Required Texts
Lynd, Robert S., and Helen Merrell Lynd. 1929. Middletown: A Study in Contemporary American Culture. New York: Harcourt Brace & Company.
Lassiter, Eric Luke (ed)., 2004. The Other Side of Middletown. Alta Mira Press.
Spradley, James. 1979. The Ethnographic Interview.

Other Readings
Spradley, James. 2000[1970]. “You Owe Yourself a Drunk” (optional text)
**There will also be readings and other resources posted online which you can access via Blackboard

Course Objectives and Learning/Service Learning Expectations

• Examine American culture from an anthropological perspective
• Identify the relation between ideals of American culture and people‘s diverse realities as Americans develop strategies and tools for researching American culture on a community and neighborhood level apply research tools and strategies for studying American culture to addressing specific research
• Questions and needs as defined and articulated by the designated community partner develop a portrait of American culture and/or an American cultural experience as an ethnographic and/or ethnohistorical research paper for public presentation.

In this course we will examine American culture from an anthropological perspective. The aim of the course will be to develop profiles of American culture that reflect everyday realities of living in America as articulated by specific community partners engaged in researching social-cultural, social-economic and/or social-historical issues specific to their communities. Various sources will be consulted and methods used in formulating community specific profiles and portraits of American culture including readings, films, archival research, ethnographic fieldwork, ethnographic interview, and personal experiences. Throughout this process and our analysis we will strive to research, examine, and interpret American culture “in a way that juxtaposes our ideals and assumptions regarding what America is” against the many diverse experiences of Americans as articulated on a community level.

At the conclusion of the course, students will produce a final research project including a research paper and presentation profiling an aspect of American culture from an anthropological perspective as derived through active participation in a community partner defined and mutually agreed upon cultural research and/or historic preservation project in a designated community (i.e., the Tampa Bay area community of Sulphur Springs). The expectation is that in completing this exercise in researching and studying American culture on a community level, students will take important insights into whatever profession they go on to pursue in the future. Additionally and equally important, at the conclusion of this course, community partners will be able to advance their articulated cultural research and historic preservation agenda in specific and quantifiable ways. Overall, my desire is that this course will be a win-win for both students and community partners.

Service Learning as an Applied/Directed Research Project
This is course is being conducted as a service learning as a directed research project. Students will be partnered with a lead researcher (i.e., faculty and/student mentor) and will participate in an ongoing community cultural heritage research or historic preservation project. This approach focuses on teaching students to critically analyze American culture from an anthropological perspective through classroom learning and through direct application of qualitative research methods, such as ethnographic and ethnohistorical research. Students work with a designated Community Partner and are expected to actively participate in helping the community conduct research and/or implement specific research initiatives as defined by the community partner. Projects could include but are not limited to:

1. Sulphur Springs Heritage Project – active participation in an ongoing community and heritage research project including: collecting oral histories using a range of ethnographic techniques and audio visual options; creating multi-media educational materials; participating in community heritage preservation meetings & activities; website design; collecting and preserving historic photographs; participating in historic building designation fieldwork, and doing library & other archival research in support of the Sulphur Springs Museum and Heritage Center.
   Student research will be directed by: Dr. Antoinette Jackson (USF), Dr. Susan Greenbaum (USF), and tbd graduate student researchers/mentors. Community partner, Mrs. Norma Robinson will define and review the research products as service learning deliverables.
2. Collaborative Research and Community Empowerment—active participation in community partner directed research projects focused on heritage preservation and quality of life activities through folk art and youth programs; capacity building activities; and community engagement and empowerment initiatives aimed at facilitating cohesion among diverse population segments (i.e., DARE). Alternatively, students may participate in community heritage research projects, including conducting ethnographic and ethnohistorial research outside the Tampa Bay area as defined/determined by the Instructor and designated Community Partner.

What other kinds of activities do you envision?
Tampa has a rich and varied history consisting of many cultures and cultural influences. Much of Tampa‘s history and heritage remains to be researched, documented, and/or preserved. Join us as we work directly with the the Sulphur Springs Museum and Heritage Center as they lead their community in a variety of heritage research and preservation activities. This project will give students a chance to:

1. Participate in a community project;
2. Learn about American culture from an anthropological perspective;
3. Potentially earn research dollars through the Office of Undergraduate Research;
4. Gain qualitative research methods experience; and
5. Apply research skills and knowledge to helping address Community partner defined/articulated research needs.

