THEN has initiated an annotated bibliography project. The Annotated Bibliography is a searchable database of heritage education references for professionals as well as a listing of resources for educators and the general public. The Annotated Bibliography contains books, journals, magazines, newsletters, classroom materials, videos, blogs, and websites.
While accessible and usable by members and nonmembers, only members of THEN may contribute to the Annotated Bibliography. If you would like to contribute, please join THEN under the appropriate membership category. The resource entry form is located in the Members Only section of the website. If you find an error on any of the entries, please contact us.
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Search Annotated Bibliography
Type: Newsletter, Lesson Plan
Lanouette, JoAnne
1987 Teacher’s Corner: BAFA BAFA: A Game of Culture Contact. AnthroNotes, 9(2): 7-9, Smithsonian Institution, National Museum of Natural History Department of Anthropology
Bafa Bafa is a simulation game originally created for use by the Department of the Navy and later adapted for high school and college courses to teach students how to deal with culture shock and stereotypes. After describing how the game is played, the author makes sure to emphasize the weaknesses of the simulation and how it must be modified to be effective. Lanouette includes several questions that can be asked of the students on the final day of the simulation so they will have a deeper understanding of different cultures.
Language: English
Region: North America
Grade Level, if for classroom: High School
URL: https://repository.si.edu/handle/10088/22276
DOI: https://doi.org/10.5479/10088/22276
Lanouette, JoAnne
1987 Teacher’s Corner: BAFA BAFA: A Game of Culture Contact. AnthroNotes, 9(2): 7-9, Smithsonian Institution, National Museum of Natural History Department of Anthropology
Bafa Bafa is a simulation game originally created for use by the Department of the Navy and later adapted for high school and college courses to teach students how to deal with culture shock and stereotypes. After describing how the game is played, the author makes sure to emphasize the weaknesses of the simulation and how it must be modified to be effective. Lanouette includes several questions that can be asked of the students on the final day of the simulation so they will have a deeper understanding of different cultures.
Language: English
Region: North America
Grade Level, if for classroom: High School
URL: https://repository.si.edu/handle/10088/22276
DOI: https://doi.org/10.5479/10088/22276
Type: Newsletter, Lesson Plan
Schildkrout, Enid
2001 Teacher’s Corner: Body Art. AnthroNotes, 22(2): 4-8, 19, Smithsonian Institution, National Museum of Natural History Department of Anthropology
After listing various activities that can be used to teach high school and college students about the ancient practice of body modification, Schildkrout gives a detailed description about the cultural messages each type of modification sends within various cultures. The activities and summaries within the article teach students about the universals and differences between cultures. This article can be used as a standalone activity, but it could also be used as a starting point for further research on cross-cultural accounts of body modification and the place of body art within a larger historical context.
Language: English
Region: North America, Europe, Asia, Central America, South America, Africa
Grade Level, if for classroom: High School
URL: https://repository.si.edu/handle/10088/22381
DOI: https://doi.org/10.5479/10088/22381
Schildkrout, Enid
2001 Teacher’s Corner: Body Art. AnthroNotes, 22(2): 4-8, 19, Smithsonian Institution, National Museum of Natural History Department of Anthropology
After listing various activities that can be used to teach high school and college students about the ancient practice of body modification, Schildkrout gives a detailed description about the cultural messages each type of modification sends within various cultures. The activities and summaries within the article teach students about the universals and differences between cultures. This article can be used as a standalone activity, but it could also be used as a starting point for further research on cross-cultural accounts of body modification and the place of body art within a larger historical context.
Language: English
Region: North America, Europe, Asia, Central America, South America, Africa
Grade Level, if for classroom: High School
URL: https://repository.si.edu/handle/10088/22381
DOI: https://doi.org/10.5479/10088/22381
Type: Newsletter
Brooks, Alison S., Lanouette, JoAnne
1990 Teacher’s Corner: Choosing Texts for Global History or World Civilization Courses. AnthroNotes, 12(1): 7-8, Smithsonian Institution, National Museum of Natural History Department of Anthropology
This article is intended as a guide for educators to select books that properly consider the differences and similarities between cultures. The authors state that orientation of the text, maps, and discussion of cultural differences and similarities should all be taken into consideration when choosing textbooks. Much of the article covers how cultural differences are presented in order to emphasize the importance of a balanced and holistic view of cultural groups.
