Bonvillain 3e Im Tif Final-164709

CULTURAL ANTHROPOLOGYTHIRD EDITION NANCY BONVILLAIN Simon’s Rock College of Bard INSTRUCTOR’S RESOURCE MANUAL with TESTS Lindsay Hale The University of Texas at Austin Corey S. Pressman Mt. Hood Community College Julie Angel The Ohio State University Upper Saddle River, New Jersey 07458 © 2013 by PEARSON EDUCATION, INC. Upper Saddle River, New Jersey 07458 All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior written permission of the publisher. Printed in the United States of America. 10 9 8 7 6 5 4 3 2 1 ISBN 10: 0-205-86038-9 ISBN 13: 978-0-205-86038-8 Table of Contents IM TB Chapter 1: What is Anthropology? 1 107 Chapter 2: The Nature of Culture 7 120 Chapter 3: Studying Culture 14 133 Chapter 4: Language and Culture 21 146 Chapter 5: Learning One's Culture 27 159 Chapter 6: Making a Living 34 172 Chapter 7: Economic Systems 40 185 Chapter 8: Kinship and Descent 46 198 Chapter 9: Marriage and the Family 52 211 Chapter 10: Gender 58 224 Chapter 11: Equality and Inequality 64 237 Chapter 12: Political Systems 70 250 Chapter 13: Conflict and Conflict Resolution 75 263 Chapter 14: Religion 81 276 Chapter 15: The Arts 87 289 Chapter 16: Colonialism and Cultural Transformations 93 302 100 316 Chapter 17: Living in a Global World CHAPTER ONE What is Anthropology? Detailed Chapter Outline PREVIEW THE STUDY OF HUMANITY THE CONCEPT OF CULTURE A HOLISTIC PERSPECTIVE A COMPARATIVE PERSPECTIVE The Comparative Perspective and Culture Change The Comparative Perspective and Globalization THE FOUR SUBFIELDS OF ANTHROPOLOGY CULTURAL ANTHROPOLOGY Controversies: What Are the Limits of Cultural Relativism? LINGUISTIC ANTHROPOLOGY In Their Own Voices: Why Save Our Languages ARCHAEOLOGY BIOLOGICAL ANTHROPOLOGY Case Study: Environment, Adaptation, and Disease: Malaria and Sickle­ Cell Anemia in Africa and the United States APPLIED ANTHROPOLOGY Anthropology Applied: Cultural Survival 1 Copyright © 2013 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. CHAPTER SUMMARY REVIEW QUESTIONS MyAnthroLab Connections Chapter Preview Questions 1. What are the core concepts of anthropology? 2. How does anthropology overlap with other fields? 3. What two perspectives do anthropologists use to study cultures? 4. What is globalization? How can the concepts of culture contact and culture change help us to understand globalization? 5. What are the four subfields of anthropology? How is the study of culture integrated into each subfield? 6. How is cultural relativism different from ethical relativism? 7. What is applied anthropology? What contributions can applied anthropologists offer other fields? Chapter Objectives 1. Define anthropology and its subfields, and relate anthropology to other disciplines. 2. Identify the two key perspectives (holistic and comparative) of anthropology. 3. Introduce the concept of culture. 4. Accentuate the importance of culture change and globalization. 5. Critically examine ethnocentrism, cultural relativism, and ethical relativism. 2 Copyright © 2013 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. Lecture Topics 1. What is anthropology? Introduce anthropology as the comparative study of humankind. Compare and contrast with related disciplines such as sociology and psychology. Discuss the four subfields. Point to the holistic and comparative perspectives as hallmarks of the discipline. Introduce the concept of culture. Discuss cultural relativism, ethical relativism, and ethnocentrism. Research Topics MySearchLab is a powerful, easy-to-use tool that helps students organize their research and find internet sources. Students will first need to register; once registered, they can access articles from thousands of academic journals; search editorially reviewed, credible websites; and access the archives of the New York Times. Consider assigning topics 1 or 2 to get students started with MySearchLab. 1. Anthropology in the News. Log onto MySearchLab. Under “The New York Times on the Web,” go to” Anthropology/Archaeology.” Identify ten of the articles by subdiscipline (e.g., archaeology, linguistic anthropology). Go to Links Library ™, click on Anthropology, then click on “Cultural Anthropology,” then go to “News Archive.” How many articles do you find? Choose two of the articles you find particularly interesting. Write a one paragraph summary of each. Use the Links Library ™ and Ebsco’s Content Select ™ to find sources for additional information on aspects of the topic. 2. The Research Process. Identify a topic from the readings that you would like to know more about. For example, “Turkey Girl” might stimulate your interests in Native 3 Copyright © 2013 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. American folktales, while “Anthropology Applied: Cultural Survival” makes you want to know more about the prospects for indigenous peoples. Log onto MySearchLab and click on “The Research Process.” Read about the steps in the research process, and use MySearchLab (follow the advice under “find sources” and your school’s library catalogue to identify three sources. For each, write a one-paragraph summary of the source. Document the sources following APA guidelines (click on “give credit,” then “American Psychological Association (APA),” then scroll down the page to “Preparing the References List.” Do not write a paper; the point is to familiarize you with the research process. 3. How do anthropologists in the various subdisciplines go about their research? Chose one of the articles from “Researchers at Work” in MyAnthroLibrary. Identify the subdiscipline. What kinds of questions does the researcher address? What methods does she or he employ? What special challenges does the researcher face? In what ways does the researcher employ basic anthropological concepts such as culture, cultural relativism, and holistic and comparative perspectives? Does the researcher address cultural change and globalization? 4. “The Girl Who Took Care of the Turkeys” expresses core values, practices, and symbols of Zuni culture. Choose a “myth” or story from contemporary American popular culture (your source might be a rap, a ballad, an urban legend, even a reality TV show). Give a brief synopsis of the story, and then give an anthropological “reading.” What values does it express? What symbols are used? What practices of daily life are referred to? What “subculture” or audience does it speak to? Does your “myth” or story present a message that challenges the status quo—or does it reinforces the status quo? 4 Copyright © 2013 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. Questions for Classroom Discussion 1. What do we mean by “holistic perspective”? Illustrate the holistic perspective by using it to understand some practice or feature in an actual society. Some examples might be the relatively high incidence of divorce in North American society today as compared with fifty years ago; or the low population densities and low or zero population growth among the !Kung prior to their being “settled.” 2. How does globalization relate to culture change? Have students identify changes in their own culture resulting from globalization. 3. It is often said that one of the contributions of anthropology is to “make the strange familiar and the familiar strange.” Discuss this in terms of cultural relativism, the comparative perspective, and the holistic perspective. 4. Anthropology is a broad field that overlaps with many other disciplines. Identify some major disciplines outside of anthropology (e.g., psychology, sociology, medicine, the humanities) and discuss the ways in which they share concerns with anthropology, and what anthropology, with its unique perspectives, has to offer each. 5. It is sometimes said that archaeology is a branch of cultural anthropology—it’s just that archaeologists can’t interview “their” people. What are some similarities and differences in the goals and methods of cultural anthropologists and archaeologists? 6. Unlike the “hard” sciences, the subjects of anthropological research are people, whether they are living, deceased, and/or somebody’s ancestors, real or imagined. What ethical responsibilities does that place on anthropologists? What conflicts of interests might they face in doing research? 5 Copyright © 2013 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. 7. Following the example of “The Girl Who Took Care of the Turkeys,” choose a popular movie or song and tease out the messages and values it expresses, and the symbols it uses to represent these. 8. What is the culture concept? How might it be applied to the kinds of problems dealt with by each of the subfields? 9. What is the comparative perspective? Why do anthropologists employ it? How might it be similar to, and different from, the “experimental method” employed in the physical and biological sciences? 6 Copyright © 2013 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. CHAPTER TWO The Nature of Culture Detailed Chapter Outline PREVIEW WHAT IS CULTURE? CHARACTERISTICS OF CULTURE CULTURE IS SHARED CULTURE IS LEARNED Case Study: Daughter from Danang CULTURE IS ADAPTIVE Case Study: Maladaptive Adaptations: Kuru and Mad Cow  CULTURE IS INTEGRATED Case Study: Consequences of Cultural Integration: Women and Work in the United States CULTURE IS BASED ON SYMBOLS CULTURE ORGANIZES THE WAY PEOPLE THINK ABOUT THE WORLD CULTURE CHANGE In Their Own Voices: Hamlet and the Tiv INTERNAL CULTURE CHANGE EXTERNAL CULTURE CHANGE GLOBAL CULTURE 7 Copyright © 2013 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. Anthropology Applied: Development Anthropology CHAPTER SUMMARY REVIEW QUESTIONS MyAnthroLab Connections Chapter Preview Questions 1. What is culture? What features are usually included in definitions of culture? 2. What elements of culture are regarded as universal, and why? 3. How can members of a society both share and not share culture? 4. How is culture learned and transmitted? 5. How can culture be both adaptive and maladaptive? 6. What are some forces of cultural integration? 7. How is culture based on symbols? 8. How do cultures change from within and through contact? 9. What are the dynamics of global culture change today? Chapter Objectives 1. Define culture, identify its major characteristics (e.g., shared, learned, adaptive, integrated, based on symbols), and develop a grasp of its role in human society and behavior. 2. Identify processes by which culture is learned and transmitted. 8 Copyright © 2013 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. 3. Develop an awareness of the ways in which within a society culture is both shared and unique to different groups (e.g., men and women, adults and children, various classes and ethnicities). 4. Explore the dynamics of cultural change, including internal factors, external forces, and globalization. Lecture Topics 1. The Concept of Culture. Define culture, underline its role in human life, and discuss its major characteristics. Discuss the ways in which culture is learned, and how within a society different groups learn different versions of the culture. 2. The Sociobiology Debate. Address the sociobiology controversy. Place within the broader historical context of cultural versus biological determinist (e.g., scientific racism, instinct theory, innate sexual differences, etc.) approaches to behavior and society. 3. Cultural Change and Globalization. Cultures are not static; change is the norm. Identify internal factors in cultural change. Discuss the importance of borrowing or diffusion. Refer to maps on pages 14-15, 26-27, 32-33, 42-43 of Atlas of Anthropology in discussing the role of migration and trade for change in the past. Discuss the contemporary picture of global economy and media, especially in regard to “traditional” and indigenous culture. Research Topics  1. The Concept of Culture. Go to Links Library ™, click on Anthropology, then click on  “Cultural Anthropology,” then go to “What is Culture?” Compare and contrast the  9 Copyright © 2013 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. definitions of culture by the various writers. What do they have in common? What  important differences do you see? Has our perspective on culture changed over time?  