Fall 2026 | ANT-1010-VM01 - Introduction to Cultural Anthropology

Hyflex Class

The Hyflex format provides flexible attendance options in which students choose how they want to attend week-to-week, whether that is in the classroom, over Zoom, or asynchronously online.

Faculty

Sharon Fennimore
View Faculty Credentials
View Faculty Statement
Hiring Coordinator for this course: Kate Hughes

General Education Requirements

Humanistic Perspectives

Note

Many degree programs have specific general education recommendations. In order to avoid taking unnecessary classes, please consult with additional resources like your program evaluation, your academic program catalog year page, and your academic advisor.

Courses may only be used to meet one General Education Requirement.

Course Description

This course is a survey of basic issues, concepts, theories, and methods of cultural anthropology. Students think critically about the nature of culture and society from the perspective of the past and the present. Topics include social and political organization, gender, myth and religion, language, adaptation, and cultural change.

Essential Objectives

1. Describe the origin and development of anthropology as a social science and as a humanities field, the subject matter it includes, and how it relates to other disciplines.
2. Explain and apply key anthropological concepts, including culture, ethnocentrism, cultural relativism, adaptive strategies, agency, social stratification, magic, ritual, cultural change, and world-view.
3. Discuss the application of quantitative and qualitative anthropological methods to the study of human culture and examine the relationship between method and theory.
4. Describe the development of anthropological theories such as cultural evolution, structural functionalism, cultural ecology, and symbolic interactionism and understand how current theoretical approaches are used to explain cultural phenomena.
5. Examine the role and importance of fieldwork in cultural anthropology and discuss ethical conduct within the discipline, including bias in research design and practice.
6. Discuss the diversity of humans past and present by identifying differences, similarities, and interrelationships among individuals, cultures, and societies.
7. Apply basic anthropological concepts to better understand and respect the characteristics of unfamiliar cultures and critically examine aspects of familiar cultures, cultural conflict, and systemic racism.
8. Describe the various roles that cultural anthropologists play in today's world and give examples of current research questions and applied cultural anthropology in business, medicine, education, development, and advocacy.

Required Technology

More information on general computer and internet recommendations is available on the CCV computer recommendations Support page.

Please see CCV's Digital Equity Statement (pg. 45) to learn more about CCV's commitment to supporting all students access the technology they need to successfully finish their courses.

Required Textbooks and Resources

*** This is a no cost textbook or resource class. ***

This course only uses free Open Educational Resources (OER) and/or library materials. For details, see the Canvas Site for this class.

Artificial Intelligence(AI) Policy Statement

CCV recognizes that artificial intelligence (AI) and generative AI tools are widely available and becoming embedded in many online writing and creative applications.

Prohibited: The use of generative AI is not allowed in this course, with the exception of spellcheck, grammar check and similar tools. This course rests in the value of students engaging in the learning process without relying on AI-generated content. Students will develop critical thinking and problem-solving skills independently, owning their learning journey from start to finish. If you use these tools, your actions would be considered academically dishonest and a violation of CCV's Academic Integrity Policy.

I know this may sound romantic, but I love teaching because I am truly interested in getting to know my students as learners and people. If you submit work that you did not imagine, create, and then manifest from your own well of understanding and abilities, then you are robbing yourself of an opportunity to be seen and heard. Despite what you may have heard, teaching is not a get rich quick scheme or a way to get famous or get invited onto a late night talk show. I am here because I think that intellectual engagement is a valuable investment not just in moving us closer to our goals and aspirations, but in recognizing that we are most powerful in our ability to bring out the best in one another. Yes, you can have AI write something for you. I can imagine scenarios in which this can be truly helpful and efficient. You can have AI think up topics for you or summarize a book for you or.....well, I'm sure you know better than I do all the great things that AI can do for you! But, for this class, do not use generative AI. If you feel that this hobbles you in a significant way, then students are warmly invited to discuss their unique need for using generative AI with the instructor. I'm happy to consider unique personal circumstances in which students have a necessary accommodation that requires this technology. If you have documented accommodations that you have shared with me, then there is no need to receive additional approval.