   Possible activities include:

• collecting oral histories and interviewing long term residents of the historically African American community of Spring Hill—a neighborhood of historic Sulphur Springs, Florida which remains to be documented and included in the history and heritage of Tampa in the public forum
• using previously collected ethnographic and oral history data to create multi-media educational materials including website and/or curriculum design
• perusing historic and/or private photo collections in order to find and catalog historic photographs of significance to the community searching old newspapers, city directories, and census data records to help build previously undocumented profiles of Sulphur Springs and/or communities
• participating in historic building designation fieldwork by finding, researching, and cataloging buildings/houses/churches with possible historic significance
• working with GIS experts to create community maps and cultural resource inventory profiles
• participating in heritage preservation and quality of life activities through folk art and youth programs
• developing grant proposals

  1) Class Participation (25%)

• Lead at least one class discussion
• In-class exercises
• Field trip(s)
• Attendance
• Readings/film reviews – tbd by instructor
• Extra Credit

2) Final project paper plus presentation (50%)

• Final written research paper
• Public delivery/presentation of final project research paper and deliverable to community/community partner

3) Cultural heritage and/or historic preservation directed research project participation (25%)

• Develop proposal outlining agreed upon final project deliverables with Community partner
• Participate in a qualitative research project/study
• Commit to 6 hour minimum research activity per week with/for community partner (i.e., fieldwork, archival work, ethnographic interview, oral history, participant observation, genealogy/kinship work, …)
• Maintain a research journal
• Turn in weekly field reports (be prepared to share your weekly experiences with the class via the class discussions area of blackboard or during our class discussions)
• Complete final project deliverables per agreed upon proposal

Class Participation

• Written synopsis/analysis of assigned readings (10 pts each)
• Each assigned review should be 1-2 pages (typed and double-spaced) in length. For each review, in addition to stating the main point of the article, you should list/discuss specific aspects or traits of American culture described/presented in the article/book and reference at least two other sources in support of your analysis. Conclude your review by providing your opinion of the article (i.e., did the author articulate his/her point clearly and did you agree or disagree).
• No late reviews will be accepted.
• Note: There will be at least 1 mandatory review of either the Lynd or Lassiter reading.

Lead a Class Discussion-15 pts

• Students will be assigned a reading and will be expected to lead the class in a discussion/analysis of the reading at least once. Discussion leaders should come prepared with a written review of the reading, an outline of what you plan to discuss, and at least two questions for the class. Presenters will be allocated a maximum time of 10 min/per reading unless otherwise stated. Note: Everyone is expected to read all assigned readings and come to class with a least 2 prepared questions per reading.
• You may be called upon to pose your question to the class or questions may be collected prior to the start of class. Additionally, in-class exercises and quizzes will be given at the discretion of the instructor. Be prepared and stay current with the readings.

Field Exercises/trips (10 points each)

• Field exercises/trips will be assigned at the discretion of the instructor, and requirements and due dates will be announced in class.

Extra Credit Readings/Projects/ (points vary)

• These will assigned throughout the semester at the discretion of the instructor, and requirements and due dates will be announced in class.

Cultural Heritage and/or Historic Preservation Directed Research Project Participation (100 points total)

• This is a mandatory component of this course—a service learning as a directed research exercise. You will not pass the class unless you are actively involved in a directed research project per tasks and deliverables defined by the designated community partner. Your participation in this aspect of the course will be evaluated by the course instructor(s), your assigned mentor, and the designated community partner. You should commit to spending a minimum of 3 hours per week participating in qualitative research activities and/or onsite ethnography and fieldwork specific to your assigned project outside of classroom meetings.

Service Learning and Community Partner defined Deliverables:

• During the first 2 weeks of class, students will develop a project proposal outlining specific project deliverables and a specific research focus per consultation with the community partner or a designated representative. Students will also be instructed on IRB requirements and will take online courses as needed for appropriate certification.

