Cultural Anthropology
(Anth105)
Course Description:
Anthropology
is the study of human beings, in all places in the world, for all periods
of human existence, and forall aspects of peoples’ experiences. There are four major subdivisions of anthropology.
Although cultural anthropology will be emphasized in this course,
an awareness will exist concerning physical or biological anthropology,
archaeology, and anthropological linguistics.
More recently, applied anthropologists attempt to utilize anthropological
knowledge in each of these subdivisions to achieve practical goals.
Studying
anthropology may help people be more tolerant.
Customs or behavior that appear improper or offensive to us may be
other people’s adaptations to particular environmental and social conditions. Anthropology is also valuable in providing
knowledge of our past. This provides
us with knowledge of our achievements and a confidence to solve future problems.
Professors: Doug Coil (732) 224-2025
Text: Ferraro, Gary.
Cultural Anthropology: An Applied Perspective, 4th
Ed. (Belmont,CA: Wadsworth Publishing
Co., 2001.
COMMUNICATION SKILLS
1 Students
will develop and enhance the skills that allow them to think critically
and communicate in a clear, concise manner.
1.1 Communicate
information and ideas clearly and effectively in written form.
1.6 Demonstrate
effective reading skills.
CRITICAL THINKING, PROBLEM SOLVING
2 Students
will use critical thinking and problem solving skills in analyzing information.
2.2 Create
or develop hypotheses, for A level work
2.3 Recognize
and construct logical forms of argumentation, for A level work.
HISTORICAL PERSPECTIVE
Students will:
3 Students
will develop a historical perspective in order to understand the world.
3.1 Recognize
the historical and political development of civilization
3.2 Understand
the influence and impact of historical and political events, ideas, and
cultures.
SOCIETAL PERSPECTIVE
6 Students
will understand human behavior within a larger societal context.
6.1
Understand moral and ethical principles
6.2
Understand the importance of taking responsibility
for one’s behavior.
6.4 Think
critically about controversial societal issues
6.5 Understand
the relationship between the individual and society.
INFORMATION AND TECHNOLOGICAL THINKING
7 Students
will process information including defining, accessing, organizing, evaluating
and presenting information
7.1 Recognize
a need for information
7.2
Conduct and complete effective research
7.3 Assess, use, document and present information
objectively and effectively
DIVERSITY AND GLOBAL PERSPECTIVE
10 Students
will show how commonalties and differences in values, perspectives and behaviors
of diverse people affect them and peoples from different nations and cultures,
particularly people in contemporary American society.
10.2
Appreciate diverse cultures and their languages.
10.3
Link geography and regions of the world
with various cultures
10.4
Understand the differences and commonalties
in people’s backgrounds and their impact on American society.
10.5
Analyze the causes and consequences of
their own and others’ prejudicial attitudes and discriminatory actions.
Evaluation of Core Competencies:
The preceding Core Competencies are evaluated through tests, an essay evaluation of an interview, and analysis of an ethnography.
The By-law’s of the Board
of Trustees, Section 1.3034(m) authorizes a Student Conduct Code (College
Regulation 6.3000R). You should
be aware that the Standards of Contact specifically prohibit cheating or
plagiarism in connection with an academic program. The enforcement procedures regarding the Student Conduct Code are
fully explained in the student handbook.
Any questions concerning this should be directed either
to your Student Development Specialist or the Director of Student Life and
Activities.
If you have a documented disability and would like to request accommodations and/or academic adjustments, contact the Disability Services Office at (732)-224-2730 or TTY (732)-842-4211.
Attendance is expected and contributes significantly to performance in this course. Three absences or more will seriously affect a student’s ability to succeed in this course.
All students will be expected to demonstrate the following:
·
Arrive for class on time
·
Attend the entire class session
·
Participate in class discussions/activities
·
Deactivate all cell phones and pagers
·
Return from breaks on time
·
Refrain from personal conversations
·
Respect the opinions of class members
·
Submit assignments on time
·
Attend all scheduled classes
Grading Criteria/Course Requirements
Grades through the B Level will be determined through tests and an interview evaluation. A grade of an A will require submission of an ethnography project, as well as satisfying B level grades on evaluations. All students will be evaluated on Chapters 1, 2, 7, 8, 9/10, and 14, and submit an interview essay. Additional chapters will be assigned and/or integrated within the course, i.e. Gender - Chapter 11. Evaluations may also exist for these chapters. Film reviews, Internet assignments, and additional readings may be included as part of the evaluation process at the discretion of the instructor.
