University of the Philippines Baguio

College of Social Sciences

Bachelor of Arts in Social Sciences
Major in Anthropology

ANTHROPOLOGY 100
INTRODUCTION TO
ANTHROPOLOGY

First Semester AY 2024-2025

Section B: W-F, 9:00 – 10:30 am
Section C: W-F: 10:30 – 12:00 nn

Maria Rosario S. Felizco (“Lot”)

Assistant Professor
Department of Anthropology, Sociology, and Psychology
College of Social Sciences
 Table of Contents

Academic Calendar |3
University of the Philippines System Vision, Mission and Goals |4
Course Description and Requirements |5
Horizontal Syllabus |9
Grading Rubrics | 15

Page | 2
UNIVERSITY OF THE PHILIPPINES BAGUIO
APPROVED ACADEMIC CALENDAR
FOR ACADEMIC YEAR 2024-2025

Page | 3
 COLLEGE OF SOCIAL SCIENCES
UNIVERSITY OF THE PHILIPPINES BAGUIO
Governor Pack Road, Baguio City Telephone number: (074) 442-5703

University of the Philippines’ Institutional Vision

The University of the Philippines sees itself as a leading regional and global university in an environment that sustains 21st century
learning, knowledge creation and public service for society and humanity.

University of the Philippines’ Institutional Mission

As the national university, UP is mandated to lead in the practice and development of higher education, in terms of:
• setting academic standards and initiating innovation in teaching, research and faculty development in an
environment of academic freedom;
• serving as a graduate university providing advanced and specialized studies, especially to the faculty members of state and
private colleges and universities;
• serving as a research university in various fields of expertise and contributing to the dissemination ad application
of new knowledge;
• leading as a public service university by providing different forms of community, public, and volunteer service to the
government, the private sector and civil society;
• protecting and promoting the professional and economic rights and welfare of its academic and non-academic personnel ;
• providing learning opportunities in various forms to promote such special concerns as responsible citizenship,
sustainable development, sports and health development and cultural development;
• serving as a hub for regional and global academic and institutional governance within a meritocracy based on
collegiality, representation, accountability, transparency and active participation of all constituents.

University of the Philippines’ Philosophy of Education and Graduate Attributes

A UP education seeks to produce graduates imbued with an abiding sense of responsibility to their people and nation, the skills
of mindsets to improve human life, and a commitment to the freedom and welfare of all.

Aside from mastery of knowledge in their specific disciplines, UP graduates must possess breadth of mind, strength and character,
and generosity of spirit, fostered by a firm grounding in both the arts and sciences, and such specialist courses as their programs
may require.

They must be prepared to inclusively engage with society and the world at large, mindful of their people’s needs and capabilities,
and keen to the challenges and opportunities of national development in this century of rapid global change.

UP aims to achieve this through its General Education program, the one that develops mind, body and spirit, which familiarizes
all its students with their culture and history and fosters a sense of shared citizenship, while equipping them with critical thinking,
discernment and technical skills they will need to excel in their chosen professions.

University of the Philippines Baguio Vision-Mission

Vision: As a constituent university of the University of the Philippines System, U.P. Baguio will sustain its lead position in the
delivery of tertiary education in the north. It will continue to nurture and develop innovative programs in the arts and sciences.
It will also continue to develop the niche it has created over the past decades in Cordillera Studies. (Source: upb.edu.ph)

Mission: Our mission, therefore, as a unit of the U.P. System and as the leading institution of higher learning in Northern Luzon, is
to spearhead the offering of the highest standard of education and to contribute to the overall upgrading of the quality of instruction in
the region. We seek to create an impact by informing our programs with a regional perspective, at the same time that these are
informed by a national and global outlook. (Source: upb.edu.ph)
College of Social Sciences Goals
Our mission is to offer multi-disciplinary undergraduate and graduate programs in the social sciences. These programs are guided
by the faculty’s mission to offer a socially committed social science education that:
• Develop critical thinking about society;
• Discuss the general history, common and distinguishing concepts, perspectives and methods of the Social Sciences;
• Explain social phenomena using social theory;
• Conduct independent social research;
• Demonstrate ethical Social Science practice; and
• Commit to lifelong learning in their personal and professional lives.
Source: CSS Workshop on AUN-QA, Dec. 2022