Methods

Teaching Methods

• small and large group discussions
• interactive projects and/or activities
• multimedia presentations and resources
• readings, writing, and inquiry-based research
• games and role play
• debates and observations
• studentship, time management, and study skills are a part of all assignments
• assignments include watching films and documentaries, preparing notes for discussions, reading textbook sections and academic journal articles

Evaluation Criteria

Final Grade Calculation

This course uses a weighted categories system to calculate final grades.

Habits of Work =25%
Engagement=30%
Assignments = 30%
Quizzes & Exams=15%

Clarification of Categories

Habits of Work

Habits of work include regular attendance, participation in class through independent and cooperative work, engaging in dialogue that is on-topic and specifically references information from readings and lectures, keeping and using notes, engaging with peers and the instructor with respect for differences in ability, understanding, and ways of being in the world. Participation includes active listening, engaging in dialogue that is on-topic and references information from readings and lectures, asking questions that reflect on a familiarity with the assigned readings, and contributing to a respectful learning environment through excellence in studentship and citizenship.

Engagement

Habits of work is about being on time and present in classes. Engagement is about the presence and effort you bring to our classes. These efforts include validating the ideas, concerns, and experiences shared by classmates. Additionally, students receive points for being inclusive, offering one another generosity of spirit and understanding, and providing assistance to classmates. Engagement is about the level of creativity, thought, and mindful connections you make between the thetSes of the course, assigned readings, and the tensions that arise in contemplative and mindful dialogue. Students will be given opportunities to prepare reading or activity summaries and present them to the class. These opportunities allow students to engage more deeply with materials that are of greater interest to them and then share this knowledge with peers. Each student will be supported in expressing engagement in ways that feel rewarding and comfortable for them personally and academically. This means that you are encouraged to know your learning strengths and set goals for expanding your growing edge through trying new engagement strategies in a safe environment.

Assignments

Writing assignments that are eligible for full credit are on time, follow all specific instructions given for the assignment, and are provided in the correct format having been checked for spelling and grammar errors. All elements of submitted writing assignments must be the original work of the student with appropriate citations for any words and ideas that belong to others. Your work only has value to you when it is a reflection on your effort to engage with the core concepts of this course. I am genuinely interested in the frameworks of understanding that you bring to these topics. We will work on our writing in-class. I also provide deadlines for draft reviews so that we can work together on improving your academic writing skills. Assigned readings should be done with care and notes taken that you bring to class with you to add specific references in discussions and in-class writing activities.

Quizzes and Exams

Each week, you will be asked to participate in an entry ticket activity. In order to participate, you will need to use your reading notes. While this is an open book/open notes activity, it will be impossible to complete the entry ticket activity if you have not already prepared the required readings and materials. If you have done the assigned work, then completing the entry ticket activity should be a way to refresh your memory before we start our class. Exams are in-class essays and students are given the exact questions prior to exam in order to prepare your thoughts, write an outline, or highlight your notes. None of the exams or quizzes require memorization or will present as an unexpected or surprise. The purpose of these exams is to provide evidence of your engagement.

Grading Criteria

CCV Letter Grades as outlined in the Evaluation System Policy are assigned according to the following chart:

	High	Low
A+	100	98
A	Less than 98	93
A-	Less than 93	90
B+	Less than 90	88
B	Less than 88	83
B-	Less than 83	80
C+	Less than 80	78
C	Less than 78	73
C-	Less than 73	70
D+	Less than 70	68
D	Less than 68	63
D-	Less than 63	60
F	Less than 60
P	100	60
NP	Less than 60	0

Weekly Schedule

Attendance Policy

Regular attendance and participation in classes are essential for success in and are completion requirements for courses at CCV. A student's failure to meet attendance requirements as specified in course descriptions will normally result in a non-satisfactory grade.

• In general, missing more than 20% of a course due to absences, lateness or early departures may jeopardize a student's ability to earn a satisfactory final grade.
• Attending an on-ground or synchronous course means a student appeared in the live classroom for at least a meaningful portion of a given class meeting. Attending an online course means a student posted a discussion forum response, completed a quiz or attempted some other academically required activity. Simply viewing a course item or module does not count as attendance.
• Meeting the minimum attendance requirement for a course does not mean a student has satisfied the academic requirements for participation, which require students to go above and beyond simply attending a portion of the class. Faculty members will individually determine what constitutes participation in each course they teach and explain in their course descriptions how participation factors into a student's final grade.

