By engaging with this resource which presents texts by diverse world writers from 1650 to the present, learners will: (1) engage with diverse world writers in translation, including canonical and less canonical texts, and (2) identify literary conventions and trends across genres. The texts are in chronological order, but can be adapted by the faculty in whatever way they see fit. Each text is introduced with a brief discussion of author, original language and time period, and the literary conventions the students can expect to see in the text.

Nine-year old Anthony is proud of his history, culture, and family tradition of Mexican rodeo-style roping and riding. He also enjoys various aspects of his modern life such as school, basketball, friendships, swimming, and exploring.

This patient education program explains the causes and types of anthrax. It also reviews the symptoms, diagnosis, treatment, and prevention of anthrax through vaccination and awareness of bioterrorism. This resource is a MEDLINEplus Interactive Health Tutorial from the National Library of Medicine, designed and developed by the Patient Education Institute.

This presentation offers an overview of the developing concept of The Anthropocene -- a term coined to describe our current geological epoch, in which human impact on the planet will leave a permanent trace.

In which John Green, Hank Green, and Emily Graslie teach you about the Anthropocene, an unofficial geological era that covers the last century or so, in which humanity has made massive progress. We've discovered the Higgs-Boson particle, and awesome electric cars, and amazing smartphones. So all this collective learning and progress has been good for everyone, right? Maybe not. We'll look at some of the pros and cons of all this "progress," including environmental impact, changes in the way people live and work, and political changes and wars that come along with the modern world. We've come a long way, but there's a long way to go. Crash Course will also take a look at what's going to happen in the near future. If we manage to make our way through the coming bottlenecks, we could be OK in coming centuries. Don't get too hopeful, though. The Sun will eventually die, and the Earth will be destroyed, and later the universe will eventually experience heat death.

This exercise focuses on anthropogenic effects on erosion. It could be run as a single lab or as a series of in-class exercises or problem sets. We discussed an article by Hooke and used it as a launching pad for a discussion of back of the envelope calculations. Students then estimate the volume moved by mountain-top removal and how long it might take a river to mobilize that sediment. They estimate the cost for beach nourishment along Florida beaches. They estimate the contribution of local construction projects and road gravel to stream sediment loads. This activity gives students a chance to formulate a problem, make simple measurements, estimate unknowns, and calculate volumes, rates, and costs of various human earth-moving activities.
Designed for a geomorphology course
Addresses student fear of quantitative aspect and/or inadequate quantitative skills
Uses geomorphology to solve problems in other fields

(Note: this resource was added to OER Commons as part of a batch upload of over 2,200 records. If you notice an issue with the quality of the metadata, please let us know by using the 'report' button and we will flag it for consideration.)

This online article explains the meticulous care and tracking that goes into storing the 530,000 items in the museum's anthropology collection. Along with discussing the inherent differences between the items in each of the collection's three subdivisions (archaeology, ethnology, and biological anthropology), the article covers the nature of collections, preserving anthropology collections and computerizing collections management

This online article introduces students to the Objects Conservation Laboratory run by the museum's Anthropology Division. It discusses the main activities of the lab's conservators what that process involves.

This course introduces students to some of the major social theories and debates that inspire and inform anthropological analysis. Over the course of the semester, we will investigate a range of theoretical propositions concerning such topics as agency, structure, subjectivity, history, social change, power, culture, and the politics of representation. Ultimately, all theories can be read as statements about human beings and the worlds they create and inhabit. We will approach each theoretical perspective or proposition on three levels: (1) in terms of its analytical or explanatory power for understanding human behavior and the social world; (2) in the context of the social and historical circumstances in which they were produced; and (3) as contributions to ongoing dialogues and debate.

The purpose of this course is the study of human communication across the life span from a temporal-spatial approach. Specifically, the course examines human communication from an evolutionary and adaptive perspective and explores the fundamental question, in what way does culture shape communication and communication shape culture?

Contains syllabus, ten lessons, and two fieldwork exercises for a ten-week course.

This is a collection of mini lectures created by anthropologists and those in conversation with anthropology as supplimental material to assist college and university instructors who were made to shift their courses online because of COVID19.For more information, see here.To contribute, please create an OER author account and send your name and OER registered email to AnthropologyTeaching@gmail.com.

This class examines how anthropology and speculative fiction (SF) each explore ideas about culture and society, technology, morality, and life in “other” worlds. We investigate this convergence of interest through analysis of SF in print, film, and other media. Concepts include traditional and contemporary anthropological topics, including first contact; gift exchange; gender, marriage, and kinship; law, morality, and cultural relativism; religion; race and embodiment; politics, violence, and war; medicine, healing, and consciousness; technology and environment. Thematic questions addressed in the class include: what is an alien? What is “the human”? Could SF be possible without anthropology?

ANTH 150 World Archaeology
Introduction to archaeology and cultural change from the earliest times to the advent of state-level societies.

Course Description:
• When did we become fully modern humans?
• When (and why) did we stop being hunter-gatherers?
• When did inequality emerge?
• Why did some people decide to start living in cities?
• What led to the development of complex state-level
societies?
These are important questions about what it means to
be human that archaeologists address. In this course,
we’ll consider these topics while providing an
introduction to archaeology and the study of world
prehistory. The course provides an overview of human
prehistory from modern humans up to the
development of literate civilizations. The approach will
be problem oriented and comparative. We will
consider ancient cultures from around the world in
order to foster an appreciation for human cultural
diversity. Explaining why cultural developments
occurred is often hotly debated among archaeologists,
and different perspectives will be explored critically
throughout this course.

The following pages describe anthropology's relationship with colonialism. The reading emphasizes why colonial history is relevant to students' lives and emphasizes practical ways to practice cultural relativism.