Anthropology Discipline Expected Learning Outcomes

• Recognize literature that manifests the anthropological perspective of being historical, comparative, and holistic;
• Discuss the dynamic development of anthropological theory;
• Conduct ethical anthropological research guided by appropriate methodologies;
• Cultivate evidence-informed public anthropology; and
• Employ the anthropological lens in navigating all spheres and stages of life.
(Source: upb.edu.ph)
Page | 4
 UNIVERSITY of the PHILIPPINES BAGUIO
Department of Anthropology, Sociology and Psychology
ANTHRO 100 Introduction to Anthropology
First Semester AY 2024-2025

Professor: Maria Rosario S. Felizco (“Lot”)

Consultation Hours: W-F: 1-4:30 pm; T-Th, 3-4:30 pm (please book a time)
Email Address: [email protected] Contact Number: 0917 337 8073

Course Title ANTHRO 100 Introduction to Anthropology

Credit Units 3 Units
Contact Hours 1 hour and 30 minutes, twice a week
Pre-requisites (if any) None

Course Description
General Anthropology. Physical origins of humans, their evolutionary development, nature of culture, and
structure of social behavior.

Program Learning Outcomes

Upon successful completion of the program, the BASS graduate should be able to:

PLO 1. Develop critical thinking about society;

PLO 2. Discuss the general history, common and distinguishing concepts, perspectives and methods
of the Social Sciences;
PLO 3. Explain social phenomena using social theory;
PLO 4. Conduct independent social research;
PLO 5. Demonstrate ethical Social Science practice; and
PLO 6. Commit to lifelong learning in their personal and professional lives.

Course Learning Outcomes

PLO PLO PLO PLO PLO PLO Upon completing the course, students must be able to:
1 2 3 4 5 6

CLO 1. Recognize Anthropology’s subject matter (human beings

I and how they live together in a particular setting and what defines
their relationship with one another).

CLO 2. Infer how perspectives and tools are used by

I
anthropologists in their analyses.

CLO 3. Identify the variety of choices and strategies that human

I I I
beings have developed to survive.

CLO 4. Demonstrate awareness that humans are social beings

I by nature, they are socially determined for the most part and
they have the capacity to change.

CLO 5. Exemplify a better understanding of their own potential

I
and location in their society as it grapples with forces of change.

(specify in the boxes if) I=Introduced; D= Demonstrated; R = Reinforced

Page | 5
 Course Requirements and Bases for Evaluation
Attendance and active engagement 15%
Group activity 15%
Quiz 15%
Mid-term exam 20%
Group project 35%
Total 100 %

Grading System UP Classification

1.0 97-100 1.25 – 1.0 Excellent
1.25 93-96 1.50 – 1.75 Very Good
1.50 89-92 2.0 – 2.25 Good
1.75 85-88 2.5 – 2.75 Satisfactory
2.0 82-84 3.0 Passing
2.25 78-81 5.0 Fail
2.50 74-77 DRP Dropped
2.75 70-73 INC Incomplete
3.0 65-69
5.0 Below 65

House Rules
1. Mode of Delivery. This course will be delivered virtually from August 28 to September 13, and then
face-to-face from thereon.
2. Communication. Email is my preferred communication platform.
3. Attendance and Participation. Students are expected to attend and be punctual for all classes, and
to participate actively in class discussions. The University Rule on Attendance shall be followed strictly
in this class: “When the number of hours lost from the absence of a student reaches 20% of the hours
of the schedule work in one subject, he/she shall be dropped from the subject.”
4. Honor and Excellence. Course requirements are expected to be satisfied with the highest standards
of academic integrity. Respect for intellectual property rights (ie. not sharing or distributing any part of
the copyrighted materials which have been made available solely for the educational purposes of this
course) and avoidance of academic dishonesty (ie. plagiarism) are expected to be always upheld.
Infringements will be dealt with by relevant university policies. The class will strictly adhere with the
CSS Guidelines on Intellectual Honesty. Written course requirements will go through Similarity Checks.
Essays and papers that exceed 30% in similarity report will get a zero. You shall receive a warning for
a first and second offense. Severe and repeated offenses (third and beyond) will merit a grade of 5.0
in the course and may be subjected to additional disciplinary actions by the university.

The citation style to be used for all papers in this class is the Chicago format. There are various
websites that provide information on the Chicago citation style, such as
https://owl.purdue.edu/owl/research_and_citation/chicago_manual_17th_edition/cmos_formatting_an
d_style_guide/chicago_manual_of_style_17th_edition.html.