Read the discussions. How does culture, and the definition of culture, relate to inequality  and conflict? Explore some of the other links on the page. 2. Gender and Culture. Explore the cultural dimensions of gender by going to Links  Library™, clicking on Anthropology, and then gender. Survey the available material, and then formulate a research topic: for example, you might want to research the ways that  gender is symbolized, or how gender is culturally learned. Write a one page research  proposal, stating your research topic, why it is significant, and identifying and  summarizing at least five sources you could use. 3. The Sociobiology Debate. Sociobiology challenges anthropology’s concept of culture by arguing that human behavior is biologically inherited and shaped by natural selection, in  the same way as physical traits. Explore the sociobiology debate through Links Library™ (keyword: sociobiology). 4. Read an ethnographic account—for example, “North Alaskan Eskimos: A Changing Way of Life,” by Ernest S. Burch, Jr, from MyAnthroLibrary. Identify and discuss the ways in  which the culture is shared, learned, integrated, adaptive (or maladaptive) and symbolic.  Identify ways in which the culture is changing in response to external factors such as  contact and globalization. 5. While culture is shared, precisely what is shared differs depending on one’s experiences,  position, and identification with various groups in society—in other words, depending on  one’s subculture. Interview ten individuals (try for as diverse a sample as possible)  10 Copyright © 2013 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. regarding some aspect of culture in which they exercise choice—for example, tastes in  food or music or movies. What do they like about the items they prefer? What do they  say about items they don’t like (and the people who like those things)? What  relationships do you see between their tastes and their social identities? 6. We are often not conscious of the symbolic dimension of everyday culture—we “take it  for granted” and may be unaware of the norms and values it encodes. Think of some of  the messages and assumptions encoded in the various “common sense” arrangements in  your classroom. For example—the seating arrangements, the fact that there is a professor, and students; the course number, the regularly scheduled meetings, grades, exams, etc.  What do these things tell us about our culture, about the way we think about the world,  our concepts of time, hierarchy, knowledge, achievement, and so forth?  Questions for Classroom Discussion 1. While culture is generally adaptive, in some cases the shared values of a culture might be highly adaptive for some groups in society, and maladaptive for others. Discuss some examples from American culture. 2. What is a subculture? What subculture(s) do you belong to? When and how does one shift from one subcultural identity to another? In what ways do the subcultures with which you are familiar conflict and/or conform to the dominant culture, and to each other? 3. Culture is learned. While some if this learning is formal, much of it occurs informally and persons may not even be aware it is taking place. Discuss some of the ways in which 11 Copyright © 2013 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. males in American society learn masculine gender roles, and females learn feminine gender roles. What messages are being conveyed? 4. Diffusion resulting in syncretism can occur between subcultures. This is readily apparent when we look at American popular music. Can you think of some examples of diffusion from American subcultures into mainstream popular music (e.g., the impact of African American blues on rock and roll)? How has this changed popular music, both in and out of the mainstream? Has it reduced ethnocentrism against these subcultures? Has it been a “fair trade”? 5. We are often not conscious of the symbolic dimension of everyday culture—we “take it for granted” and may be unaware of the norms and values it encodes. Think of some of the messages and assumptions encoded in the various “common sense” arrangements in this class. For example—the seating arrangements, the fact that there is a professor, and students; the course number, the regularly scheduled meetings, grades, exams, etc. What do these things tell us about our culture, about the way we think about the world, our concepts of time, hierarchy, knowledge, achievement, and so forth? 6. What is a naturalized concept? What are some examples from your own culture? Why does a natural concept appear “natural,” “common sense”? What can cause people to become aware that their “natural” concepts are actually cultural constructions? 7. Sometimes a cultural practice that is adaptive for a period of time turns out to be maladaptive in the long run. Discuss examples from archaeology (e.g., Diamond’s work on Easter Island, or the Anasazi) and from contemporary society. What caused these practices to become maladaptive? Why do people find it so difficult to change 12 Copyright © 2013 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. maladaptive cultural practices, or even to recognize that an adaptive practice has become detrimental? 8. What is reactive adaptation? Can you think of examples from current conflicts overseas, or within American society? How might globalization bring about reactive adaptation? 9. Sometimes it seems that parents and their children, especially adolescents and young adults, belong to different cultures. How can the various attributes of culture—that it is shared, learned, adaptive; that it is based on symbols and organizes how people think about the world—help us to understand this phenomenon, especially in times of rapid change and globalization? 10. What is social Darwinism? What might be some problems that arise from seeing cultural change as analogous to biological evolution? Do ideas associated with social Darwinism play a role in how some politicians, media, and corporations think and talk about globalization? 13 Copyright © 2013 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. CHAPTER THREE Studying Culture Detailed Chapter Outline PREVIEW ANTHROPOLOGY AND THE EXPLANATION OF CULTURAL DIVERSITY EVOLUTIONISM EMPIRICISM FUNCTIONALISM MODERN THEORETICAL PERSPECTIVES: AN OVERVIEW MATERIALIST PERSPECTIVES STRUCTURALIST PERSPECTIVES INTERPRETIVE ANTHROPOLOGY CONFLICT PERSPECTIVES AND THE ANALYSIS OF CULTURE AND POWER REFLEXIVE ANTHROPOLOGY ETHNOGRAPHY AND FIELDWORK CROSS-CULTURAL COMPARISONS Culture Change: Documenting Changes in the Lives of Australian Aborigines ETHNOHISTORICAL RESEARCH ETHNOGRAPHIC FIELDWORK DOING FIELDWORK 14 Copyright © 2013 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. Choosing a Problem and Site Doing Preliminary Research Arrival and Culture Shock Choosing a Place to Live Working in an Unfamiliar Language Gathering Data Interpreting and Reporting Data ANTHROPOLOGICAL RESEARCH IN URBAN SOCIETIES In Their Own Voices: Fieldwork and the Phone Case Study: Life In Riverfront: A Midwestern Town Seen through  Japanese Eyes Controversies: How Do Anthropologists Present Knowledge About the  People They Study? THE ANTHROPOLOGY OF ANTHROPOLOGY ETHICAL ISSUES IN ANTHROPOLOGY Anthropology Applied: Human Terrain System  CHAPTER SUMMARY REVIEW QUESTIONS MyAnthroLab Connections Chapter Preview Questions 1. How and why did anthropology begin as a discipline? What important figures shaped the development of anthropology? 15 Copyright © 2013 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. 2. What theoretical perspectives do anthropologists bring to their study of cultures? 3. How do early theoretical approaches to anthropology differ from modern theoretical perspectives? 4. What steps are involved in conducting ethnographic fieldwork? Why is ethnographic fieldwork important in anthropology? 5. How do anthropologists use ethnohistories and cross-cultural comparisons in their work? 6. How do anthropologists conduct research in urban societies? How does this research differ from research conducted in rural or isolated societies? 7. Why can the impacts anthropologists have on the people they study be controversial? Chapter Objectives 1. Place the origins and development of anthropology in historical perspective, especially in light of Western expansion, globalization and awareness of cultural diversity. 2. Identify the major figures in the history of anthropology and develop a familiarity with the major theoretical perspectives of the discipline. 3. Compare and contrast early theoretical perspectives and modern theoretical perspectives in anthropology. 4. Develop familiarity with the research methodologies used in anthropology, including ethnography, ethnohistory, and cross cultural comparison. 5. Gain an in-depth understanding of ethnographic fieldwork, how it is done, its strengths and limitations, its impacts on the people studied, and the anthropologist’s ethical responsibilities. 16 Copyright © 2013 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. Lecture Topics 1. A Brief History of Anthropology. Locate the origins of anthropology in the expansion of European power beginning in the 15th and 16th centuries. Relate the growing interest in anthropology to intellectual concerns of the Enlightenment and Romanticism. Discuss evolutionism in social theory, including Social Darwinism, Scientific Racism, and the evolutionary schemes of Tylor, Spencer, and Frazer. Contrast with biological evolutionism, and place within the context of European domination. Discuss the Historical Particularism and Empiricism of Franz Boas. Introduce Functionalism. Contrast Materialist, Structuralist, and Interpretive approaches. Describe postmodern approaches to anthropology and introduce reflexive anthropology. 2. Research Methods and Ethnographic Fieldwork. Discuss cross-cultural comparison. Present an example of ethnohistorical analysis. Discuss the process of ethnographic fieldwork, including preliminary research, focusing on a problem, selecting a site, funding, doing the research, life in the field, ethical considerations, and reporting. Describe how anthropologists conduct research in urban societies and contrast these approaches with those used in rural and isolated societies. Research Topics 1. Write a biography of a historical figure in anthropology. How would this individual approach the study of a modern urban society? How might their theoretical perspective have changed if they were living today? 2. Imagine that you are a graduate student in cultural anthropology planning your field research. Write a research proposal. Identify the community you would like to work with, 17 Copyright © 2013 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. what you hope to learn, what methods you will employ, the perspectives you plan to use, and a timetable. 3. Choose an ethnographic account from MyAnthroLibrary, or Terrance Hay’s “From Ethnographer to Comparativist and Back Again” (from MyAnthroLibrary). Describe the research methodology. What kinds of data does the researcher use? How are the data gathered? What sources beyond ethnographic fieldwork does the researcher use? How long did the research take? What challenges did the researcher face? How did he deal with those? What do you see as the strengths and weaknesses of ethnography? Would you consider it scientific? Why, or why not? Questions for Classroom Discussion 1. One of the hallmarks of science is objectivity. Can cultural anthropology be considered an objective science? What are some of the challenges that the participant-observation methodology poses for objectivity? 2. In the passage on participant observation, Paul Rabinow suggests that the subject matter of cultural anthropology is interpretation—that what anthropologists do is to interpret the interpretations people make of their world, their lives, and their culture. What does he mean? Can you think of ways in which you go through your daily life interpreting the world around you through your culture? 