
! How
do
we
learn
who
we
are?
! What
defines
our
identity?
How
do
we
communicate
who
we
think
we
are
to
W4
Dec
1,
3,
5
W5
Dec
8,
9,
10
Lecture-discussion
Guest
Speaker
Exercise
2:
Describing
an
aspect
of
a
social
world
Lecture-discussion
Reporting
3:
Doing
Gender,
Doing
Surgery
others?
W6
Dec
15,
17,
19
Lecture-discussion
Reporting
4:
The
Aswang
Quiz
2
MERRY
CHRISTMAS!
C.
Social
Stratification
and
Control:
Same
but
different
Social
Stratification
Gender
Inequality
W7
Jan
5,
7,
9
Lecture-discussion
Reporting
5:
Gender
article
(TBD)
!
!
W8
Jan
12,
14,
16
Lecture-discussion
Reporting
6:
Skid
Row
Exercise
3:
Becoming
a
member
of
a
social
group
Quiz
3
Stratification.
In
Cultural
Anthropology:
An
Applied
Perspective
Ferraro,
Gary.
2001.
Ch.11
Sex
and
Gender.
In
Cultural
Anthropology:
An
Applied
Perspective
McCurdy,
David
W.
and
James
Spradley.
2009.
Ch.6
Identity,
Roles,
and
Groups,
pp.210-214.**
244-266
Guevarra,
Jr.
2008.
Skid
Row:
Filipinos,
Race
and
the
Social
Construction
of
Space
in
San
Diego.
In
Journal
of
San
Diego
History
Vol.
54(1):26-38.
W9
Jan
19,
21,
23
Economy
W10
Jan
26,
28,
30
Lecture-discussion
Exercise
4:
Making
a
genealogy
chart
Reporting
7:
Mobile
Phone
Parenting
Lecture-discussion
Reporting
8:
Fast
Food
Nation
(Film
Review)
!
!
418-439.
Miller,
Daniel
and
Mirca
Madinou.
2011:
Mobile
Phone
Parenting:
Reconfiguring
relationships
between
Filipina
migrant
mothers
and
their
left-behind
children
100-120
Kottak,
Ch.16
Making,
pp.
362-
387
Case
Study:
Conceptualizing
a
chinese
fast
food
restaurant
(Understanding
the
demand-side)
Religion
W11
Feb
2,
4,
6
Quiz
4
W13
Feb
9,
11,
13
Lecture-discussion
Reporting
9:
TBD
! TBD
W14
Feb
16,
18,
20
Lecture-discussion
Reporting
10:
Zialcita
1
Reporting
11:
Zialcita
2
W15
Feb
23,
25,
27
GROUP
PRESENTATIONS
and
Fields.
Rondilla,
AdR.
2015.
On
Corporeal
Capital
and
Social
Mobility
Among
Department
Store
Salesladies.
Thesis
V. Requirements
and
Grading
System:
1. Class
Participation:
Class
attendance
is
strongly
encouraged.
2. Exercises
and
Reflection
Papers:
Expect
at
least
4
exercises/reflection
papers
regarding
the
different
topics
and
lessons
learned.
3. Quizzes:
Objective
and
essay
type
items
will
be
given
to
test
your
understanding
of
concepts
and
theories
discussed
in
class.
Questions
will
be
based
on
the
readings,
classroom
discussions,
and
exercises.
Four
quizzes
are
scheduled.
Each
quiz
will
consist
of
20-25
items.
4. Group
project.
The
class
will
be
divided
into
groups
consisting
of
3
to
4
members
max.
Ideally,
each
group
should
have
members
who
have
the
same
interest
or
similar
areas
of
practice
(or
course).
Each
group
selects
a
topic
for
an
ethnographic
investigation.
The
group
submits
two
outputs
in
relation
to
this
project.
The
first
output
is
a
one
to
two
page
proposal
presenting
the
topic,
research
objectives,
methods,
and
theory.
The
concept
paper
must
be
submitted
and
approved.
The
ethnographic
report
serve
as
the
final
output
of
the
group.
The
report
should
be
8
10
pages
maximum.
It
should
include
diagrams
and
illustrations
to
encourage
students
to
think
in
terms
of
visual
models
in
describing
a
social
phenomenon.
The
research
will
be
presented
in
class.
Points
will
be
given
for
the
reporting.
Class
participation:
Exercises/Reflection
Papers:
Quizzes:
Ethnography
Project:
10%
40%
20%
30%
TOTAL
100%
The
course
uses
the
standard
Ateneo
grading
scales:
A
=
92
100,
B+
=
87
91,
B
=
83
86,
C+
79
82,
C
=
75
78,
D
=
70
78,
and
F
=
<70.
Grading
Essays
Letter
Grade
Description
A
Focused,
well-organized,
well-contextualized,
and
answers
the
questions
why,
how,
so
what,
and
what
if
substantively.
Insights
of
the
students
are
most
important.
The
why
forces
you
to
clarify
and
contextualize
your
answers
into
a
specific
framework
which
reveals
which
area
of
the
wide
range
of
answers
you
are
placing
your
point
of
view.
Meanwhile,
the
so
what
demands
that
you
think
further
from
your
thesis
and
discuss
the
implications,
and
possibly
counter-
arguments/responses
to
the
point
you
are
trying
to
make.
And
the
what
if
makes
you
think
about
the
possible
responses
to
the
insight
you
are
sharing
so
you
could
further
strengthen
the
point
you
make.
B+
Way
above
average
but
points
need
solidfying.
Good
attempts
in
contextualizing
and
discussing
the
implications,
but
was
not
able
to
address
essential
aspects
that
might
prove
your
argument
out
of
context.
Simply
put,
it
answers
the
why
but
not
so
much
on
the
so
what
and
what
if
B
Above
average.
This
means
you
have
expressed
good
insights
but
was
not
able
to
substantiate
it
properly.
The
insights
remain
at
the
motherhood
statement
category.
C+
Average.
Answers
are
predictable
and
there
is
no
added
insight
to
what
could
be
expected
from
the
line
of
questioning
for
the
paper.
Most
analysis
comes
from
giving
examples
to
illustrate
a
point.
C
There
are
aspects
of
the
insights
that
are
not
clear.
The
logical
flow
skips
a
node
or
two.
There
might
also
be
slight
contradictions
to
the
different
points
made
or
misrepresentation
of
the
theories
being
cited.
D
Very
minimal
contextualization.
Hanging
or
even
contradicting
arguments.
Blatant
misrepresentation
of
theories
being
cited.
(And
this
grade
includes
the
obviously
crammed
papers.)
F
Avoid
getting
an
F!
VI. Classroom
Policies
Consideration
towards
the
learning
of
others
is
highly
encouraged.
Please
participate
meaningfully
in
the
discussions
and
activties
of
the
class
in
order
to
stimulate
rich
exchange
of
knowledge,
ideas,
and
experiences.
Should
one
feel
the
urge
to
share
something
in
relation
to
the
topic
at
hand
kindly
do
so
to
everyone
and
refrain
from
having
noisy
converations
with
your
seatmates.
In
addition
please
set
your
cellphone
in
silent
mode,
as
an
expression
of
your
respect
to
your
classmates
and
teacher.