5. Academic Calendar. Official schedule for academic activities will strictly be observed with special
remarks on the following:
• Deadline for dropping subjects: November 14
• Deadline for filing of Leave of Absence: November 22

6. In this class, we commit to cooperate in fostering a supportive and inclusive learning environment, by,
committing to, among others:
• use the pronouns and lived names of the members of the class;
• help make our class a safe space;
• treat as confidential personal stories that are shared
• keep an open mind and heart
• show respect at all times (especially in times of disagreement)
• speak up (nicely, please) if you are offended by anything said in class
• listen actively and attentively, do not interrupt
• do not monopolize the discussion
• do not hesitate to ask for clarification
Page | 6
 • feel free to contribute ideas and perspectives that have not been represented.

Learning Methods
The class is a combination of lectures, class discussions, group activities, and a final group project. Learning is
an interactive process, and active participation in class is always expected. Readings are core to the course,
providing the structure on which class discussions and individual assignments are based. It is therefore expected
of the students to have read required readings assigned for each topic and to come prepared to class to engage
in a thoughtful discussion on them. Supplementary readings will be assigned throughout the semester.
Quiz. A quiz will be administered on the topics covered until September 20.
Group Activity/Exercise. Groups (number of members will depend on the class size) will be responsible for
launching the discussions through a group activity or exercise that they will facilitate.
Mid-Term Examination. The mid-term exam is scheduled on October 25. Any change to the schedule will be
announced with sufficient notice.
Group Project: Anthropology and Everyday Life. The group project will take the place of final examinations. This
requirement will be done in groups (number of members to be determined). The aim of this project is to give
you an opportunity to reflect on what you have learned in the course about the discipline of Anthropology and
how it is relevant to everyday life. You will decide the format of your final project. Thus, you must apply your
creativity and critical thinking, play to your talents and skills, and use the various perspectives and ideas in the
course, as well as your personal experiences and insights to come up with your project. You will be required to
submit a one to two-page proposal (Font size 12 with 1.0 spacing and 1-inch margin on all sides) of your project
idea for approval. You will then showcase your projects to everyone before the end of classes.
Some possible formats of your group project include e-zines, short films, audio-visual presentations, video,

The group project is 35% of your final grade, broken down as follows: the proposal at 5%; final product or output
and its showcase at 25%; and the remaining 5% from the individual members’ peer evaluation (to be
accomplished once the class showcase is done).

Page | 7
 References

GENERAL REFERENCES:

Bailey, G. and Peoples, J. (2002) Essentials of Cultural Anthropology. USA: Wadsworth/Thomson Learning

Chagnon, N. “Doing Fieldwork Among the Yanomamo” in Annual Anthropology

Ember, Carol R., Ember, M. and Peregrine, P. (2007) Anthropology, 12th ed. Pearson Education.

Harris, M. (2000) Cultural Anthropology. Pearson Education Asia.

Kottak, C. P. (2006) Anthropology: The Exploration of Human Diversity (11th ed.) NY:McGraw Hill.

Miner, Horace. “Body Ritual Among the Nacirema” in Howard, E. Classic Readings in Sociology (3rd ed.)
2004. CA: Wadsworth

McMichael, P. (ed) (2010).Contesting Development. Critical Struggle for Social Change.NY & London.
Routledge

McMichael, P. (2004) Development and Social Change: A Global Perspective. Pine Forge Press

Moberg, Mark (2013) . Engaging Anthropological Theory: A Social and Political History. Routledge: Taylor
and Francis

Nelson Jurmain, Lynn Kilgore, Wenda Trevathan and Harry Nelson (2004) Essentials of Physical
Anthropology. USA: Wadsworth (pp. 24- 41)

Spradley, J. and McCurdy, D. (2003).Conformity and Conflict: Readings in Cultural Anthropology. (11th ed.)
Boston: Allyn and Bacon.

