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Rubric and sample are attached ATH 101 Final Project Part B Guidelines and Rubric Overview The final project for this course is divided into two parts. Part A is the creation of an interview preparation document. Part B involves the creation of an interview transcript or recording. This document provides instruction for Part B. Researchers have developed a multitude of tools over the last century that highlight our personal and cultural identities in a broad-reaching field called anthropology. The field of anthropology investigates everything human in order to capture the diverse beliefs, practices, experiences, and subtle nuances that make humans truly human. From the social sciences to the biological and physical sciences, anthropology implements a wide array of lenses to evaluate why and how we are as similar as we are different to one another. Whether we are interviewing for a new position or meeting the in-laws at a family get-together, gaining a preliminary introduction to anthropology allows insight into how people structure their basic beliefs and practices. In this assessment, you will encounter a simulated crisis situation that requires an anthropological response. You will play the part of an anthropologist who has firsthand knowledge and experience working in a biological, environmental, and cultural disaster situation. Also, you have real-world field experience personally working with this affected group and are well versed in their history and complex system of beliefs and practices. As such, you have been asked to respond to the crisis situation in an interview. The assessment will be divided into two parts. In Part A, you will prepare for the interview, defining anthropology and reflecting on its importance to the world. In Part B, you will participate in the interview, answering the reporter’s questions. Not only will the reporter’s questions appear, but you will also receive guidance in the form of an example document (Final Project Part B Sample) so you know exactly what is needed to fully answer the question. Crisis situations that you may choose from are listed below. 1. Plastic Wars 2. Battle for Hong Kong 3. COVID’s Hidden Toll 4. Blackout in Puerto Rico 5. Ebola in Congo 6. Right to Fail 7. Coal’s Deadly Dust 8. Flint’s Deadly Water Part A consists of one milestone, which is submitted in Module Two, and one final submission, which occurs in Module Four. 1 https://learn.snhu.edu/d2l/lor/viewer/view.d2l?ou=6606&loIdentId=8100 https://www.pbs.org/video/plastic-wars-8wxame/ https://www.pbs.org/video/battle-for-hong-kong-cekmp7/ https://www.pbs.org/video/covids-hidden-toll-3-d5hvx2/ https://www.pbs.org/video/blackout-in-puerto-rico-340ybo/ https://www.pbs.org/video/ebola-in-congo-np0khj/ https://www.pbs.org/video/right-to-fail-fz7iaq/ https://www.pbs.org/video/coals-deadly-dust-kje7ok/ https://www.pbs.org/video/flints-deadly-water-pwsj3m/ Part B consists of two milestones and one final submission. The milestones for Part B occur in Modules Three and Five. The final submission for Part B occurs in Module Seven. In the final project as a whole (Parts A and B), you will demonstrate your mastery of the following course outcomes:  Explain the importance of historical influences on contemporary anthropology and human cultures  Select basic anthropological methods for making connections that explain the human condition  Explain the relationship between social relationships, systems of belief, and identity using various perspectives in the fiel d  Explain the value of applying objectivity in anthropological research when dealing with the cultural identities of diverse past and contemporary peoples  Explain the importance of utilizing an anthropological perspective for problem solving in real-world situations Prompt You have already defined and discussed the significance of anthropology, so now you are prepared to jump into the interview and really get at the heart of the crisis situation you have chosen. In this scenario, imagine that a reporter is asking you the questions listed below. In crafting your response, you must address all the aspects of the question represented as “Your Response.” You will answer each piece titled “Your Response” to ensure you are appropriately and accurately answering the question the reporter has posed. You may either submit your responses in the form of a transcript, or you may create an audio recording of your answers. Specifically, the following critical elements must be addressed: I. Cultural Diversity: In this section, you will explain the importance of understanding and being sensitive to cultural diversity. a) Reporter: What is so important that we understand cultural diversity in a time like this? Who cares if we’re all different? What does it matter anyway? 1. Your Response: Provide an example of human sociocultural identity related to gender. For example, when many people think of farmers, they think of males. 2. Your Response: Provide an example of human sociocultural identity related to human behavior. For example, when many people think of children, they think of specific behaviors that they exhibit, such as crying, playing, or loving. 