3. Pick some item of popular culture that everyone is familiar with—perhaps a movie, a hit song, an advertisement or a consumer product. Analyze the content, form, and the processes of its production using materialist, functionalist, structuralist, interpretive, and 18 Copyright © 2013 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. conflict theory. Is one theory much better than the others, or does each reveal different dimensions? 4. The anthropologist’s main instrument for making observations and interpretations is herself. What potential problems and unique possibilities does this entail? 5. Cultural anthropologists can find themselves caught in difficult ethical dilemmas, often because in the course of fieldwork they learn things that could prove embarrassing or even dangerous to the people they work with if revealed—but that might be scientifically important, or, even more difficult, might relate to serious criminal activity or human rights abuses. Can you think of some hypothetical examples? What would you do? 6. What do you think would be the hardest part of doing ethnographic fieldwork? The most rewarding? 7. By writing an ethnography, an anthropologist portrays the lives and culture of a people to the world. Do you think the people studied should exercise some control over their ethnographic representation? If so, how much control should they have, and how might that be accomplished? Or should it be left up to the judgment of the anthropologist? 8. The anthropologist derives important benefits from doing research—for instance, it is a vital part of his or her professional career. What, if anything, do anthropologists owe to the people they study? 9. Usually the anthropologist is in a privileged position relative to the people they study— the anthropologist is usually from a wealthy country, is much more highly educated, and has access to far greater opportunity. How might this difference in power affect fieldwork? Can you think of problems it might cause for relationships in the field, and for the reliability of the research? 19 Copyright © 2013 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. 10. While the chapter focuses on cultural anthropological research, can you identify similarities and differences in how physical anthropologists, archaeologists, linguistic anthropologists, and cultural anthropologists go about studying culture? 11. Sociologists and psychologists also study human behavior. How do their perspectives and methods differ from those of cultural anthropologists, and why? 20 Copyright © 2013 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. CHAPTER FOUR Language and Culture Detailed Chapter Outline PREVIEW WHAT IS LANGUAGE? THE COMPONENTS OF LANGUAGE PHONOLOGY: THE SYSTEM OF SOUNDS MORPHOLOGY: THE STRUCTURE OF WORDS SYNTAX: THE STRUCTURE OF SENTENCES SEMANTICS: THE STUDY OF MEANING NONVERBAL COMMUNICATION LINGUISTIC ANTHROPOLOGY LINGUISTIC RELATIVITY In Their Own Voices: Honoring Native Languages LANGUAGE, WORLDVIEW, AND REVITALIZATION EFFORTS THE STUDY OF LANGUAGE SPEAKERS LANGUAGE AND DIALECTS Culture Change: Changing Norms in Language Use in the United States LANGUAGE AND GENDER, CLASS, AND RACE AFRICAN AMERICAN ENGLISH Case Study: Ebonics: Language and Politics ETHNOSEMANTICS 21 Copyright © 2013 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. COMPONENTIAL ANALYSIS CULTURAL PRESUPPOSITIONS ETHNOGRAPHY OF COMMUNICATION PROCESSES OF LANGUAGE CHANGE CREOLES, PIDGINS, AND LINGUA FRANCAS HISTORICAL LINGUISTICS LOANWORDS LANGUAGE AND GLOBALIZATION Anthropology Applied: Languages Lost and Found CHAPTER SUMMARY REVIEW QUESTIONS MyAnthroLab Connections Chapter Preview Questions 1. What three features distinguish human language from animal communication? 2. What are the differences between phonemes and morphemes? 3. Why is nonverbal behavior important? 4. What did Edward Sapir and Benjamin Whorf contribute to linguistic anthropology? 5. What is a dialect? A jargon? How does language relate to gender, class, and race? 6. What is an ethnosemantic study of communication? 7. How do languages change? 8. How can the study of languages help reconstruct their histories and the history of human migrations and contact? 22 Copyright © 2013 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. Chapter Objectives 1. Identify the important features of human language, understand how these features  distinguish it from animal communication, and explore the implications of the structural  features of language for human communication. 2. Gain a critical awareness of the relationship between language and the social construction of reality, including a consideration of the Sapir­Whorf Hypothesis and the field of  ethnosemantics. 3. Develop a sociolinguistic understanding of the relationship of language and dialects with  class, gender, and race. 4. Understand the major processes through which languages change. Lecture Topics 1. Human Language. Contrast with animal communication. Discuss language is learned  behavior for which humans are biologically “wired.” Identify the structural features and  properties of human language and discuss how these in turn structure human  communication. Discuss the relationship of linguistic and non­verbal communication. 2. Language and Reality. Introduce the concept of the social construction of reality.  Discuss the Sapir­Whorf hypothesis. Discuss ethnosemantics and language categories.  Apply to the social construction of race, gender, etc. 3. Sociolinguistics and Language Change. Discuss regional, gender, racial, and class  dialects from the perspective of linguistic relativism. Introduce the ethnography of  23 Copyright © 2013 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. communication. Discuss the ways in which speech is used to negotiate power and identity at the microlevel, and struggles over language at the macrolevel (e.g., the English Only  Movement). Discuss pidgins and Creoles, loanwords, language disappearance and other  factors in language genesis and change related to culture contact and globalization. Research Topics 1. Indigenous languages are disappearing at an alarming rate all over the world. Learn about efforts to preserve indigenous languages, and why indigenous peoples (and  anthropologists) feel this is important. A good place to begin is with Link Library ™;  under “Linguistics,” go to “Teaching Indigenous Languages.” You might also check out  the Cultural Survival website. 2. Does language shape our view of reality in culturally specific ways? Critically review the debate surrounding the Sapir­Whorf hypothesis. You might begin with Link Library ™;  go to the Scientific American article under “Linguistics.” Check out the related links to  develop a comprehensive picture of the issue.  3. Choose a short text, such as the lyrics of a popular song, a joke, or an urban legend.  Identify and discuss the cultural presuppositions one needs to know to understand the  text. 4. Observe a brief instance of communication—for example, ordering a meal in a fast food  restaurant, asking for a date, responding to a professor’s question in class. Describe and  analyze the encounter by performing an ethnography of communication. Describe the  setting and the social context. Be sure to report the actual words used in the encounter,  24 Copyright © 2013 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. non­verbal signs and cues such as hand gestures, posture, proximity, tone and loudness,  facial expression, etc. What did each participant seek to achieve through the encounter?  What was the outcome? 5. Go to MyAnthroLibrary and read “Do Apes Have Language” (Hill, 2003). Describe the  similarities and differences between non­human ape and human communication. Based  on the reading, do apes really have language? Can apes speak? Why or why not? What  systems can non­human apes be taught to use? How does the research highlighted in the  paper help us understand modern human communication? Questions for Classroom Discussion 1. Languages are dying out every day. Why is this happening? What are the consequences?  Can languages be saved? Should they be?  2. Referring to your own language, can you think of examples that confirm or challenge the  Sapir­Whorf hypothesis? 3. How many different dialects or styles of your own language do you speak? When and  with whom do you use them? Why do you think you have these different ways of  speaking, and why do you use them in different situations?  4. Why do you think that you learned your native language so easily as a child, but find it  difficult to learn a new language now?  5. In what ways do women and men differ in their speech in our culture? Do these  differences shape different ways of thinking and relating, and are the differences shaped  by the different social “worlds” of males and females in our culture (as the Sapir­Whorf  25 Copyright © 2013 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. hypothesis would suggest)? Do these differences lead to misunderstandings? If so, can  you give some examples? 6. Without regard to semantic content (the actual meaning of the words) what information is conveyed about a person through their speech? Is the information accurate, or does it  consist largely of stereotypes? Can you think of some speech styles, dialects, or accents  that elicit strongly emotional, negative reactions? Why are those speech styles  stigmatized?  7. In what ways does human language differ from communication among animals? 8. What impacts might globalization have on language change? 9. Even when they speak the same language, persons from different cultural backgrounds  may have different styles of nonverbal communication. Drawing on your own experience in a culturally diverse society, give some examples of misunderstandings or  communication failures/difficulties resulting from differences in nonverbal  communication. 10. Using this classroom at this moment, do an ethnography of communication. 26 Copyright © 2013 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. CHAPTER FIVE Learning One’s Culture Detailed Chapter Outline PREVIEW THE PROCESS OF ENCULTURATION BECOMING A HUMAN BEING Naming CHILD REARING Feeding and Weaning Sleeping Physical and Social Stimulation Case Study: Sleeping Arrangements in Two Cultures Culture Change: Changing Attitudes toward Childhood and Child Care in the United States INFORMAL AND FORMAL LEARNING LEARNING SKILLS AND VALUES LEARNING BEHAVIORAL EXPECTATIONS Case Study: Language and Social Interaction in Japan AGE AND GENDER SOCIALIZATION Age Gender 27 Copyright © 2013 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. Gender Identification RITES OF PASSAGE SCHOOLING Case Study: The Education of Aztec Children In Their Own Voices: Going to School in Ake, Nigeria PSYCHOLOGICAL ANTHROPOLOGY CULTURE AND PERSONALITY TRAITS Cooperation and Competition Public Self and Private Self CULTURE AND SELF-CONCEPT CULTURE AND COGNITION Controversies: Is There Such a Thing as National Character? DEVIANCE AND ABNORMAL BEHAVIOR IN CROSS­CULTURAL PERSPECTIVE RESPONSES TO “MENTAL ILLNESS” CULTURE-SPECIFIC PSYCHOLOGICAL DISORDERS Anthropology Applied: The Ethnobotany of Psychotropic Substances CHAPTER SUMMARY REVIEW QUESTIONS MyAnthroLab Connections Chapter Preview Questions 1. What is enculturation? 2. How do people incorporate children into their society? 28 Copyright © 2013 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. 3. What are the social, cultural, and psychological effects of rites of passage? 4. Through what formal and informal means do people learn their culture? 5. What social and cultural factors influence a person’s age- and gender-related behavior? 6. How do culture, personality, and human psychology intersect? 7. How is mental illness both culture-specific and universal? Chapter Objectives 1. Develop an understanding of enculturation through an exploration of child­rearing  practices, formal and informal learning, rites of passage, schooling, and other  enculturation processes. 