Page | 8
 COURSE HORIZONTAL SYLLABUS FS AY 2024-2025
Target
Course Learning Teaching-Learning Assessment
Week Topics Learning Learning Resource
Outcomes Activities Tools
Outcomes

INTRODUCTIONS AND ORIENTATION

Aug Orientation to the Course Understand the CLO 1 – 5 Going through the Completed: reading ANTHRO 100 Course Guide
23, 28 course content, course guide assigned articles,
and 30 methodology and listening to the American Psychological Association.
requirements Individual lecture, assignment (2021). Inclusive language guidelines.
introductions (pp. 15-17).
Get to know each https://www.apa.org/about/apa/equity-
other and build an Read the assigned diversity-inclusion/language-guidelines.pdf
atmosphere articles
conducive to Guidelines on the Use of Gender-Fair
learning and Lecture Language in the Judiciary and Gender-Fair
group interaction, Courtroom Etiquette. Supreme Court of
including the Philippines. (pp. 4-24).
becoming familiar https://sc.judiciary.gov.ph/files/2022/05-
with the use of 12-2022/21-11-25-SC.pdf.
gender fair
language University of the Philippines Center for
Women’s and Gender Studies. (n.d.)
Guidelines on Affirming Transgender and
Gender Non-Conforming (TGNC)
Students’ Names, Pronouns, and Titles.
https://ovcaa.upd.edu.ph/wp-
content/uploads/2021/03/Guidelines-for-
TGNC-students.pdf

WHAT IS ANTHROPOLOGY?

Sept 4 Anthropology as a By the end of the CLO 1: Read the assigned Completed: reading Ember, Carol R., M. Ember and P.
and 6 Discipline: History and lesson, the Recognize articles assigned articles, Peregrine. (2007). Chapter 1.
Relevance, Fields, student will be Anthropology’s subject listening to the Anthropology, 12th ed. Pearson Education.
Research Methods able to: matter (human beings Lecture lecture, assignment
and how they live
Page | 9
 Target
Course Learning Teaching-Learning Assessment
Week Topics Learning Learning Resource
Outcomes Activities Tools
Outcomes
1.Recognize together in a particular Miner, H. “Body Ritual among the
Anthropology’s setting and what defines Nacirema”
subject matter their relationship with
2. Infer how one another)
perspectives and
tools are used by
anthropologists in
their analyses.

Sept Research Methods and By the end of the CLO 2: Infer how Read the assigned Completed: reading Kottak, C. (2017). Method and Theory in
11, 13, Ethics lesson, the perspectives and tools articles assigned articles, Cultural Anthropology. In Cultural
and 18 student will be are used by listening to the Anthropology: Appreciating Cultural
Fieldwork and able to: anthropologists in their Lecture lecture, assignment Diversity. McGraw Hill. pp. 36-47.
Ethnography analyses
Describe the way Visit Museo Kordilyera Chagnon, N. “Doing Fieldwork among the
ethnographies Yanomamo”.
are written and
the field
techniques used.

Sept Quiz
20

HUMAN EVOLUTION

Sept Genetics, Evolution and By the end of the CLO 3: Identify the Read the assigned Group activity Ember, Carol R., M. Ember and P.
25 and Adaptation lesson, the variety of choices and articles Peregrine. (2007). Chapters 3, 8, 10, 11
27 student will be strategies that human Lecture-discussion- and 12. Anthropology, 12th ed. Pearson
Food Production, Settled able to: beings have developed Group activity reflection Education.
Life, and the Rise of to survive.
States 1. Discuss the Lecture-discussion-
processes of reflection
evolution

Page | 10
 Target
Course Learning Teaching-Learning Assessment
Week Topics Learning Learning Resource
Outcomes Activities Tools
Outcomes
2. Identify the
concepts in
evolution
3. Identify the
processes of
evolution in
everyday life.

CULTURE

Oct 2 The Nature of Culture By the end of the CLO 3: Identify the Read the assigned Group activity Ember, Carol R., M. Ember and P.
lesson, the variety of choices and articles Peregrine. (2007). Chapter 13.
student will be strategies that human Lecture-discussion- Anthropology, 12th ed. Pearson Education.
able to: discuss beings have developed Group activity reflection
the differences in to survive.
cultures across Lecture-discussion-
reflection
societies and
explain their
uniqueness.

Oct 4 Group project CLO 4-5 Concept Development Written proposals

preparations -
submission of proposals
Oct 9 Language and By the end of the CLO 3: Identify the Read the assigned Group activity Ember, Carol R., M. Ember and P.
Communication lesson, the variety of choices and articles Peregrine. (2007). Chapter 16.
th
student will be strategies that human Lecture-discussion- Anthropology, 12 ed. Pearson Education.
able to: recognize beings have developed Group activity reflection
what makes the to survive
human language Lecture-discussion-
unique and its reflection
significance to
culture.