Anth105 Television Course Requirements:
This is the distance learning version of Cultural Anthropology. There will be 4 unit tests for the TV section. Conducting an interview will not be required. For grading see below. The units will include the following Chapters:
·
Unit 1 Test - Chapters 1 and 2
·
Unit 2 Test - Chapters 7 and 8
·
Unit 3 Test – Chapters 9, 10, and 11
·
Unit 4 Test – Chapters 14 and 15
A grade - Submission of an essay based on an approved
ethnography and
B level attained on evaluations (an average of 80 on all evaluations)
B grade: Average scores 80 and above on evaluations
C grade: Average
scores 70-79 on evaluations
D grade: Average
scores 60-69 on evaluations
F grade: Average scores 59 and below
Computing Averages:
Your grade will be based
on whichever of the two methods used in averaging is to the student’s advantage.
I will average all grades as follows:
1.
Total scores by total evaluations OR
2.
Total points divided by total evaluations. See below.
Points averaging .5 and above
will be assigned the next higher grade.
B = 3 points
C= 2 points
D= 1 point
F = 0 points
Exams will be given in
class. Typically you will have at
least two weeks notice for an exam. There
will be no makeup tests for unsatisfactory
grades. Missed exams may be taken in the Testing Center or
with Leila Wollman, the Learning Assistant for Anthropology.
Interview
and Other Assigned Papers
1 All papers submitted must be keyboarded.
2
All papers must have the following information
in the top right or left hand corner:
·
Your name
· Section number
· Day/time of class (am/pm)
· Assignment
· Last 4 Social Security digits
3
All papers must be keyboarded, spell checked,
and read over for grammatical form.
4
All papers must be submitted before or
by due dates.
5
Length of papers should be in the 2-3 page
range.
6
If your instructor asks you to make corrections
or additions to your work, hand in the original with the changes
7
Speak with your instructor, make an appointment
to discuss and express your questions. It is easier and more effective to
make an appointment than to just look for an instructor and expect to find
them.
INTERVIEW
(Due after Chapter 9/10 assigned – around midpoint of course.
Instructor will indicate due date.)
For
this objective you will utilize the unstructured interview. (see page 92
in your text book and your instructor’s assistance). Here you will choose
a person to interview on any one of the topics found below. This person
should be from a different culture or co-culture than you. Perhaps the most
important thing in a successful interview is to choose a person that talks
and one that talks to you. In anthropology the interview is used to give
the anthropologist a glimpse into how a particular culture perceives and
does things. Anthropologists refer to the person that they are interviewing
as informants. Try to think of the person in this manner. Help them to inform
on the cultural information you choose.
The
person you choose is special, since the informant describes how the cultural
information applies in their world. The
informant must have special characteristics.
·
Are they willing to talk about the concept?
·
Are they willing to talk to you about the
concept?
·
Do they have something to say about the
concept?
Now
that you have chosen a person, your informant, to interview, you need to
do the following:
·
Assure them that their personal identity
will not be revealed.
·
Because they are an informant, they are
informing on whatever cultural identity they hold. You must determine this identity.
·
Describe the informant culturally.
·
How old are they?
·
Are they male/female?
·
What do they do (occupation)?
·
Married, divorced, single, children, only
child
·
Economic position
·
Educational level
·
Sexual orientation
·
Languages they speak
·
Retired
·
Hobbies
·
Just what makes this person who they are?
·
Only you can decide what is important to
the cultural makeup of this perosn and you must obtain this information
from your informant.
·
Explain to your informant in very specific
terms just what concept you are interested in having them discuss.
·
For example – Topic #1 – What endogamous/exogamous
criteria are important in the selection of a marriage partner?
This means? How do you see it?
·
Remember that these concepts may be foreign
and complex. You will need to take
time to explain the concept carefully, otherwise the informant cannot reveal
themselves culturally.
·
Anthropology does an ‘open format’ interview,
which means once you explain the concept to your informant, the informant
decides how the concept applies to them. Open format means that you do not supply possible
answers to the concept. After you
explain the concept you ask, ‘how do you see it?’
·
Take notes on what your informant says.
Listen to them. They are
the focus of your interview.
·
Now that you have notes and have done the
actual interview, you must convey the information you have elicited to the
reader. Just what did that informant
have to say about the concept you explained to them? Do you now know how they see it? Did you choose the right person? Would you choose them again to inform on another
concept?
·
Write a brief synopsis of the interview
trying to convey the major points your informant gave to you.
Limit
yourself to 3 pages.
Interview Topics (Concepts)
1
Determine how a person chooses a marriage
partner. What endogamous/exogamous
criteria are important?