2. Become aware of how gender, age, and other status differentiated categories are produced and naturalized through enculturation. 3. Explore the interaction and interdependence of culture, personality, and human  psychological traits. 4. Develop a cross­cultural perspective on mental illness and mental health. Lecture Topics 1. Enculturation Processes. Discuss child­rearing practices, including birthing and  naming, feeding and weaning, physical relationship of child with mother and others  during infancy/early childhood. Discuss informal and formal learning, including  schooling, and rites of passage. Emphasize the naturalization of gender, age, and other  identity categories through enculturation. 29 Copyright © 2013 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. 2. Culture and Personality. Discuss the ways in which human psychological  characteristics, culture, and personality interact. Discuss the cultural production of  different personality “styles” (e.g., competitive vs. cooperative). Critically assess  reductionist psychological determinism and “national character” (reductionist cultural  determinism). 3. Mental Illness and Mental Health. Cross­cultural variation in diagnosis of and response to symptomology. Cross­cultural treatment of mental illness. Culturally specific  disorders, such as amok, arctic hysteria, and melancholy (19th C. British, Anglo  American). Relationship of culture and society to mental well­being.  Research Topics 1. Ethnographies often pay a great deal of attention to child-rearing practices. Choose an ethnographic account of a non-Western society (you might consider Lauris A. McKee’s “Andean Mestizos: Growing up Female and Male” from MyAnthroLibrary. Describe the child-rearing practices and relate these to personality, behavioral expectations, and the economic roles of adults in the society, especially in terms of gender. You might want to consult “Diverse Contexts of Human Infancy” by Barry S. Hewlitt in MyAnthroLibrary. 2. There are a number of very interesting culturally-specific psychological disorders, such as Windigo madness, amok, nervios (Latin America; nervos in Brazil), anorexia, and a number of others. Using MySearchLab, choose one such disorder for which you can find a good ethnographic source. Describe the disorder—including symptoms, who is susceptible to it, what people in the culture think causes it, how it is treated—and discuss how the disorder is related to other aspects of the culture. 30 Copyright © 2013 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. 3. Anthropologists have long been interested in the interaction of culture and personality, especially in the ways that culture shapes personality. Choose an ethnographic account that focuses on the relationship of culture and psychology (for example, D. Douglas Caulkins’ “Norwegians: Cooperative Individualists” in MyAnthroLibrary to address these questions: What are the cultural and social factors influencing personality in that society? How do persons develop and express their individuality through their shared culture? 4. Explore the role of rites of passage in moving from childhood to adult roles in a nonWestern culture. Compare and contrast the use of rites of passage, informal learning, and formal education in the transition to adulthood in that culture with your own. Questions for Classroom Discussion 1. Can you see any parallels between the Aztec education system, with one track for the elite and another for commoners, and educational opportunities in contemporary American society? 2. Thinking in terms of enculturation, what beliefs and values, worldviews, skills, aspirations, habits of mind and work, do children and adolescents acquire in suburban, elite private, and inner city schools? What kinds of lives are they being prepared for? 3. An enduring myth in American culture—and one that young children take very seriously —is the story of Santa Claus. What do children learn from the myth? What values does it encode? What does it presuppose—about right and wrong behavior, authority, rewards and punishment, materialism, workers (elves, reindeer) and other issues? What lasting impacts might the myth—and the “rite of passage” where the child accepts it as just a story—have on the child? 31 Copyright © 2013 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. 4. One aspect of life that enculturation naturalizes is gender. What could be more “natural” than gender—boys will be boys, girls will be girls, right? Focusing on early childhood through grade school, discuss the ways in which culturally constructed gender becomes naturalized. 5. Anthropologists have observed that behaviors and personality traits that we associate with mental illness are not seen as problematic, or may even be highly valued, in other cultures (and vice-versa). It seems to depend on whether the behaviors “fit” the culture. Discuss the possibility that our educational practices (requiring students to sit for long periods, lectures, etc) cause Attention Deficit Hyperactivity Disorder (ADHD) to be a problem where it might not be in a culture not sharing our formal educational system for children. 6. Thinking holistically, relate the ways children are enculturated and the personalities, values, and motivations they acquire to the demands of the economic system they participate in as adults (and even as children) in our society. Then place this in a comparative perspective by examining enculturation and economy in another society—or in our own fifty or a hundred years ago. 7. When we think of education, both formal and informal, we usually think of knowledge, values, and norms being passed on from an older to a younger generation. But education also occurs within an age group—knowledge passed between children. Discuss some of the ways in which informal education occurs among children. What kinds of things do children learn from interacting with other children? How important is that knowledge in later life? 32 Copyright © 2013 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. 8. Many experts identify anorexia in young Western women as a culturally-specific psychological disorder. Discuss aspects of our culture that may be producing and/or shaping anorexia. 9. People learn their culture through formal and informal education. Using your cultural experience as a background, what kinds of things are learned informally, and what kinds of things are learned formally? Are there areas of overlap? Which of the two do you think is most important? 10. Naming a child is a highly significant act. Different cultures and different subcultures within a society follow different practices. What are the practices among “your people”? How are names chosen? What meanings are expressed, either overtly or covertly, by a name? How do names (and changing names, e.g., at marriage) relate to social and personal identity? 11. What are some rites of passage that apply to young people in American society? (Don’t limit yourself to formal rites, such as graduation.) Are some specific to particular subcultures? Are there rites of passage that are generally kept concealed from adults? How important are these various rituals in establishing identity and achieving maturity? 33 Copyright © 2013 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. CHAPTER SIX Making a Living Detailed Chapter Outline PREVIEW ECONOMIC ANTHROPOLOGY UNDERSTANDING HUMAN SUBSISTENCE PATTERNS FORAGING VERSUS FOOD PRODUCTION ECOSYSTEM, ADAPTATION, AND CARRYING CAPACITY SUBSISTENCE AND SETTLEMENT PATTERN SUBSISTENCE AND POPULATION SUBSISTENCE, WORK, AND DIVISION OF LABOR SUBSISTENCE AND SOCIAL RELATIONS FORAGING ECOLOGICAL FACTORS OPTIMAL FORAGING POPULATION FACTORS SOCIAL AND CULTURAL FACTORS Case Study: A Foraging Society: The Dobe Ju/’hoansi In Their Own Voices: An Inupiaq Whaler’s Wife LAND, LABOR, AND PRODUCTION IN FORAGING SOCIETIES PASTORALISM 34 Copyright © 2013 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. COMBINED SUBSISTENCE STRATEGIES LAND AND LABOR IN PASTORALIST SOCIETIES NOMADIC PASTORALISM Case Study: A Pastoral Society: The Basseri, Nomadic Pastoralists of Iran Culture Change: Transformations of Nuer Economy and Society HORTICULTURE IMPACTS OF SEDENTISM AND SURPLUSES SLASH-AND-BURN HORTICULTURE GENDER ALLOCATION OF WORK Case Study: A Farming Society: The Kaluli of Papua New Guinea AGRICULTURE INTENSIVE AGRICULTURE AND CROP VARIETY SUBSISTENCE AND CULTURE CHANGE Anthropology Applied: Interpreting Economic Activity from Archaeological Remains CHAPTER SUMMARY REVIEW QUESTIONS MyAnthroLab Connections Chapter Preview Questions 1. What is economic anthropology? 2. How do the supply and availability of food force people to adapt? 35 Copyright © 2013 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. 3. How does subsistence influence the size of populations and habitation patterns? 4. How does subsistence shape people’s work, social organization, and social relationships? 5. What are some characteristics and examples of foraging and foragers? 6. What are some characteristics and examples of pastoralists and horticulturalists? 7. What are the benefits and risks of agriculture as a mode of subsistence? 8. How can people’s subsistence strategies combine and change over time? Chapter Objectives 1. Survey the four subsistence strategies (foraging, horticulture, pastoralism, agriculture). 2. Develop a holistic understanding of the implications of each strategy for population, habitation, work, social organization and social relationships. 3. Assess the environmental implications and sustainability of the different strategies, focusing especially on the effects of agriculture. 4. Explore how subsistence strategies have changed over time, and how changes in subsistence have triggered changes in other aspects of human life. Lecture Topics 1. Foraging. Foraging as predominant pattern in human prehistory. Holistically relate foraging to population size and reproduction, habitation or settlement pattern, social organization and relationships. 2. Food Production. Discuss pastoralism and horticulture in relationship to population, social organization, settlement patterns, and stratification. Identify the implications of sedentarism and the ability to produce surpluses. Explore the relationship of pastoral 36 Copyright © 2013 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. nomads to settled horticulturalists and agriculturalists, including the tension between pastoralists and central governments. 3. Agriculture. Contrast agriculture with pastoral and horticultural production. Discuss the implications of agriculture for population, social organization, and settlement pattern including urbanization. Identify the ecological impacts of agriculture and discuss its long term sustainability. Research Topics 1. In consultation with the instructor, choose an ethnographic account from  MyAnthroLibrary of either a foraging, horticultural, or nomadic pastoral society.  Thinking holistically, describe specific relationships between the subsistence strategy and other aspects of the culture—for instance, gender relations, child rearing practices,  political organization, art, and religion. 2. Give a holistic account of the consequences of food production as opposed to foraging.  You’ll want to consider social relations, population, settlement pattern and sedentarism,  health, gender, and other aspects of culture. You might begin your research with the  articles by Mark Nathan Cohen, Robert Dirks, and Richard Redding in MyAnthroLibrary, examine the map on pages 22­23 of Atlas of Anthropology, and consult the Links Library for Anthropology and Content Select in MySearchLab. 3. There are very few foragers left in the world. What is their current situation and what are  their prospects for the future? You might want to focus on a particular foraging people,  such as the Ituri forest people famously documented by Colin Turnbull, or the Kalahari  37 Copyright © 2013 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. San. (Contemporary accounts of both can be found in MyAnthroLibrary, and web  resources are available through Links Library in MySearchLab. 