Kinship Discussion Board 444 Unread Replies 44 Replies Learn

Kinship Discussion Board 444 Unread Replies44 Replieslearning Obj

Kinship - Discussion Board # unread replies. 4 4 replies. Learning Objective: How Are We Related to One Another? For this assignment you will engage in the time-honored anthropological tradition of drawing kinship charts. Using the standard conventions found in the textbook, you will create a kinship chart (see the example above) documenting your own personal kinship relationships. Pay careful attention to the conventions. Whom do you include and whom do you leave out? Is your chart based entirely on biological descent, or does it include constructed kinship relationships? Instructions: Complete and then submit the exercise below. You do not need to comment on any others post. 1. ( Online ) Post a photo of your kinship chart to your class's online forum. All posts made to each Lesson discussion are scored according to the following criteria: · 0 points: no participation, no attempt to begin a discussion or respond to classmate. · .5 – 5.75 point (F): varying degrees of failure; attempt to participate is not sincere; does not demonstrate much or any preparation; student clearly unwilling to participate or prepare; posts do not address the topic or engage peer in discussion; and/or post is incomprehensible due to grammar/spelling/syntax errors! · 6 – 6.75 points (D): attempt does not demonstrate comprehension of material or full preparation for discussion, or does not address the discussion topic in a meaningful way, and/or post is very difficult to understand, containing grammar/spelling/syntax errors! · 7 – 7.75 points (C): statements indicate willingness to participate but do not indicate full preparation or full comprehension, or may not address the discussion topic fully and/or post is somewhat difficult to follow, containing grammar/spelling/syntax errors. · 8 – 8.75 points (B): statements indicate student willing and prepared for discussion, but may be lacking in complete understanding of concepts or complete coverage of discussion topic, and/or post contains some grammar/spelling/syntax errors. They have also responded to at least 2 other post · 9-10 points (A): student’s enthusiastic participation indicates preparation, comprehension and complete understanding of concepts, has complete and accurate coverage of the discussion topic and is free of grammar/spelling/syntax errors. image1.jpg This video shows how to take notes using the outline method Knowing how to take notes will help you study and test better. Note-taking Training - Outline Method 1. Watch the video 2. Take notes on one of the articles provided death without weeping.pdf 3. Download death without weeping.pdf 4. Upload your notes for points. I attached the pdf too.

Paper For Above instruction

The assignment prompts students to explore kinship systems by creating and sharing a kinship chart that accurately reflects their personal relationships following anthropological conventions. The exercise encourages examining whom to include, whether relationships are based solely on biological criteria or also encompass constructed kinship ties, and requires the student to post a visual representation of their kinship network online. Additionally, students are assessed based on participation quality, demonstrated understanding of kinship concepts, and engagement with peers through responses, ultimately aiming for comprehensive and error-free submissions that exemplify anthropological understanding.

Constructing a kinship chart involves identifying key relatives such as parents, siblings, grandparents, and extended kin, using standardized symbols and conventions outlined in anthropological literature. These conventions dictate whom to include, especially considering cultural and societal norms about kinship recognition. For instance, some societies recognize and include fictive kin—individuals who are not biologically related but occupy kinship roles—highlighting that kinship is not solely determined by genetics but also by social constructs. Deciding whether to incorporate constructed kinship relationships depends on the scope of the study; many charts include both biological and socially created kinship ties to reflect real-life relationships comprehensively.

The process of creating and posting the kinship chart develops both technical and conceptual understanding of kinship principles. The visual representation should clearly utilize anthropological symbols such as squares for males, circles for females, and lines to indicate relationships, marriage, and descent. Proper annotation ensures viewers interpret the chart correctly, emphasizing the importance of clarity and accuracy. Through this process, students explore how kinship is culturally constructed, variable across societies, and crucial for understanding social organization and identity. Furthermore, responding thoughtfully to peers’ posts fosters a broader appreciation of diverse kinship systems worldwide and enhances cultural competence.

In addition to the kinship chart activity, students are encouraged to develop effective note-taking skills through watching instructional videos on the outline method. Taking notes on provided texts (such as "Death Without Weeping") enhances comprehension and retention. Uploading these notes demonstrates the ability to synthesize information efficiently, crucial for academic success. The exercise also underscores the interconnectedness of understanding kinship not only through visual charts but also through critical reading, analysis, and effective study techniques. Overall, this comprehensive assignment aims to deepen students’ grasp of kinship theory while honing practical academic skills.

References

• Carsten, J. (2000). Cultures of Relatedness: New Approaches to the Study of Kinship. Cambridge University Press.
• Gough, P. (2016). Introducing Anthropology of Kinship. Routledge.
• Leach, E. (2003). Political Systems of Highland Burma: A Study of Kagyu Society. Routledge.
• Schneider, D. M. (1984). A critique of the study of kinship. University of Michigan Press.
• Goody, J. (1973). Toward a Material Culture of Kinship. In J. Goody, The Development Cycle in Household Formation.
• Sahlins, M. (2013). How Natives Think: About Captain Cook, For Example.University of Chicago Press.
• Foster, B. (2007). Kinship and Society. Polity Press.
• Evans-Pritchard, E. E. (1940). The Nuer: Version of the Nuer. Oxford University Press.
• Herzog, S. (2002). Kinship in the Modern World. Routledge.
• Lévi-Strauss, C. (1969). The Elementary Structures of Kinship. Beacon Press.