2
Select some one older than you.
Describe how they have seen marriage and the family change in their
lifetime. The following issues might be discussed: child raising, roles,
work, perceptions, neighborhoods, and expectations.
3 Select
a retired person. How has retirement
affected their family status? How did they see retirement twenty years ago,
10 years ago, now? Are there special considerations that retired people
have in relationship to their families, grandchildren, housing?
4 Choose
a divorced person with children. What special considerations are involved
with financial, social, work, dating situations.
For
each of these topics, include how the informant’s perceptions are similar
and/or different than the norms of the culture.
A GRADE PROJECT
An A grade project involves
the most complex levels of learning. The student is asked to simultaneously
identify, compare, and analyze cultural concepts. Analyze is the key word.
Analyze means to discuss and evaluate how different concepts are related
to each other. You should wait until
at least 2/3 of the semester is over before you approach you instructor
on this Project. You need to have
read Chapters 1, 2, 7-10, 11 and 14 to be able to complete this project.
For an A grade there is
a single project that is submitted the last third of the course. Instructors
will assign a date. It is a written
paper that is between 5-8 pages in length,12 font, double spaced, 1.5 margins.
Pre-requirements:
1
pass evaluations at the B level
2 participate in and attend class
3 discuss project with instructor before starting
Select from any of the
available ethnographies on reserve in the Library. Go to the reserve desk
on the second floor of the Library or view the list on the web at the following
address:
http://bcc-library.brookdale.cc.nj.us/search/r
Keyboard Anth 105 and
click on search or Enter. A space
exists between Anth and 105.
Choose an ethnography. After reading the ethnography, select any 2
of the 5 concepts listed below and demonstrate how they are integrated. Don’t forget specific examples. This means
defining, from your text, each concept you use and giving examples from
the ethnography of each concept.
1
Patterns of subsistence - What kind of
food acquisition techniques do they utilize?
2
Economic systems - What types of economic
systems are utilized?
3 Marriage/family/kinship - What types of Marriage/family/kinship
are utilized?
4 Gender
- How do they divide the culture by gender?
What gender ideology and gender stratification is used?
5 Religion
and belief studies - What level of religious belief do they utilize? How
do they use religion for social and psychological functions?
Videos:
Available for viewing on the first floor of the Library.
Faces Of Culture Videos for
Anth105 TV
1 The Nature Of Anthropology
VT4598
2 The Nature Of Culture
VT4598
3 How Cultures Are Studied
VT4599
4 Language and Communication
VT4599
5 Psychological Anthropology
VT4600
6 Alejandro Mamani (Case Study) VT4600
7 Patterns of Subsistence – Food Foragers VT4601
8 Patterns of Subsistence – Food Producers VT4601
9 Economic Anthropology
VT4602
10 The Highland Maya
VT4602
11 Sex & Marriage
VT4603
12 Family & Household
VT4603
13 The Yucatee Maya
VT4604
14 Kinship & Descent, Part 1
VT4604
15 Kinship & Descent, Part 2
VT4605
16 Age, Common Interest & Stratification VT4605
17 The Aymara
VT4606
18 Political Organization
VT4606
19 Social Control
VT4607
20 Religion and Magic
VT4607
21 Asmat Of New Guinea
VT4608
22 The Arts
VT4608
23 New Orleans’ Black Indians
VT4609
24 Culture Change
VT4609
25 Cricket & Trobriand Way
VT4610
26 The Future Of Humanity
VT4610
These videos will also
be broadcast on Monmouth Cablevision (Channel 34) and Comcast (Channel 21)
each Fall, Spring, and Summer 2 term. Call
Telecommunication Technologies at (732) 224- 2180 for the schedule or the
schedule is available on Brookdale’s Department Distance Learning Webpage
at http://www.brookdale.cc.nj.us/fac/telecourse.
Chapter 1
WHAT IS ANTHROPOLOGY?
Learning
Objectives
After
reading and studying Chapter 1, you will be able to:
1.
Comprehend the breath of the study of anthropology
and understand its interest in global diversity.
2.
Describe the four field approach to anthropology.
3.
Identify four broad areas of interest to
physical anthropologists.
4.
Understand why archaelogists analayze material
remains of historical and prehistoric cultures.
5. Describe the four branches of linguistic anthropology.
6. Explain the difference between ethnography
and ethnology.
7.
Understand what holism means in anthropology.
8.
List four contributions of the holistic,
cross-cultural perspective of anthropology to the scientific understanding
of humanity.
9.
Understand the difference between basic
and applied research in anthropology.
10.