4. Horticulture in tropical regions is often referred to as “slash and burn,” which implies  ecological destruction. Compare and contrast the sustainability, environmental impacts,  and human effects of horticulture and modern agriculture in the tropics.  Questions for Classroom Discussion 1. Thinking in terms of health, what are the negative and positive consequences of the  various subsistence strategies (foraging, horticulture, pastoralism, and agriculture)  discussed in the chapter? 2. What factors would contribute to the much higher population densities and population  growth accompanying the transition from foraging to food production? Can you put these together in a holistic model, in which different factors reinforce or affect each other? 3. What is carrying capacity? What do we mean when we say that carrying capacity is  relative? What are the consequences of exceeding carrying capacity for each of the  different modes of subsistence? 4. If we measure efficiency as the amount of energy used (all sources) to obtain a given  amount of food energy, is modern agriculture more efficient than foraging or  horticulture? Give a holistic account of why these subsistence strategies differ so greatly  in terms of efficiency. 5. Thinking holistically, why are societies based on foraging far more egalitarian than the  societies based on agriculture?   38 Copyright © 2013 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. 6. Most foragers and many pastoralists are highly nomadic, yet in most other respects  foraging and transhumant societies are very different from each other. What are some of  the differences, and how can we account for the differences? 7. Do you think people work harder, and more, in foraging societies or in agriculture­based  societies? Thinking holistically, why would one type of society be characterized by much more and harder work than the other? 8. Using a comparative perspective, what are some implications for family life of different  subsistence strategies? You might want to compare the examples of the Inupiak,  Mohawk, Nuer, and Diné with contemporary American society. 9. The Mohawk origin story at the beginning of the chapter symbolizes core Mohawk  values and attitudes related to their subsistence. Can you think of stories or myths from  our culture that encode a very different set of values and attitudes about nature related to  our industrial agricultural economy? 39 Copyright © 2013 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. CHAPTER SEVEN Economic Systems Detailed Chapter Outline PREVIEW ANALYZING ECONOMIC SYSTEMS ALLOCATING LAND AND RESOURCES PRODUCING GOODS ORGANIZING LABOR Labor and Specialization Case Study: Child Laborers Today Labor and Social Status DISTRIBUTING AND EXCHANGING PRODUCTS AND SERVICES Types of Reciprocity Case Study: The Potlatch: An Example of Economic and Social Reciprocity In Their Own Voices: “Free to Do as You Like” Redistributive Networks Markets and Trade MARKET ECONOMIES AND CAPITALISM IMPACTS OF COLONIAL EXPANSION, INDUSTRIALISM, AND GLOBALIZATION COLONIALISM AND THE EXPLOITATION OF LABOR INDUSTRIAL ECONOMIES 40 Copyright © 2013 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. INDUSTRIAL AGRICULTURE Culture Change: Deforestation, Environmental Change, and Resource Sustainability SOCIAL CONSEQUENCES OF CAPITALISM AND INDUSTRIALISM COMPARING SUBSISTENCE STRATEGIES Anthropology Applied: Economic Anthropologists and Consumer Behavior CHAPTER SUMMARY REVIEW QUESTIONS MyAnthroLab Connections Chapter Preview Questions 1. What is an economic system? How is it integrated into a culture? 2. What are the different types of economic exchange? 3. How do different economic systems allocate land and resources? 4. How is surplus related to the different subsistence modes? 5. How is specialization related to the different subsistence modes? 6. Why is the theory of surplus value in a capitalist economy important? 7. How has industrialization affected economies and cultures? 8. What are the characteristics of postindustrial societies and of today’s global economy? Chapter Objectives 41 Copyright © 2013 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. 1. Develop an awareness of the integration of culture and economy. 2. Identify the different types of exchange and their implications for social relations and  organization. 3. Relate the different subsistence strategies to differences in economic systems, including  exchange, surplus, and specialization. 4. Identify the characteristics of capitalism, industrial, and post­industrial production and  discuss their effects on culture. 5. Explore the implications of economic globalization for local cultures and economies. Lecture Topics 1. Comparative Economics. Compare and contrast the economics of exchange, allocation  of resources, and surpluses for foragers, pastoralists, horticulturalists, and agriculturalists. Compare and contrast the implications of generalized and balanced reciprocity,  redistribution, and market exchange for social relations and organization. 2. Capitalism, Industrial, and Post­Industrial Production. Identify the unique dynamics  of industrial and post­industrial production and capitalism, and their implications for  culture and human relations. Connect to issues of colonialism and globalization. 3. Economic Globalization. Explore globalization both historically (colonialism) and in the contemporary world, discussing impacts on labor, indigenous peoples, the environment,  and local cultures and economies.  Research Topics 42 Copyright © 2013 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. 1. Choose one of the ethnographic accounts from MyAnthroLibrary. Analyze the society  from an anthropological economic perspective. Questions you will want to consider may  include: What forms of exchange do you find? How are these forms of exchange  involved in social relations? Is there specialization, and what is it based on? Does the  economy produce a surplus? What is done with the surplus? Who makes decisions  regarding resources, production, and distribution? Does the economic system promote  equality, or inequality? How does the system of economic exchange relate to the  subsistence mode (e.g., agriculture, foraging)? 2. The “Green Revolution” increased agricultural yields in developing countries by  introducing mechanization, hybrid seeds, chemical fertilizers, and pesticides. What have  been the negative and positive impacts? You’ll want to consider productivity,  environmental impacts, sustainability, health, and effects on traditional culture and social  relations. 3. Explore the relationship between the advent of agriculture and the rise of urban societies.  You might choose to focus on the early civilizations of the Andes or Mesoamerica in the  New World, or the ancient Middle East, Egypt, or China. 4. Research the role of child labor in making the clothing that you wear. Under what  conditions do children work in apparel factories in developing countries? How many  children are involved? What long­term impacts might this employment have on their  lives, in terms of health, education, and social and economic opportunities? What are the  impacts, positive and negative, on the countries in which they live? What are some  impacts on the economy of your country? 43 Copyright © 2013 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. Questions for Classroom Discussion 1. What are the bases for specialization in foraging, pastoral, horticultural, agricultural, and  industrial society? What are its implications for economic inequality, status differences,  conflict and cooperation, and cultural change? 2. The exploitation of child labor constitutes an enormous human rights problem in much of the developing world. What are some aspects of globalization and capitalism that might  contribute to the economic abuse of children in developing countries?  3. How might you expect values and practices regarding land and possessions differ  between foragers, pastoralists, horticulturalists, and members of an agriculturally based,  post­industrial society like our own? 4. Why do we say that capitalist economies must grow to survive? What are some  implications of this in terms of culture change, globalization, and the long­term health of  the ecosystem? 5. Anthropologists maintain that the different modes of exchange correspond to different  kinds of social relationships—for example, generalized reciprocity is practiced among  close friends and family, while negative reciprocity involves impersonal and even hostile  relationships. What kinds of relationships are constituted or expressed by the different  modes of exchange? How might the dominant modes of exchange in society affect the  way people interact with and feel about exchange partners and people in general? 6. Historically, pastoralists and preindustrial agriculturalists have coexisted—oftentimes  uneasily. What are some ways in which pastoralists and agriculturalists benefit from each 44 Copyright © 2013 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. other? What might be some reasons for conflict between the two? In what ways might  their modes of subsistence encourage sharp differences in values and practices? 7. Many anthropologists and historians argue that the enormous expansion of European (and later American) capitalism depended on the exploitation of non­Europeans under  colonialism. Discuss some of the ways that what has been called the “European miracle”  was dependent upon practices detrimental to indigenous and non­European people. 8. What personal attributes and values contribute to success in our economy? How well  would a person with such qualities do in a foraging society, or among pastoralists and  horticulturalists? Would they be viewed positively or negatively? 9. What is consumerism? Is it “natural” for people to want more and more, or does a  comparative perspective suggest that this is culturally produced? If so, how? Is  consumerism an aberration, or is it integral to the functioning of a capitalist economy? 10.  Anthropologists agree that large­scale industrial and postindustrial societies have much  more inequality than foragers. What factors in the economic systems of foragers and  industrial societies contribute to this difference? 45 Copyright © 2013 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. CHAPTER EIGHT Kinship and Descent Detailed Chapter Outline PREVIEW KINSHIP SYSTEMS BILATERAL DESCENT UNILINEAL DESCENT MATRILINEAL AND PATRILINEAL SYSTEMS PREVALENCE OF MATRILINEAL AND PATRILINEAL DESCENT MATRILINEAL AND PATRILINEAL SOCIETIES COMPARED INFLUENCE AND INHERITANCE IN UNILINEAL DESCENT GROUPS In Their Own Voices: Wedding Songs from North India OTHER FORMS OF UNILINEAL DESCENT UNILINEAL DESCENT GROUPS LINEAGES EXOGAMY AND ENDOGAMY CLANS Case Study: A Patrilineal Society: The Ganda of Uganda PHRATRIES AND MOIETIES Case Study: Two Matrilineal Societies: The Mohawks and the Trobriand  Islanders  46 Copyright © 2013 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. PATTERNS OF RELATIONSHIPS PATTERNS OF CHANGE Culture Change: Cheyenne Descent KINSHIP TERMINOLOGY SYSTEMS THE ESKIMO AND HAWAIIAN SYSTEMS THE CROW, OMAHA, AND SUDANESE SYSTEMS Anthropology Applied: Linkages Genealogy Projects CHAPTER SUMMARY REVIEW QUESTONS MyAnthroLab Connections Chapter Preview Questions 1. What is descent, and why is it significant in organizing human relationships? 2. What kinds of descent are found in human cultures? 3. What kinds of kin groups do the various descent rules create?  4. How do different unilineal descent rules affect people’s interrelationships?  5. How do kinship systems interrelate with other aspects of culture? 6. How and why do kinship systems change? 