Participation Expectations

Students are expected to attend every scheduled session of this course.

Students are expected to be on time.

Students should leave the classroom to use their cell phone during class with the exception of students who have documented accommodations that require the use of an application on their phone to access their learning.

Students are expected to arrive to class sessions with all the materials they need to engage in writing activities, discussions, note taking, and accessing texts and resources in CANVAS. All students should bring a pen and/or pencil to classes and have a piece of paper for use in class activities.

Students are expected to engage with respect and inclusion in all cooperative assignments and activities. You may sometimes be in a group that is assigned and may or may not include people you know or would have chosen to work with if given the choice. This is by design.

All questions, opinions, viewpoints, experiences, and shared ideas are welcome in this class. Disagreement is also welcome in this class. When we disagree, we are careful to separate the ideas from the person. We offer validation and acceptance of the person while we concurrently hold space with our own truth that may be radically different from that person or a group of people. Learn to hear and understand others and to share your own truth and understandings in ways that protect the peace of the group while allowing for deep conversation and examination of the themes of the course. What is not welcome is any type of behavior or use of language that is harmful, threatening, or damages the safety of this intellectual space of inquiry and exploration. During facilitated class discussions, the expectation is that students remain on-topic, site specific examples to support their expressed ideas, and leave time and space for everyone who wishes to add their voice to the discussion.

We all make mistakes. Students are invited to ask for clarification, guidance, and to express when they are feeling misunderstood or need more time to collect their thoughts. Students are invited to ask the instructor for guidance on assignments, to share when they do not see the relevance of an assignment or reading, or when they need more information about a topic or idea.

Missing & Late Work Policy

Late work is not accepted.

Explanation

In order to receive full credit for your work, it must be turned in on time and in the format and method provided in the assignment. Late work is not accepted. Your lowest grade in each category is dropped prior to the calculation of your final grade. Therefore, one missing assignment will not impact your grade. There is no extra credit. Students with unique circumstances are warmly invited to contact the instructor to make an individualized plan for success.

While this may seem like a "harsh" policy, I have developed this no late work accepted policy after twenty-years of teaching experience. My experience tells me that many students who turn in late work are falling behind in many of their classes for a variety of reasons that have nothing to do with their actual engagement with the course. For example, many students complete the work on time but have trouble turning it in because they aren't sure if it is good enough yet. Then, they create a plan to turn it in late once they have "fixed" it and they find themselves overwhelmed with a full list of overdue assignments and unable to move forward. In many cases, this leads to students withdrawing from the class or not able to obtain credit at all. The only way I know to discourage this is to have a strict policy of no late work. Students are encouraged to manage their time, do the best that they can do, and then turn in what they have completed in time for the deadline. I am heavily invested in the success of my students and will work with any student that is turning in work on time and not earning the grades that they would like to be earning. It is through editing, discussion, revisions, and increasing our skills of studentship that we grow as people and scholars.

Additionally, I know life happens. I am also a living human being and I know that sometimes you end up in the emergency room all night with a sick kiddo, or your tire goes flat as you pull out of your driveway, or a storm knocks out your electricity, or you ate bad shrimp, received really bad news, or you are just having a no good horrible bad day. I know that sometimes you are just DONE with a capital D and you need to binge watch some cozy mystery series on BritBox while eating an entire bag of potato chips dipped into your favorite Ben and Jerry's pint (Yes, I am likely projecting here. And, yes, I fully agree that the labels on ice cream pints that list that suggest there is more than a signle serving in there are obviously mis-printed because....SERIOUSLY?). Anyway, in acknowledgement of our shared humanity, you will have your lowest grade in each category dropped before your final grade is calculated. So, if you miss a class, completely fail a quiz, don't do a reading assignment.......it just gets dropped. I offer you this grace. I know I will ask some similar grace from you during this semester and I appreciate your generosity of spirit.

Accessibility Services for Students with Disabilities:

1. Provide disability documentation to the Accessibility Coordinator at your academic center. https://ccv.edu/student-support/accessibility-services/
2. Request an appointment to meet with accessibility coordinator to discuss your request and create an accommodation plan.
3. Once created, students will share the accommodation plan with faculty. Please note, faculty cannot make disability accommodations outside of this process.

Academic Integrity

Apply Now for this semester.