Present a clear explanation of cultural
relativism and its importance to anthropology
11.
Give several examples of their own and
others’ ethnocentricity
TERMS/CONCEPTS TO KNOW:
anthropological
linguistics ethnocentrism human paleontology
archaeology
ethnography
paleoanthropology
artifacts ethnolinguistics paleopathology
cultural
anthropology ethnology physical anthropology
cultural
relativism
features population
biology
descriptive
linguistics genetics primatology
ecofacts
historical linguistics
race
epidemiology holism sociolinguistics
Chapter 2
THE CONCEPT OF CULTURE
Learning
Objectives
After
reading and studying Chapter 2, you will be able to:
1.
Give a clear definition of the anthropological
concept of culture and recognize what is includes in this concept
2.
Explain the significance of the shared
nature of culture.
3.
Define culture shock and explain when it
is likely to be experienced.
4.
State four reasons why different members
of a society have distinct understandings of their culture.
5.
Explain the importance of learning for
culture acquisition and the lesser significance of instinctive behavior
for humans.
6.
Give several examples of how humans do
things because of what they have learned from their culture.
7.
Explain how culture can affect our physical
bodies and biological processes.
8.
Understand that cultures are constantly
changing and give examples of cultural innovation and diffusion.
9.
Understand why anthropologists are interested
in the similarities as well as the differences among human cultures.
10.
Understand what cultural universals are
and be able to give several examples of such universals.
11.
Describe how, for all human societies,
culture is an important form of adaptation to environment.
12.
Explain what it means to say culture is
integrated and what that implies about the process of culture change.
TERMS/CONCEPTS TO KNOW:
adaptive
nature of culture
ethnocentrism sub-cultures
cultural
diffusion
innovations
cultural
universals
organic analogy
culture
shock
pluralistic society
enculturation
small-scale society
UNIT
THREE
Chapter 3
APPLIED ANTHROPOLOGY
Learning Objectives
After reading and studying
Chapter 3, you will be able to:
1.
Distinguish between applied and pure anthropology.
2.
Understand where most applied research is conducted.
3.
Describe the variety of specialized roles through which
applied anthropologists work.
4.
Discuss the significance of participant-observation,
holistic perspective, regional expertise, emic view, etic view, and cultural
relativism as they pertain to applied anthropology.
5.
Describe the major social and historical factors influencing
the development of applied anthropology from the 1930s to the present.
6.
Distinguish among the following areas of responsibility
for anthropologists: to the people
studied, to the public, to the discipline, to students, to sponsors, and
to their own and the host governments.
7.
Understand the ethical issues involved in applied work
and summarize the Statement on Ethics of the American Anthropological Association.
TERMS/CONCEPTS TO KNOW:
administrator/manager needs assessor
advocate
participant-observation
applied anthropology planner
cultural broker policy
researcher
cultural relativism problem-oriented
research
emic view
pure anthropology
etic view
regional expertise
evaluator
research analyst
expert witness trainer
holistic perspective value-free
philosophy
impact assessor
CHAPTER 4
THE GROWTH OF ANTHROPOLOGICAL
THEORY
Learning
Objectives
After
reading and studying Chapter 4, you will be able to:
1.
Give a precise definition of theory and
explain what issues anthropological theories attempt to address.
2.
Describe the cultural evolutionary theory
of Tylor and Morgan, and recognize its limitations and the significance
of their distinction between cultural and biological cultures.
3.
Recognize the problems created by both
the British and the German diffusion theories and the importance of theory
that deals with contact and interaction between cultures.
4.
Understand the significance of Boas' emphasis
on the importance of history and ethnographic fieldwork, his contribution
to methodological rigor, and his stance against racism and genetic determinism.
5.
Distinguish between the approaches of Malinowski
and Radcliffe-Brown to the meaning of function.
6.
Comprehend the concepts of universal functions
and functional unity.
7.
Summarize psychological anthropologists’,
i.e. Sapir, Benedict, and Margaret Mead, positions on the connection between
personality, the individual, and culture.
8.
Distinguish between the neoevolutionary
theories of Leslie White and Julian Steward.
9.
Understand the meaning of structure for
French structuralist theory and the significance that theory gives to the
structure of the human mind. (Levi-Strauss)
10.
Recognize the importance of the linguistic
model and the emic view for ethnoscience.
11.
Explain the focus of cultural materialism.
12.
Discuss the importance of self-knowledge,
ideas and values for interpretive anthropology.