7. What terms do people classify their kin? 8. How do kin terms reveal the type of kinship system people have? Chapter Objectives 47 Copyright © 2013 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. 1. Identify the different ways of reckoning descent, the various kin groups these create, and  the terminologies by which people classify their kin. 2. Appreciate the relationship of kinship to culture, economy, social organization and social  relations. 3. Explore the ways in which kinship systems change, and reasons for those changes. Lecture Topics 1. Kinship Systems. Discuss kinship as cultural construction of biological relationship.  Identify the different types of descent—bilateral, unilineal, patrilineal, and matrilineal.  Relate descent rules to kinship terminologies. 2. Kinship and Society. Identify social organizations based on kinship—lineages, clans,  phratries and moieties. Discuss lineages and clans as corporate groups with political and  economic functions. Identify the social, economic, and political implications of different  descent rules and kin based organizations. Explore changes in kinship and how these  relate to other changes in society.  Research Topics 1. Choose one of the ethnographic accounts from MyAnthroLibrary. Describe the kinship  system and its implications for the society. How is descent reckoned? What terms are  used to describe different kinds of relatives? What effect does kinship classification have  in relations between individuals (for example, how does one behave towards one’s sister  as opposed to one’s female cousin)? What types of kin groups are there (e.g., clans,  48 Copyright © 2013 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. phratries)? What role do these groups play in the lives of their members (e.g., providing  resources, security, alliances)? In what ways does kinship provide a structure for the  society? 2. Using the standard kinship symbols, chart your kin relations for at least three generations, if possible. Where possible, find out enough about each individual to write a biographical paragraph. (You might want to call on parents, aunts and uncles, or grandparents as  informants.) What patterns can you discern? What changes do you see over time? Does  kinship seem to play a major role in individual lives?  3. While we know of no matriarchical societies (that is, societies where women hold the  preponderance of power), some have argued that women tend to be better off in terms of  equality in matrilineal societies. Choose a matrilineal society for which you can find  ethnographic or historical accounts (e.g., the Navajo or the Iroquois). Does there seem to  be relatively more gender equality? If so, what factors can you identify, related to the  kinship structure, that promote gender equality?  Questions for Classroom Discussion 1. In the chapter on language, we learned that the Sapir­Whorf hypothesis maintains that  language both reflects and shapes our reality. Discuss some ways that kinship  terminology demonstrates or contradicts the Sapir­Whorf hypothesis. 2. What are some factors that might make the position of women relatively better in  matrilineal as opposed to patrilineal societies? 49 Copyright © 2013 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. 3. Nomadic pastoralists are almost always patrilineal. Can you think of a reason or reasons  why patrilineality would be advantageous for nomadic pastoralists? 4. Most horticulturalists and pastoralists have unilineal descent systems. Thinking of the  lineage as a corporate entity, what advantages would unilineal descent have over bilateral descent in those societies? 5. In the Crow system (found in matrilineal societies), one calls Father’s Sister’s offspring  either Father or Father’s Sister, while Mother’s Brother’s children are called Son and  Daughter. What are some implications for social relations? (Hint: those cross cousins are  not members of your lineage.) 6. Kinship systems establish patterns of relationships—expectations as to proper behavior  towards different categories of kin. What patterns of relationships does kinship establish  in American society? Is there a great deal of variation between different subcultures?  Have these patterns changed historically? Do you see changes occurring today? 7. The Mohawk and the Ganda exemplify clans as corporate groups. What corporate  functions do they carry out, and how? What institutions carry out these functions in post­ industrial American society?  8. Most Trobriand males will be a father and husband, and a mother’s brother. What kinds  of relationships and responsibilities does he have in these two different roles— specifically in regard to children? What are some implications of the kinship system  (matrilineality) for his personal, affective life? Compare and contrast with the role of  father and husband, and uncle in American bilateral kinship. 50 Copyright © 2013 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. 9. What are some advantages of bilateral kinship in industrial and post industrial society?  From the standpoint of the individual in a society like ours, do you think strong kin ties  are an advantage or a disadvantage? 10. The marital bond tends to be much weaker in matrilineal societies. What are some  reasons for this? Can you see any parallels with the increased divorce rate in American  society? 51 Copyright © 2013 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. CHAPTER NINE Marriage and the Family Detailed Chapter Outline PREVIEW DEFINING MARRIAGE AND FAMILY FAMILIES AND IDEAL TYPES NUCLEAR FAMILIES EXTENDED AND JOINT FAMILIES Culture Change: The Changing American Family ENDOGAMY, EXOGAMY, AND THE INCEST TABOO EFFECTS OF EXOGAMY ON SOCIAL ORGANIZATION Controversies: Explaining the Incest Taboo EFFECTS OF ENDOGAMY ON SOCIAL ORGANIZATION FORMS OF MARRIAGE POLYGYNY AND POLYANDRY EXPLANATIONS OF POLYGYNY SPECIALIZED ADAPTIVE FORMS OF MARRIAGE SAME-SEX MARRIAGE MARRIAGE AS ALLIANCE AND ECONOMIC EXCHANGE BRIDEWEALTH AND BRIDESERVICE GROOM-SERVICE AND GROOM-WEALTH DOWRY 52 Copyright © 2013 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. Culture Change: Dowry in India Case Study: A Wedding in Nepal MARRIAGE AS A RITE OF PASSAGE In Their Own Voices: “I Hear That I’m Going to Get Married!” PATTERNS OF RESIDENCE AFTER MARRIAGE MATRILOCAL AND PATRILOCAL RESIDENCE AVUNCULOCAL RESIDENCE BILOCAL AND NEOLOCAL RESIDENCE CORRELATES OF RESIDENCE PATTERNS Case Study: Residence in Rural North India and Western Borneo WIDOWHOOD AND DIVORCE THE LEVIRATE AND SORORATE DIVORCE Case Study: Marriage and Divorce among the Kpelle of Liberia Anthropology Applied: Anthropologists as Expert Witnesses CHAPTER SUMMARY REVIEW QUESTONS MyAnthroLab Connections Chapter Preview Questions 1. How do anthropologists define marriage and family? 2. What are the characteristics of nuclear and extended families? 3. How do residency patterns relate to other aspects of a culture? 53 Copyright © 2013 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. 4. How do marriage rules extend kinship while observing incest taboos? 5. What are some theories about the origins of the incest taboo? 6. How is marriage a rite of passage? 7. What are some social functions of marriage? 8. What forms of marriage are known to exist? 9. How is marriage a form of political alliance and economic exchange? Chapter Objectives 1. Employ a comparative perspective in defining marriage and family. 2. Identify the different forms of marriage, residence, and family found cross-culturally, and holistically assess their relationship with kinship, economy, culture, and gender. 3. Explore the theories about the origins of the incest taboo, and evaluate them in light of anthropological findings. 4. Examine the role of marriage in economic and political alliance. 5. Take a comparative look at marriage as a rite of passage and its place in the life cycle. Lecture Topics 1. What is Marriage? Define marriage and family. Compare nuclear, single parent, extended and joint families. Discuss endogamy, exogamy, and the incest taboo. Discuss the functions of marriage as observed across cultures. Identify the various forms of marriage. Define monogamy, polygyny, polyandry. 2. Marriage and Society. Discuss marriage as alliance and exchange, including bridewealth, brideservice, and dowry. Explore marriage as a rite of passage. Place 54 Copyright © 2013 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. arranged marriage versus marriage based on romantic love in cultural perspective. Discuss the social and economic implications of the various marriage patterns, and relate marriage patterns, kinship, and residence. Research Topics 1. Using Howard and Rensel’s “Rotuma: Interpreting a Wedding” as a model, describe and interpret the wedding ritual within a particular religious tradition. What symbols and ritual practices are used? What do they mean? How does the wedding ritual express core values and beliefs of the culture? What does the wedding “say” about the new roles that the parties to the wedding are undertaking? How does the wedding symbolize and mediate the new relationship between the couple, the families, and the larger community? Be sure to represent the views of authorities or other practitioners of the religion you have chosen. 2. Arranged marriages were the norm in many traditional societies. Choose a society that traditionally practiced arranged marriages, for example among Hindus in India. Describe the traditional practice and holistically explore its relationship to other aspects of the society and culture. Investigate changes (and resistance to change) in marriage practices. What changes are occurring, and what drives these changes? 3. In recent years a great deal of attention has been paid to variations on the “norm” of the married heterosexual couple with children nuclear family household in the United States. Assess whether this divergence is a new phenomenon, or just more prevalent and/or noticeable today. To the degree that actual contemporary practice increasingly diverges 55 Copyright © 2013 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. from the “norm,” holistically relate this change to other changes in American society and culture. 4. Choose one of the ethnographic accounts from MyAnthroLibrary that focuses on marriage. Using what you know of marriage and family from your own culture to provide a comparative perspective, discuss the functions of marriage, household and family as evidenced in the account. Questions for Classroom Discussion 1. Anthropologists identify several important functions carried out by families. What are these functions? In what ways and to what extent are these functions at least partially carried out by other institutions or relationships in our society? What are the implications for the meaning of family in modern American life? 2. An anthropologist once said that people either marry out, or they die out. What strategic role might exogamy play in survival in different types (e.g., foraging, horticultural) of societies? 3. What implications might patrilocality, matrilocality, and neolocality have for the status of women in the household and in marriage? 4. In most polygynous societies, only a minority of men actually have more than one wife. What are some factors that might work against most men acquiring multiple wives? 5. If success in marriage is measured by the satisfaction of the partners (short and long term), stability, and the overall well being of each partners’ respective kin groups, what are advantages and disadvantages of arranged marriages as opposed to our system of 56 Copyright © 2013 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. courtship? How might the relative advantages change with the transition to an urban, industrial or post-industrial economy? 6. Many anthropologists maintain that in most societies, a marriage is as much or more a relationship between two kin groups as it is a relationship between two people. What do they mean by this? Is this true in American society? Does it vary among subcultures? 