Language: English
Region: North America, Europe, Asia, Africa
Grade Level, if for classroom: Middle, High School
URL: https://repository.si.edu/handle/10088/22302
DOI: https://doi.org/10.5479/10088/22302
Brooks, Alison S., Lanouette, JoAnne
1990 Teacher’s Corner: Choosing Texts for Global History or World Civilization Courses. AnthroNotes, 12(1): 7-8, Smithsonian Institution, National Museum of Natural History Department of Anthropology
This article is intended as a guide for educators to select books that properly consider the differences and similarities between cultures. The authors state that orientation of the text, maps, and discussion of cultural differences and similarities should all be taken into consideration when choosing textbooks. Much of the article covers how cultural differences are presented in order to emphasize the importance of a balanced and holistic view of cultural groups.
Language: English
Region: North America, Europe, Asia, Africa
Grade Level, if for classroom: Middle, High School
URL: https://repository.si.edu/handle/10088/22302
DOI: https://doi.org/10.5479/10088/22302
Type: Newsletter
Brooks, Alison S., Lanouette, JoAnne
1990 Teacher’s Corner: Choosing Texts for Studying Japan. AnthroNotes, 12(2): 7-10, Smithsonian Institution, National Museum of Natural History Department of Anthropology
This article provides several ways to analyze texts on Japanese culture in order to avoid texts that only represent certain elements of culture and/or emphasize cultural differences with no discussion of similarities to other cultures. The authors list four elements of appropriate texts on Japanese culture which students can then examine in relation to other parts of life, such as politics and the role of women. This understanding of Japanese culture can later be applied to everyday interactions with people from Japan or can be used in interpreting media that focuses on Japanese culture.
Language: English
Region: Asia
Grade Level, if for classroom: Middle, High School
URL: https://repository.si.edu/handle/10088/22305
DOI: https://doi.org/10.5479/10088/22305
Brooks, Alison S., Lanouette, JoAnne
1990 Teacher’s Corner: Choosing Texts for Studying Japan. AnthroNotes, 12(2): 7-10, Smithsonian Institution, National Museum of Natural History Department of Anthropology
This article provides several ways to analyze texts on Japanese culture in order to avoid texts that only represent certain elements of culture and/or emphasize cultural differences with no discussion of similarities to other cultures. The authors list four elements of appropriate texts on Japanese culture which students can then examine in relation to other parts of life, such as politics and the role of women. This understanding of Japanese culture can later be applied to everyday interactions with people from Japan or can be used in interpreting media that focuses on Japanese culture.
Language: English
Region: Asia
Grade Level, if for classroom: Middle, High School
URL: https://repository.si.edu/handle/10088/22305
DOI: https://doi.org/10.5479/10088/22305
Type: Newsletter, Lesson Plan
Bronitsky, Gordon
1991 Teacher’s Corner: Church Ethnographies: A West Texas Case Study. AnthroNotes, 13(1): 7-9, Smithsonian Institution, National Museum of Natural History Department of Anthropology
In this article, Bronitsky describes an assignment given to his University of Texas undergraduate students. From culture shock to assimilation to apathy, Bronitsky's students experienced a range of emotions when they were asked to become participant observers of various Baptist church groups. Not only does this article serve as a guide for educators who want to recreate this activity or develop a similar lesson, it also shows that anthropology is not just about studying "exotic" peoples. There are subgroups within our own larger communities and immersion in these "other" groups is an effective way to teach students about cultural diversity.
Language: English
Region: North America
URL: https://repository.si.edu/handle/10088/22312
DOI: https://doi.org/10.5479/10088/22312
Bronitsky, Gordon
1991 Teacher’s Corner: Church Ethnographies: A West Texas Case Study. AnthroNotes, 13(1): 7-9, Smithsonian Institution, National Museum of Natural History Department of Anthropology
In this article, Bronitsky describes an assignment given to his University of Texas undergraduate students. From culture shock to assimilation to apathy, Bronitsky's students experienced a range of emotions when they were asked to become participant observers of various Baptist church groups. Not only does this article serve as a guide for educators who want to recreate this activity or develop a similar lesson, it also shows that anthropology is not just about studying "exotic" peoples. There are subgroups within our own larger communities and immersion in these "other" groups is an effective way to teach students about cultural diversity.