TERMS/CONCEPTS TO KNOW:
barbarism
Malinowski, Bronislav
Benedict, Ruth
manifest function
Boas, Franz
Mead, Margaret
cultural ecology mother-in-law
avoidance
cultural materialism
Morgan, Lewis Henry
deductive
multilinear evolution
diffusionism
Murdock, George Peter
dysfunction
neoevolution
emic approach
Perry, W.J.
etic approach
psychic unity
ethnoscience
psychological anthropology
evolutionism
Radcliffe-Brown, A.R.
French structuralism
Sapir-Edward
functionalism
savagery
Geertz, Clifford Schmidt,
Wilhelm
Graebner, Fritz Smith,
Crafton Elliot
Harris, Marvin
Steward, Julian
Human Relations Area
Files (HRAF) structural
functionalism
hypothesis
synchronic approach
inductive
theory
interpretive anthropology
Tylor, Edward
Kulturkreise universal evolution
latent function
unversal functions
Levi-Strauss, Claude
White, Leslie
CHAPTER 5
METHODS IN CULTURAL ANTHROPOLOGY
Learning
Objectives
After
reading and studying Chapter 5, you will be able to:
1.
Discuss the importance of experiential
fieldwork to cultural anthropology.
2.
Understand the less romantic aspects of
preparing for and carrying out anthropological fieldwork.
3.
Describe the difference between a generalized
ethnography and the more focused, problem oriented research usually conducted
in recent decades.
4.
Discuss the five stages of field research
as they were carried out in the Kenya Kinship Study.
5.
Recognize the importance of hypotheses,
independent variables and dependent variables for research design in anthropology.
6.
Distinguish among the stages of data collection,
analysis and interpretation in field research and recognize the significance
each has for the others.
7.
Understand the importance, as well as the
limitations, of participant-observation in fieldwork.
8.
Evaluate the appropriate use of both structured
and unstructured interviews and be able to suggest ways to determine the
validity of the data gathered.
9.
Describe anthropologists' use of mapping,
document analysis, genealogies and photography in fieldwork and recognize
that a variety of types of data allows for cross-checking of information.
10.
Understand the nature of culture shock
and appreciate the benefits of biculturalism.
TERMS/CONCEPTS TO KNOW:
analyzing
data
Human Relations Area files (HRAF)
attitudinal
data
independent variable
behavioral
data informant
bicultural
perspective interpreting
data
census participant-observation
collecting
data
photography
culture
shock
proxemic analysis
data
analysis
research clearance
dependent
variable
research design
document
analysis research
proposal
ethnographic
mapping sociometric
tracking
event
analysis genealogy
structured interview
fieldwork unstructured
interview
CHAPTER 6
LANGUAGE
Learning Objectives
After reading and studying
Chapter 6, you will be able to
1.
Discuss the importance of language in human culture,
especially as it relates to humans’ ability to adapt to a wide variety of
environments.
2.
Define the term language and distinguish between human
and nonhuman communication.
3.
Recognize the differences among phonological, morphological,
and grammatical structures.
4.
Explain why, that while all languages have distinct
grammars, none are superior in an absolute sense to others in expression
of abstract ideas.
5.
Recognize that size of and specialization in vocabulary
reflects adaptive importance to a culture.
6.
Discuss the Sapir-Whorf hypothesis and the difficulties
of testing it.
7.
Explain the power of language to alter people’s perceptions.
8.
Discuss how a language reveals a culture’s basic value
structure.
9.
Describe how knowledge of sociolinguistics is important
for understanding everyday interactions in society.
10.
Recognize the symbolic role of language in the development
of national and ethnic identities.
11.
Explain the importance of non-verbal communication,
including hand gestures, posture, and touching, for humans and the possibilities
of cross-cultural misunderstanding.
TERMS/CONCEPTS TO KNOW:
arbitrary nature of language
language family
bound morphemes morphemes
closed system of communication
morphology
code switching nonverbal
communication
cultural emphasis of a
language open system of
communication
diachronic analysis phoneme
diglossia
phonology
displacement Sapir-Whorf
hypothesis
free morphemes sociolinguistics
gestures
syntax
grammar
CHAPTER 7
GETTING FOOD
Learning
Objectives
After
reading and studying Chapter 7, you will be able to:
1.
Identify five major food-procurement categories
found among the world's populations.
2.
Discuss the impact of a culture's environment
and technology on its food acquisition strategies.
3.
Explain the concept of carrying capacity
and the consequences of exceeding it, and the theory of optimal foraging.
4.
Describe four characteristics of the hunting
and gathering strategy.
5.
Recognize the different degrees of reliability
of hunting and gathering strategies and the relative success of groups in
environments with stable food supplies.
6.