7. Drawing on characteristics of marriage in matrilineal, matrilocal, patrilineal, and patrilocal societies for a comparative perspective, can you identify some factors that might relate to much higher rates of divorce in American society today as opposed to 50 years ago? 8. How does residence pattern relate to external and internal warfare? 9. Bridewealth is very common in patrilineal societies. What important functions does it play? 10. Does the anthropological evidence support the definition of marriage as being between one man and one woman? What might the diversity of marriage and family types cross culturally (and within cultures) suggest about the naturalness of “traditional” marriage and family? 57 Copyright © 2013 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. CHAPTER TEN Gender Detailed Chapter Outline PREVIEW SEX AND GENDER EVOLUTIONARY PERSPECTIVES THE CULTURAL CONSTRUCTION OF GENDER IDENTITY GENDER AND SEXUALITY GENDER AND HOMOSEXUALITY Case Study: Two-Spirits: A Third Gender GENDER ROLES AND RELATIONS DIVISION OF LABOR BY GENDER GENDER AND STATUS Controversies: Is Male Dominance Universal? GENDER AND SUBSISTENCE FORAGERS AND GENDER Culture Change: Transformation of Gender Status in a Foraging Society GENDER IN PASTORAL SOCIETIES GENDER IN HORTICULTURAL SOCIETIES GENDER IN AGRICULTURAL STATES INDUSTRIALISM, POSTINDUSTRIALISM, AND GENDER Case Study: Male Dominance in Traditional Chinese Culture 58 Copyright © 2013 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. Culture Change: Transformation of American Work in the Twentieth and Twenty-first Century GLOBALIZATION AND GENDER WOMEN’S ROLES IN URBAN AND RURAL ECONOMIC DEVELOPMENT In Their Own Voices: Tsetsele Fantan on Women and AIDS in Botswana WOMEN IN CHANGING SOCIALIST STATES GENDER AND POLITICAL REPRESENTATION IMPACTS OF IDEOLOGY ON GENDER CONSTRUCTS Anthropology Applied: Advocacy for Women CHAPTER SUMMARY REVIEW QUESTIONS MyAnthroLab Connections Chapter Preview Questions 1. What is the difference between sex and gender? 2. How do gender roles and gender relations vary across cultures? 3. How does subsistence strategy relate to gender roles and relationships? 4. How do gender constraints relate to a culture’s ideological system? 5. How does male dominance or gender equality affect a society? 6. What global factors affect women’s participation in the workforce? 7. How have ideologies affected gender constructs in the industrial and postindustrial eras? Chapter Objectives 59 Copyright © 2013 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. 1. Distinguish between gender as a cultural construction and sex as a biological attribute. 2. Critically analyze the evolutionary influences on cross­cultural patterns in gender roles  and social stratification. 3. Develop a critical awareness of how gender and gender roles are culturally constructed,  and how and why these vary cross culturally. 4. Holistically examine the relationship of gender to subsistence strategy. 5. Examine gender inequality from a comparative perspective. 6. Assess the impacts of industrialism, post industrialism, and globalization on gender  ideology and inequality. Lecture Topics 1. The Cultural Construction of Gender. Distinguish between biological sex and gender.  Discuss the ways in which individuals learn to be male or female (or third gendered) and  express their gendered identities. Give a comparative overview of cross cultural variation  in gender construction, including sexual orientation and relate variation to social and  cultural context.  2. Gender Inequality. Take a holistic approach to gender equality and inequality, relating it to subsistence strategy and economy. Assess the impacts of industrial and post industrial  capitalism, and globalization, on gender equality and ideology. 60 Copyright © 2013 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. Research Topics 1. Explore the cultural construction of gender identity. Choosing an ethnographic account  from MyAnthroLibrary, identify the ways in which children acquire gendered identities,  how those identities are maintained and reinforced throughout life, and the relationship of constructed gender roles to subsistence, economy and ideology.  2. Use MySearchLab to explore women’s struggles for gender equality in a developing  country. What issues do the women identify as important? What tactics do they use, and  what obstacles do they face? How do their local struggles articulate with global issues in  feminism and development? You might find the articles by Florence Babb, Carol Embers, and Alice Schlegel in MyAnthroLibrary useful in developing a theoretical foundation for  your study. 3. Beginning with Carol Ember’s article in MyAnthroLibrary and utilizing MySearchLab to develop further sources, identify cross cultural patterns in gender roles and ideology  related to subsistence and economy. 4.  Explore the cultural construction of sexual orientation. Focus on a culture that provides a positively sanctioned (that is, not stigmatized) avenue for same sex relationships—for  example, Ancient Greece, many of the cultures in the New Guinea Highlands, and those  Native American cultures with institutions such as the “Two Spirit.” What are the  practices? Who is involved? What are the contexts within which they are sanctioned?  What beliefs or ideology surrounds sexual orientation in the culture? How do the beliefs  and practices regarding same sex behavior relate to heterosexuality in the culture?  61 Copyright © 2013 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. Questions for Classroom Discussion 1. Choose a popular movie or television series. What messages does it convey regarding  gender roles and identities? How does it reflect, reinforce, or subvert gender constructs?  2. Drawing on your own culture, discuss ways in which gender is constructed through  children’s play. 3. Discuss some specific examples of how language constructs gender.  4. Drawing on your own culture, identify gender differences in style of movement (e.g.,  walking, posture, and gestures). Why might differences in culturally given patterns of  bodily comportment be especially powerful in reinforcing the idea that gender differences are biologically based? 5. Compare and contrast attitudes towards marriage or sexual relationships between older  men and younger women as opposed to older women and younger men. What cultural  assumptions about gender and sexuality are conveyed by the strongly contrasting  attitudes towards these relationships? 6. How do you explain the discrepancy between cultural “ideals” regarding sexual behavior  and actual practice? 7. Some researchers argue that sexual orientation is at least partially biologically  determined. How do various traditions discussed in the chapter (Native American “Two­ Spirits”, the Etoro of New Guinea, and Judeo­Christian­Islamic) differentially construct  this “biological fact”? What are some implications for individuals who are homosexual?  Do you think it is valid to apply our concept of “homosexuality” to Etoro and Native  American beliefs and practices? 62 Copyright © 2013 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. 8. Division of labor by gender seems to be present in all societies. Some anthropologists  argue that the division of labor is biologically based and adaptive. Discuss this argument  for foraging, horticultural, and agricultural societies. Is it adaptive? What might some  disadvantages be? Does the argument hold for industrial or post­industrial societies like  our own? Are there alternative ways to account for the prevalence of gender based  division of labor? 9. Thinking holistically, what are some factors that promote greater gender equality in small scale societies as compared to large scale, stratified societies? Are those factors relevant  to changing gender inequality in our culture? 10. How is gender ideology affected by economic change? (You might refer to the discussion of industrialization and gender and women’s roles in the American workplace in the 20th  century.) How do you see globalization of economy and culture impacting gender roles  and gender relations in various cultures? 63 Copyright © 2013 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. CHAPTER ELEVEN Equality and Inequality Detailed Chapter Outline PREVIEW EQUALITY, INEQUALITY, AND SOCIAL STRATIFICATION EGALITARIAN SOCIETIES RANKED SOCIETIES STRATIFIED SOCIETIES Case Study: The Samoans: A Ranked Society EXPLAINING SOCIAL STRATIFICATION CASTE AND CLASS DETERMINATES OF CLASS Culture Change: Caste in India SOCIAL CLASS AND LANGUAGE SLAVERY RACE AND ETHNICITY RACE AS CASTE RACE IN THE UNITED STATES Case Study: Out-Groups of Japan WHITE PRIVILEGE In Their Own Voices: The Souls of Black Folk RACE IN BRAZIL 64 Copyright © 2013 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. ETHNIC IDENTITY Case Study: Ethnic Identity in the United States CLASS, RACE, ETHNICITY, AND IDEOLOGY IN AMERICAN SOCIETY Anthropology Applied: Working against Human Trafficking CHAPTER SUMMARY REVIEW QUESTIONS MyAnthroLab Connections Chapter Preview Questions 1. What is social stratification? How does inequality arise in human societies? 2. What are three basic types of social organization? How do they work? 3. How do caste and class systems differ as two forms of stratified societies? 4. What are some determinants and indicators of social standing in stratified societies? 5. How are societies stratified by gender, race, and ethnicity? 6. Why is the concept of race controversial? 7. How and why do people create, accept, maintain, reject, and change their ethnic identities? 8. How do ideologies reinforce systems of stratification? 9. What does an anthropological perspective of class, ideology, ethnicity, and race indicate about American society? Chapter Objectives 65 Copyright © 2013 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. 1. Identify the three types of societies—egalitarian, ranked, and stratified. Explain how each operates, its relation to subsistence strategies and economic systems, and factors and  processes leading to increasing inequality in human society. 2. Understand the differences between class and caste. 3. Examine the ways in which societies are stratified by gender, race, and ethnicity. 4. Examine the cultural construction of race and ethnic identity. 5. Critically assess the role of ideologies in reinforcing stratification. Lecture Topics 1. Social Structure and Social Inequality. Differentiate among egalitarian, ranked, and  stratified societies. Demonstrate how each corresponds to subsistence and economics.  Distinguish caste and class and identify the implications of each. Discuss the caste­like  conception of race in American culture and history. Identify the bases and the symbolic  markers of status. 2. Cultural Construction of Inequality. Discuss the cultural construction and  “naturalization” of racial, ethnic, and gender categories and their deployment as bases for inequality. Deconstruct the “objective” status of the categories, especially race. Explore  ways in which ideology is used to justify, hide, promote, and naturalize inequality.  Examine the complex and shifting ways in which people construct and negotiate their  ethnic identities. Research Topics 66 Copyright © 2013 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. 1. Most anthropologists maintain that racial categories are not biologically valid or useful.  Beginning with the article by Melvin D. Williams in MyAnthroLibrary and utilizing  MySearchLab to develop sources, investigate the history of the concept of human races  (especially in relation to European expansion and colonization) and the current position  of anthropologists in regard to race and human biological diversity. 2. Use MySearchLab to locate narratives of African American slaves. Identify key themes  that emerge in their stories, for example having to do with the experience of subjugation  and overt and covert resistance. In what ways do these accounts resonate with  contemporary situations of domination and racism? 