Page | 11
 Target
Course Learning Teaching-Learning Assessment
Week Topics Learning Learning Resource
Outcomes Activities Tools
Outcomes
Oct 11 Social Stratification By the end of the CLO 3: Identify the Read the assigned Group activity Ember, Carol R., M. Ember and P.
lesson, the variety of choices and articles Peregrine. (2007). Chapter 19.
student will be strategies that human Lecture-discussion- Anthropology, 12th ed. Pearson Education.
able to: explain beings have developed Group activity reflection
the various types to survive
and degrees of Lecture-discussion-
stratification in reflection
societies.

Oct Social Organization By the end of the CLO 3: Identify the Read the assigned Group activity Ember, Carol R., M. Ember and P.
16, 18, lesson, the variety of choices and articles Peregrine. (2007). Chapters 20, 21-22, and
23 1.Sex and Gender student will be strategies that human Lecture-discussion- 23. Anthropology, 12th ed. Pearson
2.Marriage, Family and able to: explain beings have developed Group activity reflection Education.
Kinship the different to survive
3. Associations and forms of social Lecture-discussion- Goldstein, MC. “When Brothers Share A
Interest Groups organization reflection Wife”
across different
societies. YouTube Videos:
“Theories About Family and Marriage”

“Are Five Husbands Better than One?”

Oct 25 Mid-Term Exam

October 28-31: Reading and Health Break

November 1: Public Holiday

Nov 6 Religion and Magic By the end of the CLO 3: Identify the Read the assigned Group activity Ember, Carol R., M. Ember and P.
lesson, the variety of choices and articles Peregrine. (2007). Chapter 26.
student will be strategies that human Lecture-discussion- Anthropology, 12th ed. Pearson Education.
able to: explain beings have developed Group activity reflection
the variations in to survive
religious beliefs Lecture-discussion-
and practices. reflection

Page | 12
 Target
Course Learning Teaching-Learning Assessment
Week Topics Learning Learning Resource
Outcomes Activities Tools
Outcomes
Nov 8 Economic Systems By the end of the CLO 3: Identify the Read the assigned Group activity Ember, Carol R., M. Ember and P.
lesson, the variety of choices and articles Peregrine. (2007). Chapter 18
student will be strategies that human Lecture-discussion- Anthropology, 12th ed. Pearson Education.
able to: beings have developed Group activity reflection
identify the to survive Brown, Nina; McIlwraith, Thomas and de
different Lecture-discussion- Gonzalez, Tubelle. (2020). Perspectives:
economic reflection An Open Introduction to Cultural
systems and Anthropology, 2nd edition. Arlington, VA
ways resources pp. 1-31
are allocated.
Lee, “Eating Christmas in the Kalahari”

Nov Political Life By the end of the CLO 3: Identify the Read the assigned Group activity Ember, Carol R., M. Ember and P.
13 lesson, the variety of choices and articles Peregrine. (2007). Chapter 24
student will be strategies that human Lecture-discussion- Anthropology, 12th ed. Pearson Education.
able to: beings have developed Group activity reflection
explain the to survive
different Lecture-discussion-
processes of reflection
political decision
making found in
different
societies.

Nov Globalization By the end of the CLO4: Demonstrate Read the assigned Group activity Ember, Carol R., M. Ember and P.
15 lesson, the awareness that humans articles Peregrine. (2007). Chapter 28.
student will be are social beings by Lecture-discussion- Anthropology, 12th ed. Pearson Education.
able to: discuss nature, they are socially Group activity reflection
the processes determined for the most Stoma Cole, “A Political Ecology of water
and factors that part and they have the Lecture-discussion- Equity and Tourism: A Case Study of Bali"
bring about capacity to change. reflection
culture change.
Applied Anthropology Scupin_
Anthropology-9e-CH-24.pdf.

Page | 13
 INTEGRATION AND SYNTHESIS

Nov Applied Anthropology By the end of the CLO 4-5 Read the assigned Group activity Ember, Carol R., M. Ember and P.
20 and lesson, the articles Peregrine. (2007). Chapters 29, 30 and 31.
22 Anthropology and student will be Lecture-discussion- Anthropology, 12th ed. Pearson Education.
Everyday Life able to: identify Group activity reflection
how Anthropology Applying Anthropology in Everyday Life
Course Synthesis is used to solve Lecture-discussion- Chapter14_SSG.pdf
problems and reflection
how the
anthropological
perspective is
significant in
everyday life.