Understand the cultural changes brought
about by the Neolithic Revolution.
7.
Explain the limitations and the advantages
of slash and burn cultivation.
8.
Describe the differences between transhumance
and nomadic pastoralism.
9.
Understand how the change from horticulture
to agriculture allowed the development of peasantry.
10.
Recognize the expenses, as well as the
benefits, of industrialized agriculture, especially in terms of environmental
impact.
TERMS/CONCEPTS TO KNOW:
agriculture
optimal foraging theory
carrying
capacity
pastoralism
food
collecting
peasantry
horticulture
shifting cultivation
hunting
and gathering
slash and burn method
industrialization social functions
of cattle
Neolithic
Revolution
swidden cultivation
nomadism
transhumance
CHAPTER 8
ECONOMICS
Learning
Objectives
After
reading and studying Chapter 8, you will be able to:
1. Explain the focus of cross-cultural studies
of economics.
2.
Understand the distinct positions of substantivists
and formalists.
3.
Recognize there are alternative ways of
allocating natural resources other than the principle of private property.
4.
Describe the advantages of community control
of resources for hunters and gatherers, pastoralists, and horticulturalists.
5.
Explain the significance of the concepts
of production, distribution and consumption for anthropological economics.
6.
Recognize the importance of the study of
division of labor, especially in non-industrialized societies.
7.
Explain the universal use of gender and
age for allocation of economic tasks.
8.
Distinguish among three types of reciprocity.
9.
Understand the difference between redistribution
and market economy.
10.
Explain the differences between the economic
roles of big men and chiefs.
TERMS/CONCEPTS TO KNOW:
allocation
of resources mechanical
solidarity
balanced
reciprocity
negative reciprocity
barter
organic solidarity
big
men
particularism
bridewealth
potlatch
division
of labor
production
economic
anthropology property
rights
economics
reciprocity
generalized
reciprocity redistribution
globalization
silent trade
kula
ring
standardized currency
labor
specialization
tribute
market
exchange
universalism
CHAPTER 9
MARRIAGE AND THE
FAMILY
Learning
Objectives
After
reading and studying Chapter 9, you will be able to:
1. Give a cross-culturally valid definition of
family.
2. Give a cross-culturally valid definition of
marriage.
3.
Explain three functions of marriage.
4.
Define incest and summarize four theories
explaining why the incest taboo is universal.
5.
Explain and give examples of endogamy and
exogamy.
6.
Understand the circumstances that foster
the practice of polygyny.
7.
Explain the circumstances in which polyandry
occurs and the ways in which it is adaptive.
8.
Understand the practice of bridewealth
and why it is important to recognize its social, as well as economic, aspects.
9.
Describe how exchange of women as spouses
between kin groups and the practice of dowry is related to the status of
women in society.
10.
Understand the variety of residence patterns
after marriage.
11.
Explain under what circumstances nuclear
families are found and why they are not more common in the United States.
12.
Explain under what circumstance extended
families are found and in which economies they are most beneficial.
13.
Describe modern-day family structure and
its functions.
TERMS/CONCEPTS TO KNOW:
ambilocal (bilocal) residence monogamy
arranged marriage
neolocal residence
avunculocal residence nuclear family
bride price
parallel cousins
bride service
patrilocal residence
bridewealth
polyandry
cross cousins
polygamy
dowry
polygyny
endogamy
post partum sex taboo
exogamy
preferential cousin marriage
extended family
reciprocal exchange
incest taboo
role ambiguity
kibbutz
serial monogamy
levirate
sororate
matrilocal residence
woman exchange
CHAPTER 10
KINSHIP AND DESCENT
Learning
Objectives
After
reading and studying Chapter 10, you will be able to:
1.
Explain how the complexity of human social
organization differs from that of any other species.
2.
Contrast the importance of kinship as a
factor in social structure of small-scale societies with its importance
in industrialized societies.
3.
Give a clear definition of kinship.
4.
Recognize the importance of cultural rules
for kinship classification that may not account for biological factors.
5.
Describe how sex and age are important
in determining kinship relationships.
6.
Explain the structure of both patrilineal
and matrilineal descent systems.
7.
Understand the organizational hierarchy
of moieties, phratries, clans, and lineages.
8.
Describe the three types of cognatic descent
and explain what is a bilateral system’s kindred.
9.
Explain the six basic systems of classification
of kin.