Final project research paper and presentation of Service Learning project deliverable to Community Partner (100 points total)

• This is a mandatory assignment. You will not pass the class unless you complete this assignment. Each student is expected to develop a portrait of American culture or an American cultural experience as an ethnographic or ethnohistorical exercise (i.e., use ethnographic and/or ethnohistorical field methods to collect data for your topic). In this exercise each student will research/profile/interpret/critique an aspect of life in America based on active participation in a community partner defined and mutually agreed upon cultural research and/or historic preservation project in a designated community (i.e., the Tampa Bay area community of Sulphur Springs). Ethnographies read and/or discussed in this course such as Middletown; The Other Side of Middletown, and You Owe Yourself a Drunk, should serve as models.
• At the conclusion of the course students will present the specified and agreed upon project deliverables to the community partner as well as complete an 8-10 page research paper (typed, double-spaced). In addition, each student will be required to give a 15 minute formal presentation of his/her research and project deliverables to the class and community partner in a public forum. This will take place at the conclusion of Summer B session. Students may work in teams, however, each student is expected to turn in a paper and participate in the presentation of the project. The format and style of presentation are open. Creativity is encouraged. Student presentation dates will be provided at the start of the semester.

Attendance is required by all for final project presentations and final grade will reflect attendance.

• 6/28 and/or 7/26—Student Presentations of Summer A/B final project deliverables/Public presentations of final projects. [*Note: Dates are subject to change per discretion of Community partner. Additional details and instructions will be provided at the start of Summer A semester. Students are required to discuss their final research project/proposal with the instructor and/or assigned mentor prior to beginning the research and write-up.
• 8/2—Final project research papers due

COURSE EXPECTATIONS AND ADDITIONAL GUIDELINES
I believe that we are all learners and teachers. Learning involves more than just getting good grades. Learning can also be expressed by how well you use your skills, knowledge, and experiences to educate those around you. The class is a combination of lecture plus active learning and participation on your part. If you do not want to actively participate in the learning process, then please consider other options.

Lectures and/or class discussions will be based on the scheduled material as outlined in this syllabus. I expect you to read assigned materials before class. Additionally, we will view films and I will use exercises and projects to help illuminate particular concepts. All materials presented or assigned in class are considered fair game for testing purposes. Please come to class prepared to listen, to think critically, and to participate.

Weekly Readings and Activities

SUMMER A

Week 1: American Culture from an Anthropological perspective

5/17

Introductions and review of syllabus

• Overview of service learning as a directed research exercise and learning objective concept
• What is culture/what is anthropology of American culture

Analyzing American culture

• Reading: DeVita text-―The American Culture Configuration‖ (by: Holmes and Holmes/Blackboard posting)
• Reading: Middletown book (Introduction + Chapter I- Getting a Living)
• Reading: Blackboard postings of community and project specific materials

Cultural anthropology research tools/methods/ethics – General overview

• Reading: Wolcott (Chapters 1&2)
• Reading: Weinreich article: Integrating Quantitative and Qualitative Methods in Social Marketing
• Film (opt.)

5/19

Experiencing American Culture

• Reading: A Different Mirror‖ (Chapter 1) by R. Takaki (Blackboard posting)
• Reading: Baker text-Introduction (Blackboard posting)
• Reading: Middletown book (Chapter IV- Using Leisure; Chapter V – Engaging in ReligiousPractices)
• Reading: Blackboard postings of community and project specific materials
• Reading (opt): Middletown book (remaining chapters)
• Reading (opt/EC): Middletown Interviews (online postings)
• Film: (opt.)

Culture and Ethnography. How is it studied and what does the study produce?