3. Your Response: Provide an example of human sociocultural identity related to animals. For example, when people think of geese, they think of a flock. b) Reporter: Human culture might seem more complex than I initially imagined, so how does it relate to the crisis we’ve witnessed here? 1. Your Response: Describe what some anthropologists can do to help when crises such as these occur. How are they able to navigate crises, such as containing them and informing human cultures, while balancing sensitivity to cultural beliefs and practices? What is the importance of doing so? 2 II. Anthropological Methods: In this section, you will speak as though you are an anthropologist investigating the crisis. You will describe the anthropological methods you would need to use to investigate the crisis, and explain how you believe people would react to yo u investigating the crisis. a) Reporter: Alright, can you explain to the audience how you came to this conclusion? 1. Your Response: Of the multiple research methods discussed throughout the course, such as excavation, ethnology, and ethnography, select an appropriate method for investigating this crisis, and explain why this method is appropriate. b) Reporter: How did these people let you study them? Why did they let you? You most likely upset them, right? 1. Your Response: What types of reactions might you receive from studying this group of people and gathering data by the ways you described? Provide specific examples of both positive and negative reactions. 2. Your Response: Explain why an objective lens is important when studying a group of people. How might this lens help calm the fears of the group of people you are studying? III. Cultural Connections: In this section, you will make connections between cultural factors and the likelihood of the crisis occurring in your own culture. If the crisis has already occurred in your own culture, explain how the specific cultural, biological, or environmental factors allowed this to occur. a) Reporter: Do you think this crisis could happen here, to us? 1. Your Response: Explain how specific cultural factors in your culture could or could not allow this crisis to occur, identifying specific factors. 2. Your Response: Explain the how specific biological factors in your family could or could not allow this crisis to occur, identifying specific factors. 3. Your Response: Explain how specific environmental factors in your environment could or could not allow this crisis to occur, identifying specific factors. IV. Predictions: In this section, you will explain how an anthropological perspective can assist in future crises. a) Reporter: Do you think there is anything that could have informed these people of the crisis? I would hate to think that this could hav e been recognized and prevented earlier. 1. Your Response: How can an anthropologist use people’s history to help change the future? Think specifically about the power and importance of historical events, beliefs, and practices in relation to the present, providing real-world examples of the connection between the past and present. b) Reporter: Now, I can bet there are people at home that are scared. So, how can you, as an anthropologist, help in preventing this crisis from happening to us? Your Response: Explain the value of an anthological lens when creating preventive a ction plans. Specifically, why are an objective lens and cultural sensitivity important when creating preventive action plans? 3 c) Reporter: Finally, do you still enjoy being an anthropologist throughout this apparent chaos? I mean, how has being an anthropologist helped you out personally? 1. Your Response: How has anthropology helped you better understand the human condition, and how might this help you in your personal and professional life? Milestones Final Project Part B Milestone One: Choose a Crisis Situation In Module Three, you will select the crisis situation that you will use for your final submission of Final Project Part B. You will need to explain what crisis situation you chose and why. This milestone will be graded with the Final Project Part B Milestone One Rubric. Final Project Part B Milestone Two: Interview Transcript Outline In Module Five, you will submit an outline of Final Project Part B (Interview Transcript or Recording). In this part of the final project, you will address the categories of cultural diversity, anthropological methods, cultural connections, and predictions of how anthropology can be useful in a future crisis. Whether you choose to answer the final project interview questions in written or audio format, preparing a written draft will help you formulate and strengthen your answers. This will also give you practice in learning to see the crisis situation that you chose from an anthropological viewpoint and allow your instructor to give any feedback or suggestions to fortify your interview before your final project is due. Use the critical elements listed above to guide your response. This milestone will be graded with the Final Project Part B Milestone Two Rubric. Final Project Part B Submission: Interview Transcript or Recording In Module Seven, you will submit Final Project Part B (Interview Transcript or Recording). It should be a complete, polished artifact containing all of the critical elements of the final product. It should reflect the incorporation of feedback gained throughout the course. This submission will be graded with the Final Project Part B Rubric. 