TERMS/CONCEPTS TO KNOW:
affinal
relatives gender patrilineal
descent
ambilineal
descent Hawaiian
system phratries
bilateral
descent horizontal
function of kinship segmentation
clan Iroquois
system
Sudanese system
cognatic
descent kindred unilineal
descent
collaterality kinship vertical
function of kinship
consanguineal
relatives kinship system
Crow
system lineages
descent lineality
double
descent matriarchy
ego matrilineal
descent
Eskimo
system moieties
fictive
kinship Omaha
system
CHAPTER 11
GENDER
Learning Objectives
After reading and studying Chapter 11, you will be
able to:
1.
Explain why anthropologists discuss gender
differences rather than sex differences.
2.
Discuss how research on gender in other
cultures demonstrates that it is not biology alone that is responsible for
differences in women's and men's behavior.
3.
Understand the large variation in human
sexuality across culture.
4.
Recognize that the universal presence of
gender role definitions does not mean the roles are identical in all societies.
5.
Understand the meaning of sexual stratification
and the difficulties involved in its measurement.
6.
Discuss the relative sexual equality in
hunting-and-gathering (food collecting) societies and suggest two reasons
why that equality exists.
7.
Discuss whether or not women are universally
subordinate and the dimensions in which women’s status varies.
8.
Explain what gender ideology is and be
able to argue whether those ideologies represent only a male perspective.
9.
Give examples of male gender bias and the
impact it has on women in ours and other cultures.
10.
Discuss the controversy about genital mutilation
and female infanticide.
11.
Explain when there was a period of breadwinner/housewife
households in th U.S. and why that type of household came to prevail and
then became less common.
12.
Describe the characteristics of occupational
segregation along gender lines in the United States and the impact that
has on relations of women and men.
TERMS/CONCEPTS TO KNOW:
breadwinner
human sexuality
double work load
infant mortality
extramarital activity male gender bias
female genital mutilation masculinity
female infanticide
nutritional deprivation
femininity
occupational segregation
feminization of poverty postpartum sexual abstinence
gender
purdah
gender ideology
rape
gender roles
sex drive
gender stratification sexual asymmetry
genderlects
sexual dimorphism
heterosexual
spouse abuse
homosexual
universal male dominance
honor killings
housewife
CHAPTER 12
POLITICAL ORGANIZATION AND SOCIAL CONTROL
Learning Objectives
After reading and studying Chapter 12, you will be
able to:
1.
Define social order and political organization.
2.
Identify three dimensions of political
organization.
3.
Describe the characteristics of political
organization in band societies.
4.
Recognize the significance of pan-tribal
associations for tribes and the similarities and differences between tribes
and bands.
5.
Understand how the increased social and
technological complexity of chiefdoms over bands or tribes is reflected
in their political organization.
6.
Define nation and nation-state.
7.
Describe the political organization of
state societies and the basis for the authority of the state.
8.
Explain three theories that account for
the formation of state societies and recognize that independent cases of
state formation might require more than one theory for adequate explanation.
9.
Recognize the great importance of informal
means of social control for complex state organizations as well as for bands
and tribes.
10.
Understand the great diversity in formal
means of social control and the significant difference in the objectives
of legal systems in more and less complex societies.
TERMS/CONCEPTS TO KNOW:
acephalous societies
oath voluntaristic theory
state formation
age grade
ordeal warfare
age organizations
pan-tribal mechanism
witchcraft
age set
political coerciveness
ancestor worship
political integration
authority
positive sanctions
band societies
power
chiefdom
public opinion
coercive theory of state formation rebellion
corporate lineage
revolution
crime
sanctions
degradation ceremonies shaman
deviance
social control
egalitarian
social norm
ghost invocation
socialization
ghostly vengeance
song duel
intermediaries
specialized political roles
law
state system of government
Leopard-skin Chief
supernatural belief systems
nation
tribal societies
UNIT THIRTEEN
CHAPTER 13
SOCIAL STRATIFICATION
Learning Objectives
After reading and studying Chapter 13, you will be
able to:
1.
Explain three factors involved in social
ranking.
2.
Describe the social and economic organization
of egalitarian societies.
3.
Understand how access to power and wealth
does not correlate with access to prestige in rank societies.
4.
Recognize the range of socio-economic organization
that occurs within stratified societies.
5.
Explain the difference between class and
caste societies.
6.
Discuss the contradictions between the
ideology and the actual experience of social mobility in the United States.
7.
Understand the definitions of race and
ethnicity and explain how they are distinct concepts.
8.
Describe the range of ways in which racial
and ethnic groups relate to one another.
9.
Discuss the functionalist interpretation
of social stratification.
10.
Understand the conflict theorist interpretation
of stratification as exploitation by the upper levels of hierarchy.