Language: English
Region: North America
URL: https://repository.si.edu/handle/10088/22312
DOI: https://doi.org/10.5479/10088/22312
Type: Newsletter, Lesson Plan
Rick, Torben C.
2009 Teacher’s Corner: Does Our Background Shape Our Thinking about Environmental Issues?. AnthroNotes, 30(2): 7-8, Smithsonian Institution, National Museum of Natural History Department of Anthropology
This article describes a classroom activity used by Smithsonian archaeologist Torben Rick to encourage students to consider human-environment interaction. During the activity students engage in interviews with their peers and read various articles in order to understand the local and global perceptions of the environment in both the past and present. Rick describes a final essay assignment that allows students to compare their own views of the environment with those they experience in the course of the activity.
Language: English
Region: North America
Grade Level, if for classroom: High School
URL: https://repository.si.edu/handle/10088/22442
DOI: https://doi.org/10.5479/10088/22442
Rick, Torben C.
2009 Teacher’s Corner: Does Our Background Shape Our Thinking about Environmental Issues?. AnthroNotes, 30(2): 7-8, Smithsonian Institution, National Museum of Natural History Department of Anthropology
This article describes a classroom activity used by Smithsonian archaeologist Torben Rick to encourage students to consider human-environment interaction. During the activity students engage in interviews with their peers and read various articles in order to understand the local and global perceptions of the environment in both the past and present. Rick describes a final essay assignment that allows students to compare their own views of the environment with those they experience in the course of the activity.
Language: English
Region: North America
Grade Level, if for classroom: High School
URL: https://repository.si.edu/handle/10088/22442
DOI: https://doi.org/10.5479/10088/22442
Type: Newsletter
Lanouette, JoAnne
1990 Teacher’s Corner: Erasing Native American Stereotypes. AnthroNotes, 12(3): 7-9, Smithsonian Institution, National Museum of Natural History Department of Anthropology
This article provides ten questions to help teachers and museum educators evaluate their own teaching and the materials they use. Asking such questions can prevent the perpetuation of Native American stereotypes. The author closes with the statement that cultural heritage is learned, not inherent, so it is important not to assume that people know their own history.
Language: English
Region: North America
URL: https://repository.si.edu/handle/10088/22309
DOI: https://doi.org/10.5479/10088/22309
Lanouette, JoAnne
1990 Teacher’s Corner: Erasing Native American Stereotypes. AnthroNotes, 12(3): 7-9, Smithsonian Institution, National Museum of Natural History Department of Anthropology
This article provides ten questions to help teachers and museum educators evaluate their own teaching and the materials they use. Asking such questions can prevent the perpetuation of Native American stereotypes. The author closes with the statement that cultural heritage is learned, not inherent, so it is important not to assume that people know their own history.
Language: English
Region: North America
URL: https://repository.si.edu/handle/10088/22309
DOI: https://doi.org/10.5479/10088/22309
Type: Newsletter, Lesson Plan
Palkovich, Ann
1986 Teacher’s Corner: Exploring Historic Cemeteries. AnthroNotes, 8(2): 7-10, Smithsonian Institution, National Museum of Natural History Department of Anthropology
This classroom exercise is designed to teach students how archaeologists study changes in culture over time by examining patterns in artifact usage. Palkovich gives a detailed analysis of 16th-19th century cemeteries in the Washington metropolitan area, discussing gravestone styles and ideology. This 6-part exercise asks students to pick a cemetery and use the gravestones to consider spatial boundaries, level of planning, relationships between epitaphs and attitudes toward death, style change over time, familial relationships, and differences in the statuses and roles of men and women.