4 Final Project Part B Rubric Guidelines for Submission: You have the option of submitting an interview transcript or interview recording. The interview transcript should be 4–6 pages in length and should use double spacing, 12-point Times New Roman font, and one-inch margins. If you choose to submit an interview recording in place of the interview transcript, it must be 10 to 15 minutes in length and should be submitted using the Audio Feature in Brightspace. Critical Elements Exemplary (100\%) Proficient (85\%) Needs Improvement (55\%) Not Evident (0\%) Value Cultural Diversity: Gender Meets “Proficient” criteria, and example demonstrates a nuanced understanding of sociocultural identity Provides an example of human sociocultural identity using examples related to gender Provides an example of human sociocultural identity, but example is not related to gender, or with gaps in detail or accuracy Does not provide an example of human sociocultural identity using examples related to gender 6 Cultural Diversity: Human Behavior Meets “Proficient” criteria, and example demonstrates a nuanced understanding of sociocultural identity Provides an example of human sociocultural identity using examples related to human behavior Provides an example of human sociocultural identity, but example is not related to human behavior, or with gaps in detail or accuracy Does not provide an example of human sociocultural identity using examples related to human behavior 6 Cultural Diversity: Animals Meets “Proficient” criteria, and example demonstrates a nuanced understanding of sociocultural identity Provides an example of human sociocultural identity using examples related to animals Provides an example of human sociocultural identity, but example is not related to animals, or with gaps in detail or accuracy Does not provide an example of human sociocultural identity using examples related to animals 6 Cultural Diversity: Crises Meets “Proficient” criteria, and description demonstrates keen insight into the value of an anthropological perspective during crises Describes how anthropologists can navigate crises while balancing sensitivity to cultural beliefs and practices, as well as the importance of doing so Describes how anthropologists can navigate crises while balancing sensitivity to cultural beliefs and practices but does not describe the importance, or description has gaps in detail or accuracy Does not describe how anthropologists can navigate crises while balancing sensitivity to cultural beliefs and practices 3.6 Anthropological Methods: Appropriate Method Meets “Proficient” criteria, and selected method is especially well aligned with the crisis Selects an appropriate method for investigating the crisis, explaining why this method is appropriate Selects an appropriate method for investigating the crisis but does not explain why the method is appropriate, explanation has gaps in detail or accuracy, or selection is inappropriate Does not select an appropriate method for investigating the crisis 3.6 5 Critical Elements Exemplary (100\%) Proficient (85\%) Needs Improvement (55\%) Not Evident (0\%) Value Anthropological Methods: Reactions Meets “Proficient” criteria and demonstrates keen insight into the complexity of studying people Describes the types of reactions that may be received when studying the group of people Describes the types of reactions that may be received when studying the group of people, with gaps in detail or accuracy Does not describe the types of reactions that may be received when studying the group of people 6 Anthropological Methods: Objective Lens Meets “Proficient” criteria, and explanation demonstrates keen insight into the importance of an objective lens Explains why an objective lens is important when studying a group of people and how it may help calm fears of the people studied Explains why an objective lens is important when studying a group of people but does not explain how it may help calm fears of the people studied, with gaps in detail or accuracy Does not explain why an objective lens is important when studying a group of people 6 Cultural Connections: Cultural Factors Meets “Proficient” criteria and demonstrates keen insight into the relationship between cultural factors and the crisis Explains how specific cultural factors could or could not allow the crisis to occur, identifying specific factors Explains how specific cultural factors could or could not allow the crisis to occur, but does not identify specific factors, or explanation has gaps in detail or accuracy Does not explain how specific cultural factors could or could not allow the crisis to occur 3.6 Cultural Connections: Biological Factors Meets “Proficient” criteria and demonstrates a keen insight into the relationship between biological factors and crisis Explains how specific biological factors could or could not allow the crisis to occur, identifying specific factors Explains how specific biological factors could or could not allow the crisis to occur, but does not identify specific factors, or explanation has gaps in detail or accuracy Does not explain how specific biological factors could or could not allow the crisis to occur 3.6 Cultural Connections: Environmental Factors Meets “Proficient” criteria and demonstrates keen insight into the relationship between environmental factors and crisis Explains how specific environmental factors could or could not allow the crisis to occur, identifying specific factors Explains how specific environmental factors could or could not allow the crisis to occur, but does not identify specific factors, or explanation has gaps in detail or accuracy Does not explain how specific environmental factors could or could not allow the crisis to occur 3.6 Predictions: History Meets “Proficient” criteria, and examples illustrate insight into the power and importance of history in relation to the present Describes how an anthropologist can use people’s history to help change the future, providing real-world examples that connect the past to the present Describes how an anthropologist can use people’s history to help change the future but does not provide real-world examples that connect the past to the present, or description has gaps in detail or accuracy Does not describe how an anthropologist can use people’s history to help