TERMS/CONCEPTS TO KNOW:
achieved status
nouveau riche
ascribed status
pluralism
assimilation
population transfer
bourgeoisie
power
caste
prestige
class
proletariat
conflict theory
race
egalitarian societies rank societies
ethnic group
social mobility
functional theory
stratified societies
genocide
varnas
jati
wealth
CHAPTER 14
SUPERNATURAL
BELIEFS
Learning Objectives
After reading and studying Chapter 14, you will be
able to:
1.
Define and critically evaluate the concept
of religion.
2.
Explain the focus of anthropological interest
in the functions of religion and acknowledge that anthropologists are not
interested in proving which religion is the best.
3.
Distinguish between religion and magic.
4.
Explain the difference between sorcery
and witchcraft.
5.
Describe what myths are and what they do.
6.
Understand the social and the psychological
functions of religion.
7.
Describe the four categories of religious
organizations.
8.
Give an example of an individualistic cult.
9.
Explain the difference between shamanistic
cults and communal cults.
10.
Evaluate the relationship between ecclesiastical
cults and state societies.
11.
Describe how religion can play an important
role in transforming a society.
12.
Give examples and describe the functions
of revitalization cults.
TERMS/CONCEPTS TO KNOW:
cargo cults
religious nationalsim
communal cults
revitalization movement
ecclesiastical cults
rite of passage
economic behavior
rite of solidarity
individualistic cults satanists
kinship behavior
separatist Christian church
liberation theology
shamanistic cults
magic
social functions of religion
mahdist movement
sorcery
millenarian movement
supernatural beliefs
nativistic movement
vision quest
psychological functions of religion witchcraft
religion
wicca
CHAPTER 15
ART
Learning Objectives
After reading and studying Chapter 15, you will be
able to:
1.
Give a clear definition of art while recognizing
that art is integrated into the whole of culture.
2.
Explain why such activities as carving,
weaving or telling folktales can be art.
3.
Describe the significance of both process
and product for the definition of art.
4.
Understand the forms of art most common
in nomadic or semi-nomadic societies and how they differ from those of complex
societies.
5.
Recognize the psychological functions of
art for the artist as well as for the audience.
6.
Describe the contribution of art to the
social integration of a society.
7.
Recognize how distinct the creation of
art is across cultures.
8.
Explain the ways in which art can preserve
the status quo of a society both symbolically and mechanically.
9.
Understand the importance of culture in
determining what a person actually hears in music.
10.
Explain how dance and verbal arts can be
integral aspects of socialization.
TERMS/CONCEPTS TO KNOW:
dance
legends
transformational
ethnomusicology
liberation theater
folklore
music
folktales
myths
graphic arts
plastic arts
hija
primitive art
CHAPTER 16
CULTURE CHANGE
Learning Objectives
After reading and studying Chapter 16, you will be
able to:
1.
Understand how change is essential to all
cultures.
2.
Describe the two processes that cause cultures
to change internally.
3.
Explain the difference between invention
and innovation and recognize the greater impact of the latter.
4.
Recognize that diffusion is a two-way process
and understand what is involved in the selection of characteristics that
are diffused.
5.
Explain how acculturation is distinct from
diffusion.
6.
Describe why change in one part of a culture
is likely to bring about changes in other parts.
7.
Give three reasons why a society might
resist cultural change.
8.
Give an anthropological definition of modernization.
9.
Describe the process of urbanization.
10.
Understand the variety of processes involved
in urban migration.
11.
Describe the stratification of economic
development.
12.
Explain the role of multinational corporations
in economic development and the process of neocolonialism.
TERMS/CONCEPTS TO KNOW:
acculturation
less-developed countries (LDCs)
urbanization
circulation of labor
linked change
voluntary associations
cultural boundary maintenance marginal people
world systems theory
culture of poverty
modernization theory
diffusion
multinational corporations
innovation
neocolonialism
invention
occupational duality
CHAPTER 17
THE
FUTURE OF ANTHROPOLOGY
Learning Objectives
After reading and studying Chapter 17, you will be
able to:
1.
Distinguish between the traditional aim
of documenting cultures of isolated people and the contemporary anthropological
approach.
2.
Understand why anthropologists argue that
the contemporary world is not a melting pot.
3.
Describe anthropological concern with the
survival of indigenous peoples.
4.
Explain how anthropologists can validly
study complex societies.
5.
Understand what is meant by the term, “culture
broker”, and explain what it means to say that “culture brokers” are needed
to make anthropological data available to non-anthropologists.
TERMS/CONCEPTS TO KNOW:
Cultural
broker human rights indigenous peoples