Language: English
Region: North America
Grade Level, if for classroom: Middle, High School
URL: https://repository.si.edu/handle/10088/22268
DOI: https://doi.org/10.5479/10088/22268
Palkovich, Ann
1986 Teacher’s Corner: Exploring Historic Cemeteries. AnthroNotes, 8(2): 7-10, Smithsonian Institution, National Museum of Natural History Department of Anthropology
This classroom exercise is designed to teach students how archaeologists study changes in culture over time by examining patterns in artifact usage. Palkovich gives a detailed analysis of 16th-19th century cemeteries in the Washington metropolitan area, discussing gravestone styles and ideology. This 6-part exercise asks students to pick a cemetery and use the gravestones to consider spatial boundaries, level of planning, relationships between epitaphs and attitudes toward death, style change over time, familial relationships, and differences in the statuses and roles of men and women.
Language: English
Region: North America
Grade Level, if for classroom: Middle, High School
URL: https://repository.si.edu/handle/10088/22268
DOI: https://doi.org/10.5479/10088/22268
Type: Newsletter, Lesson Plan
Palkovich, Ann
1998 Teacher’s Corner: Exploring Historic Cemeteries. AnthroNotes, 20(2): 8-12, Smithsonian Institution, National Museum of Natural History Department of Anthropology
In this follow-up to her 1986 article with the same title, Palkovich includes checklist worksheets that can be used by students in their analysis of gravestones and other aspects of a cemetery. In addition to epitaph information, these worksheets take into account both permanent and temporary elements within a cemetery, such as a potted plant versus a wreath placed at a grave. This activity is suitable for grades 8-12 and college level courses.
Language: English
Region: North America
Grade Level, if for classroom: Middle, High School
URL: https://repository.si.edu/handle/10088/22373
DOI: https://doi.org/10.5479/10088/22373
Palkovich, Ann
1998 Teacher’s Corner: Exploring Historic Cemeteries. AnthroNotes, 20(2): 8-12, Smithsonian Institution, National Museum of Natural History Department of Anthropology
In this follow-up to her 1986 article with the same title, Palkovich includes checklist worksheets that can be used by students in their analysis of gravestones and other aspects of a cemetery. In addition to epitaph information, these worksheets take into account both permanent and temporary elements within a cemetery, such as a potted plant versus a wreath placed at a grave. This activity is suitable for grades 8-12 and college level courses.
Language: English
Region: North America
Grade Level, if for classroom: Middle, High School
URL: https://repository.si.edu/handle/10088/22373
DOI: https://doi.org/10.5479/10088/22373
Type: Newsletter, Education Unit
Selig, Ruth O.
2000 Teacher’s Corner: Family Folklore in the Classroom. AnthroNotes, 21(2): 13-19, Smithsonian Institution, National Museum of Natural History Department of Anthropology
In this article, Selig provides several different lessons to get students involved in studying family folklore in their own homes and communities. Selig suggests that students interview family members and observe holiday gatherings prior to beginning the folklore unit, so that they can use what data they collect in the folklore unit projects. Selig provides an interviewing guide and a fourteen-part questionnaire that could be used by the students, as well as a list of basic family folklore resources. These activities are suitable for upper elementary through college courses.
Language: English
Region: North America
Grade Level, if for classroom: Elementary, Middle, High School
URL: https://repository.si.edu/handle/10088/22378
DOI: https://doi.org/10.5479/10088/22378
Selig, Ruth O.
2000 Teacher’s Corner: Family Folklore in the Classroom. AnthroNotes, 21(2): 13-19, Smithsonian Institution, National Museum of Natural History Department of Anthropology
In this article, Selig provides several different lessons to get students involved in studying family folklore in their own homes and communities. Selig suggests that students interview family members and observe holiday gatherings prior to beginning the folklore unit, so that they can use what data they collect in the folklore unit projects. Selig provides an interviewing guide and a fourteen-part questionnaire that could be used by the students, as well as a list of basic family folklore resources. These activities are suitable for upper elementary through college courses.
Language: English
Region: North America
Grade Level, if for classroom: Elementary, Middle, High School
URL: https://repository.si.edu/handle/10088/22378
DOI: https://doi.org/10.5479/10088/22378