Nov Group project CLO 4-5 Production Showcase

27 and preparations presentations
29
Dec 4 Group project showcase CLO 4-5 Production Showcase
and 6 presentations
Dec 6 Submission of Group CLO 4-5 Accomplish Group Group Project Self
Project Self and Peer Project Self and Peer and Peer Evaluation
Evaluation Evaluation

Page | 14
Grading Rubrics

Rubric for Group Activity

Criteria Excellent-Very Good Good-Satisfactory Needs Improvement

Content and
Organization (7 Activity aligns with the topic, and participants For the most part, activity aligns with the topic, and Little attempt is made to respond to
pts) gain insights. participants gain insights. guidelines. Participants gain little from
the presentation.

Information (names, facts, etc) included in the No significant errors are made. Listeners Enough errors are made to distract
activity is consistently accurate. recognize any errors to be the result of participants. Some information is
nervousness or oversight. accurate but the listener must determine
what information is reliable.

Delivered in a clear, logical, and organized Delivered generally in a clear and well organized Organization is haphazard; listener can
manner. Listener can follow line of reasoning. manner. A few minor points may be confusing. follow presentation only with effort.
Arguments are not clear.

Activity is completed on time. Activity is adjusted to finish on time. Activity is not completed.

Presentation Style Chosen style and aids enhance the activity. Chosen style and aids contribute to the quality of Chosen style and aids are poorly
(5 pts) the activity. prepared or used inappropriately.

Both oral language and body language are free Oral language and body language are free from Oral language and/or body language
from bias. bias with one or two minor exceptions. includes some identifiable bias. Some
listeners will be offended.

Body language reflects comfort interacting with Body language reflects some discomfort interacting Body language reveals a reluctance to
audience with audience. interact with audience.

Cooperation and Members are on tasks and have defined Members have defined responsibilities most of the Members do not know their tasks and
Teamwork (3 pts) responsibilities at all times. time. have no defined responsibilities.

Page | 15
Rubric for Group Project
Excellent Good Fair Poor Very Poor

QUALITY AND SUBSTANCE

1) The project is clearly based on and reflects the course
coverage
2) The project is technically excellent, i.e. proper and
creative use of chosen medium
3) The project is intellectually engaging and stimulating
4) The project is creative and original
APPROPRIATENESS AND SPECIFICITY
5) The target user/audience for the project is clear
6) The project aims to address a particular need or concern
of the target user/audience
7) The project involves a specific idea or information which
the target user/audience may find helpful
ETHICALITY
8) The project may help address a social issue/problem or
contributes to a healthy and critical discussion of said social
issue/problem
9) The project shows nuanced empathy to the target
user/audience
10) The project promotes responsible use of social science
and educational knowledge, concepts, theories and/or
information

Page | 16
Self and Peer Evaluation Form for the Group Project
INSTRUCTIONS: For each person indicated (you must write their full name), rate the extent to which you agree with each of the given statement using a Likert scale of 1 to 4 (1 =
strongly disagree; 2 = disagree; 3 = agree; 4 = strongly agree). You may also provide a brief explanation for your ratings by using the allotted space per cell. After providing your
rating to each criteria, get the sum total of the numbers in each column.

Please be assured that the information from this peer evaluation form will be treated with utmost confidentiality.

For this form, your basis for evaluating yourself and your groupmates should be the Group Project. Failure to accomplish and submit this form by this due date will merit a
provisional grade of INC in the course.

You Group member 1 Group member 2 Group member 3

Evaluation Criteria Full Name: Full Name: Full Name: Full Name:

Attended meetings for the planning

and making of the Unessay Project
regularly and arrived on time or early

Contributed meaningfully and

significantly towards the completion of
the Unessay Project and its
showcase, i.e. ideas shared were
helpful and work was clear, complete,
and relevant to the requirement

Completed their part or tasks in a

timely manner

Completed their part or tasks in a high

quality manner

Page | 17
 Was cooperative, communicative, and
responsible throughout the experience
of doing the Unessay Project and its
showcase

TOTALS

Briefly provide, if any, other information that you believe is important for me to know in evaluating your group, e.g. challenges and opportunities encountered by the group;
behaviors by particular members that were valuable or detrimental to the group. Use the space below.

Page | 18