• In-class exercise: IRB Exercise/Workshop
• Go to/peruse – http://www.loc.gov/folklife
• Reading: Wolcott (Chapters 3&4—Blackboard posting)

Introduction to Service Learning as a directed research project expectations and requirements

• Meet with Community Partner
• Mentor team introductions

Week 2: An ethnographic look at American culture

5/24

Reading: The Other Side of Middletown (all chapters)

• In-class activity: tbd
• Film (opt)

Research tools

• Read/review: Chapters 1, 2, & 3 from book ―The Ethnographic Interview, by: J. Spradley
• RESEARCHING AMERICAN CULTURE-Summer 2010
• Page 10 of 13
• Read/review: Spradley book (Ethnographic Interview)-Part II, Steps 1-4

5/26

Reading: The Other Side of Middletown (all chapters)

• Reading: Blackboard postings of community and project specific materials
• Film (opt)

Research tools

• Review: Chapters 1, 2, & 3 from book ―The Ethnographic Interview‖ by: J. Spradley
• Review: Spradley book (Ethnographic Interview)-Part II, Steps 1-4
• Reading/review: R. Bernard readings (see blackboard posting): #2 (Participant Observation); #3 (Field Notes); #4 (Interviews)
• *Lab/Field exercise –Intro to USF Library and/or other archival research tools/resources
• [Special Collections/Sanborn maps/City directories/Census data/…]

Week 3: Our cultural ideals of America and people’s everyday realities

5/31 NO CLASSES—HOLIDAY

6/2

Reading: ―Emigrants from Erin: Ethnicity and Class within White America‖ by R. Takaki

• Reading: ―White Privilege: UnPacking the Invisible Knapsack‖ -by: P. McIntosh
• Reading: Blackboard postings of community and project specific materials
• Reading (opt/EC): ―Writing a Place in American Life: The Sensibilities of an American-born
• Chinese as Reflected in Life Stories from the Exclusion Era‖ by: Xiao-Hung Yin (online posting)

Research tools

• Review: Spradley book (Ethnographic Interview)-Part II, Steps 1-4
• Review R. Bernard readings—#2 (Participant Observation); #3(Field Notes); #4(Interviews)—(Blackboard posting):
• *Lab/Field exercise –Intro to archival research tools/resources
• [Tour/overview of general library resources/tools/available databases]

Week 4: Researching American culture—qualitative research tools/methods

6/7

Reading: Spradley book (You Owe Yourself a Drunk excerpt) – Blackboard posting

• Reading: Blackboard postings of community and project specific materials

6/9

In-class activity/ open discussion

• Review/discuss final project deliverables and research paper
• Film (opt)

Research tools/ research methods (i.e., ethnographic interview)

• Review: Spradley book (Ethnographic Interview)-Part II, Steps 1-4
• Read/review: Spradley book (Ethnographic Interview)-Part II, Steps 11 and 12
• Read/review: R. Bernard readings (see blackboard posting): #1(Literature Review); #4(Interviews); #5(Questionnaires & Survey Research)
• Reading (s): M. Angrosino readings (see Blackboard posting—optional)
• Reading: US Holocaust Museum Oral History Guidelines (optional)

Lab/Field exercise –Multimedia/Podcast training session

Week 5: Researching American Culture

6/14

Readings: to be assigned

• Guest Speaker(s) – tbd
• Lectures will focus on community based research projects in the Tampa Bay area; Anthropology of American Culture; qualitative tools ; ethics; oral history

6/16

Readings: to be assigned

• Guest Speaker (s) – tbd
• Lectures will focus on community based research projects in the Tampa Bay area; anthropology of American culture; qualitative tools ; ethics; oral history

Week 6: Researching American Culture

6/21

Service Learning/Final Project research discussion day

• Mentor meetings
• Film (opt)
• Guest Speaker (s) – (opt)

6/23 NO CLASS – Service Learning/Final Project research day

6/25 Summer A Classes end

• Final Papers due—option 1 (*this is first date that students can turn in final project research papers; second and final date is 8/2)

6/28

Public Presentation of Student Summer A/B Final Project deliverables—option 1 [time/location tbd— subject to change per discretion of Community partner]

SUMMER B

Weeks 1-4:

6/28 Summer B starts

6/29 –7/23

Student directed research projects/no formal class meetings/informal meetings with mentors and instructor

Week 5-6:

Summer A/B Final Project Deliverables due

7/26 Student Presentations of Summer A/B Final project deliverables; Public presentations of final projects—option 2 [*time/location tbd—Note this date is subject to change per discretion of Community partner]

8/2 Final project research papers due

8/6 Summer B ends