change the future 18 6 Critical Elements Exemplary (100\%) Proficient (85\%) Needs Improvement (55\%) Not Evident (0\%) Value Predictions: Preventive Action Meets “Proficient” criteria, and explanation demonstrates keen insight into the value of an objective lens and cultural sensitivity Explains why an objective lens and cultural sensitivity are important when creating preventive action plans Explains why an objective lens and cultural sensitivity are important when creating preventive action plans, with gaps in detail or accuracy Does not explain why an objective lens and cultural sensitivity are important when creating preventive action plans 6 Predictions: Personal and Professional Life Meets “Proficient” criteria and demonstrates keen insight into the value of an anthropological perspective in personal and professional lives Explains the value of anthropology in understanding the human condition, and how it may help in the personal and professional life Explains the value of anthropology in understanding the human condition but not how it may help in the personal and professional life, or explanation has gaps in detail or accuracy Does not explain the value of anthropology in understanding the human condition 18 Articulation of Response Submission is free of errors related to grammar, syntax, and organization and is presented in a professional manner Submission has no major errors related to grammar, syntax, or organization Submission has major errors related to grammar, syntax, or organization that negatively impact articulation of main ideas Submission has critical errors related to grammar, syntax, or organization that prevent understanding of ideas 10 Total 100\% 7 ATH 101 Final Project Part B Guidelines and Rubric Overview Prompt Milestones Final Project Part B Milestone One: Choose a Crisis Situation Final Project Part B Milestone Two: Interview Transcript Outline Final Project Part B Submission: Interview Transcript or Recording Final Project Part B Rubric 1 FINAL PROJECT PART B Final Project Part B ATH 101 Student Name SNHU 2 FINAL PROJECT PART B I. Cultural Diversity A.1. Cultural diversity is important to understand at any time, but espe cially in a time of a crisis. For example, when we speak of gender, meaning the cultural expectations of that gender, not biological differences, this differs considerably among cultures (Ember, Ember, & Peregrine, 2015). W hen people think of fa rming, the y may think of this as male activity, that it is a male activity in all cultures, but this is not true. Anthropological research has shown that farming or tending crops may be a male or a female activity, depending on the location. Among the Igbo of Nigeria, men plant and harvest yams and cassava, but women plant and harvest maize, melons, okra, a nd beans. Both men and women plant rice (Bonvillain, 2010). The point is that gender expectations and roles differ among cultures. A.2. An example of how human sociocultural identity relates to human behavior would be how different cultures express emotion. Cultures have display rules, m eaning they have certain cultural expectations of how one should behave wh en feeling a particular emotion. Specific examples would include how the Japanese might mask anger with a smile or the Dani of New Guinea show their anger by wrinkling their noses (Heider, 2007). A.3. Another example would include human sociocultural identity related to animals. Primates (including human children) engage in play. While cultures have different ways to play, the purpose of playing as children offers the same functions, a nd primates share these functions as well. Play teaches the young how to interact with their peers and also expected social behaviors. B.1. Anthropologists can help us navigate crises by acting as cultural brokers or working between the culture of crisis and the outside world, a s anthropologists understand multiple perspectives. Amy Porter and Paul Farmer contend that anthropologists are needed “to map out 3 FINAL PROJECT PART B how complex political, economic, and social inequalities” find their way into populations as disease (Porter & Farmer, 2013, p. 366). It is important to also have cultural sensitivity to the beliefs of the people you are working with; if you don’t, you won’t make any difference in their understandings of the disease or your understanding of how the disease is manifested in that population. II. Anthropological Methods A.1. I chose to do ethnography in a village with known cases of multidrug-resistant tuberculosis (MDR TB). Ethnography was the best option for me, a s I am a cultural anthropologist. Ethnography allows you to observe people’s actions and participate in t heir daily lives to be able to make connections in what we are studying (Ember, Ember, & Peregrine, 2015). I was able to interview family survivors of tuberculosis and individuals with tuberculosis to see if I could understand the cultural patterns of how tuberculosis spreads within a community and what this disease means to their culture. B.1. When you go into a village studying a topic like disease, people are obviously a little curious and a little distrusting of your true intentions. People are wary of you at first, but t hen the newness wears off and they just get used to you. One positive thing is that you really get to know the people you work with. They become family. A negative aspect of conducting fieldwork, especially when you are studying disease, is t hat you see people suffer and die. That is somewhat difficult on a personal level. B.2. An objective lens is really important when you study any group of people as an anthropologist. While anthropologists seek to explain the world in terms of “the other,” they also seek to explain how behaviors fit into a larger set of cultural patterns. I don’t know if being 4 FINAL PROJECT PART B objective calms the fears of the people you are working with, but so metimes people are unaware of their actions. Being objective helps you uncover those beliefs. III. Cultural Connections A.1. When it comes to any infectious disease, it is hard to predict whether a certain country will or will not become infected with a disease at some point in time. In general terms, though, in the United States, there are only a few cases of MDR TB e ach year. In 2013, the Centers for Disease Control and Prevention (2015) reported 95 cases of MDR TB in the United States, but this was slightly higher than the previous year. In the past, tuberculosis was common and considered a leading cause of death in the United States until the mid-twentieth century. In the United States, it is easier to get access to drugs that treat tuberculosis, s o this would also help ease the spread of tuberculosis. A.2. In terms of biology, I believe it would be difficult for my family to contract tuberculosis in the United States, but it is not impossible. Tuberculosis spreads by coughing, a nd usually an individual needs to have prolonged exposure to tuberculosis to develop the disease. There is some suggestion among scholars that tuberculosis may be inherited, but t he evidence for this is weak (Roberts & Buikstra, 2003). A.3. Environmentally, tu berculosis can occur anywhere in any climate. However, certain social a nd political conditions allow tuberculosis to spread easier. Tuberculosis usually develops in individuals or populations who are malnourished and live in crowded or unsanitary living conditions (Roberts & Buikstra, 2003). People who also have another disease, such as HIV, are more likely to develop tuberculosis. Although anyone is technically susceptible to tuberculosis, certain conditions exist in the United States that make individuals susceptible, a nd we need to be aware of those conditions to try to prevent them. 5 FINAL PROJECT PART B IV. Predictions A.1. History is an important teacher, especially in connection to infectious diseases. History can help us determine patterns of the people a certain disease is most likely to affect and how it would affect them. History can also tell us how a disease was dealt with in the past and whether it was an effective way to do so and why. I will give you a simple example from the United States. In the nineteenth century, wh en the U.S. government forced native peoples onto reservations, infectious diseases ran rampant in the communities. Living in small, crowded houses—combined with malnutrition, the high stress of the political and social conditions, and little to no medical facilities and medicine—led to infectious diseases becoming a leading cause of death (Trafzer, 1997 ). We know that people living in similar conditions today can end in a similar way. B.1. In the field, I see firsthand how tuberculosis spreads from one person to another and what cultural factors help spread this disease. I think I will be able to provide an effective preventive action plan to prevent this disease from occurring in the United States on a large scale. An objective lens helps guide you on to what to say, but cultur al sensitivity is also important because this is what helps guide you on what to say in a way that is meaningful to the cultures that you are trying to educate. C.1. I do still enjoy being an anthropologist, but it can be quite chaotic a nd emotional at times. As an anthropologist, you not only get to learn about how other people experience life but you also get to also experience it as they do to a certain point. This can be satisfying and humbling at the same time. Personally and professionally, thi s has taught me that my way may not always be the only way to accomplish something, and I think that my tolerance for other people has also increased. 6 FINAL PROJECT PART B References Bonvillain, N. (2010). Cultural anthropology (2nd ed.). Upper Saddle River, NJ: Prentice Hall. Centers for Disease Control and Prevention. (2015). Fact sheet: Trends in tuberculosis 2013. Retrieved 22 June 2015 from http://www.cdc.gov/tb/publications/factsheets/ statistics/TBTrends.htm Ember, C. R., Ember, M., & Peregrine, P. N. (2015). Human evolution and culture: Highlights of anthropology (8th ed.). Hoboken, NJ: Pearson. Heider, K. G. (2007). Seeing anthropology: Cultural anthropology though film (4th ed.). Boston, MA: Pearson/Allyn and Bacon. Porter, A. S., & Farmer, P. E. (2013). Drug resistance and biosocial analysis in practice. In R. Nolan (Ed.), Handbook of practicing anthropology (pp. 354–371). Somerset, NJ: John Wiley & Sons. Roberts, C. A., & Buikstra, J. E. (2003). The bioarchaeology of tuberculosis: A global view on a reemerging disease. Gainesville, FL: University Press of Florida. Trafzer, C. (1997). Death stalks the Yakima: Epidemiological transitions and mortality on the Yakama Indian Reservation, 1888–1964. East Lansing, MI: Michigan State University Press. http://www.cdc.gov/tb/publications/factsheets/statistics/TBTrends.htm http://www.cdc.gov/tb/publications/factsheets/statistics/TBTrends.htm Final Project Part B ATH 101 I. Cultural Diversity II. Anthropological Methods III. Cultural Connections IV. Predictions References Accessibility Report Filename: ATH 101 Final Project Part B Sample.pdf Report created by: Organization: [Enter personal and organization information through the Preferences > Identity dialog.] Summary The checker found no problems in this document. 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