3. Utilizing articles by Kent W. Flannery and Elizabeth M. Brumfiel in MyAnthroLibrary  and the tools in MySearchLab, explore the origins of social inequality in relation to  subsistence and economy. 4. Explore the construction of ethnic identity in relation to social conflict—that is, ways in  which people deploy, develop, and emphasize ethnic identity in political struggle. You  might choose to focus on an indigenous group such as the Kayapô of Brazil; on the “pan­ indigenous” movement encompassing Native peoples of North, Central and South  America, or the recent tragic events in Rwanda, Darfur, or the Balkans. A good place to  begin is with Marc Howard Ross’s article “Ethnocentrism and Ethnic Conflict” in  MyAnthroLibrary to develop a theoretical basis, and then use MySearchLab to  investigate the group or groups you want to focus on. 5. Chose a reality TV series with which you are familiar. Analyze it as though it were a  myth or folktale (like the ones at the beginning of each chapter of the text) conveying key 67 Copyright © 2013 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. cultural messages regarding equality and inequality. What does the series suggest about  class, mobility, ascribed and achieved status, race, and ethnicity, as applicable?  Questions for Classroom Discussion 1. Thinking holistically and using a comparative perspective, why are foraging and most  horticultural societies much more egalitarian than societies with agricultural and  industrial economies? 2. Theoretically, upward mobility is possible in class stratified societies, but relatively few  people actually move up significantly. What are some obstacles to upward mobility? 3. In what ways does stratification along racial lines in the United States, today and in the  past, resemble stratification by caste? Do you think racial stratification in this country is  becoming less or more like caste, and in what ways? 4. Referring back to the Sapir­Whorf hypothesis, how does the language that we use to talk  about race (for example, our system of racial terminology—Black, White, Hispanic,  Asian, Native American, etc…) affect our perceptions of race and racial relations? How  does that language reflect our history and contemporary situation? A useful comparative  perspective might be to contrast our racial terminology and experience with that of  Brazil. 5. Many of the bloodiest conflicts of the last few decades have been described as ethnic  conflicts. Do you think ethnic hostility is the cause of these conflicts, or is it a product of  other forces or problems? If so, what are those? What makes ethnicity such a volatile and  powerful focus of conflict? 68 Copyright © 2013 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. 6. What do anthropologists mean when they say that race is culturally constructed and not a  valid biological concept? What are some ways that we construct and naturalize race in  our culture?  7. Discuss the concept of White Privilege. Do you believe that this is a real phenomenon in  US culture? Support your answer. 8. Status sums up a person’s access to wealth, power and prestige. What assumptions are  commonly made (consciously or not) about a person’s character, personality, and moral  worth on the basis of status? Are these assumptions valid?  9.  Researchers have found that, in formal situations, middle class and upper middle class  speakers use more complex sentences and a “bigger” vocabulary than they do in informal speech, while lower class speakers tend to use less complex language than normal. What  are some possible explanations for this? What are some other ways in which social class  affects or is reinforced by language? 10. In what ways does stratification based on caste differ from stratification based on class?  Do they have characteristics in common? 11. Americans generally believe that upward mobility is much more common than it actually  is in our society. What are some of the factors that might cause Americans to  overestimate upward mobility?  12. What is the functionalist argument in favor of stratification? Do you find the argument  convincing? 69 Copyright © 2013 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. 70 Copyright © 2013 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. CHAPTER TWELVE Political Systems Detailed Chapter Outline PREVIEW POLITICAL ANTHROPOLOGY TYPES OF POLITICAL ORGANIZATION BANDS Case Study: A Band Society: The Tiwi of Northern Australia  TRIBES CONFEDERACIES Case Study: Age­Linked Associations in Tribal Societies: The Hidatsa and the Maasai  CHIEFDOMS In Their Own Voices: Constitution of the Iroquois Confederacy Culture Change: Globalization and Transformation of a Tongan  Chiefdom into an Island State CHARACTERISTICS OF STATE SOCIEITIES Controversies: Origins of the State Case Study: The Inca of Peru and Ecuador POLITICAL CHANGE AND STATE SOCIETIES Anthropology Applied: Anthropologists and the NGOs 71 Copyright © 2013 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. CHAPTER SUMMARY REVIEW QUESTIONS MyAnthroLab Connections Chapter Preview Questions 1. What do political anthropologists study? 2. What are the five main types of political organization in human societies? How are they different? 3. Why and how do political systems change? 4. What are the origins and characteristics of states? Chapter Objectives 1. Holistically relate political organization to subsistence, economics, external relations, and colonialism. 2. Identify, compare, and contrast the five main types of political organization. 3. Identify both internal and external forces (such as conflict and warfare, colonialism, and  globalization) leading to changes in political systems. 4. Develop a perspective on the factors and processes leading to the origin of states. Lecture Topics 1. Political Systems in Holistic Perspective. Identify the five types of political  organization. Compare and contrast within a holistic framework that includes subsistence, 72 Copyright © 2013 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. economics, equality and inequality, population, warfare, and colonialism. Discuss the  factors that play into changes in political systems. Discuss the impacts of colonialism,  industrial and post industrial capitalism, and globalization on non­state forms of political  organization. 2. The Origins and Implications of States. Critically asses the various theories and  evidence regarding the origins of states in the New and Old Worlds. Explore the  implications of states for those who live in them, and for those who live with them. Research Topics 1. Using “Political Participation” by Marc Howard Ross (MyAnthroLibrary) along with the  textbook for theoretical guidance, evaluate the political system in one of the societies  described in MyAnthroLibrary. How are decisions made? To what degree do people have input into the decisions that affect their lives? Are some members or groups excluded,  and if so, in what ways and on what basis? How does politics in that society relate to  subsistence, economy, kinship, ideology, and other contexts? 2. Explore the impact of globalization, economic development, and the nation state on a  tribal people. You might focus on one of the groups described in MyAnthroLibrary, or in  the textbook, and gather further information using MySearchLab and other resources.  What outside forces are affecting the group? How are they adapting to or resisting  change? What have been the impacts to date? What are their prospects? What  responsibility might anthropologists and NGO’s exercise in this instance? 73 Copyright © 2013 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. 3. Using MySearchLab the textbook, and articles from MyAnthroLibrary, learn about the  major theories regarding the origins of states and social stratification. Then choose an  early state or chiefdom for which you can find good archaeological or historical data, and use those theories in analyzing the relationship of political, economic, and ecological  factors. 4. Choose three ethnographic accounts from MyAnthroLibrary, one representing a band  level society, another tribal society or confederacy, and the third a nation state. Compare  the three in terms of political integration: What institutions, ideologies, and practices hold the societies together? Compare them in terms of relative political participation by  members—do they differ markedly in terms of equality and democracy? Questions for Classroom Discussion 1. What role does kinship play in political organization in “traditional” (e.g., tribes,  chiefdoms) as opposed to state societies? Are there contradictions between strong kinship bonds and “modern” political structures? 2. Many applied anthropologists work with NGOs (Non Governmental Organizations).  What ethical questions, dilemmas, and responsibilities might an anthropologist face in  working with an NGO? 3. Band societies have been ethnocentrically labeled as “primitive” or “savage.” In terms of  equality, conflict, violence, and freedom from oppressive leadership, how do bands  compare to state level, or “civilized” societies? Thinking holistically, what factors  explain the difference? 74 Copyright © 2013 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. 4. Bands are most common in foraging societies. What attributes of bands are particularly  adaptive for foraging? What would be some disadvantages of bands in a horticultural or  agricultural society? 5. Beyond economic interdependence and security needs, societies employ symbolic and  ritual mechanisms for reinforcing solidarity. What are some of these symbols and rituals  in American society? How are symbols and rituals employed to express not unity, but  conflict? 6. What roles do age grades play in tribal societies? Can you think of any contradictions or  inherent conflicts that age grades might ameliorate in tribal society? How do age grades  differ from “generations” in our society? 7. Modern states often try to suppress tribal organization and tribal identity, sometimes  through violence and harsh, repressive measures. What do you think motivates national  leaders to do this? Are there inherent contradictions between tribes and nation­states?  Can you think of alternatives to state repression? 8. All societies must deal with violations of social norms. How is social control or law and  order maintained in bands, tribes, confederacies, chiefdoms, and states? What control  mechanisms are common to all, and which are not? Why? 9. What role does redistribution play in chiefdoms? In states? How does redistribution differ between chiefdoms and states? 10. Looking both historically and at the contemporary picture, how does globalization impact non­state political organizations such as bands, tribes, confederacies, and chiefdoms? 75 Copyright © 2013 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. 11. What are the important mechanisms that hold states together? Which of these are present  in smaller scale societies? What other institutions perform their functions in smaller scale societies? 12. What role do you see globalization playing in political change, both in terms of reform  and revolution, in the near future? 76 Copyright © 2013 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. CHAPTER THIRTEEN Conflict and Conflict Resolution Detailed Chapter Outline PREVIEW EVOLUTIONARY PEREPECTIVES ON CONFLICT AVOIDING CONFLICT POLITENESS CHANNELED AGGRESSION  Case Study: Conflict Avoidance Strategies in Japan Case Study: Conflict Resolution among the Semai of Malaysia ROLE OF RECIPROCITY IN CONFLICT AVOIDANCE WITCHCRAFT AND RITUAL IN CONFLICT RESOLUTION PATTERNS OF FAMILY AND COMMUNITY CONFLICT FAMILY VIOLENCE CONFLICTS IN BANDS AND TRIBES  BLOOD VENGEANCE AND THE FEUD  PATTERNS OF CONFLICT BETWEEN GROUPS WARFARE  IMPACTS OF GLOBALIZATION ON WARFARE  Case Study: Pomoan (California) and Sambian (Papua New Guinea)  Warfare 77 Copyright © 2013 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. Culture Change: Reestablishing Traditional Native American Methods of  Dispute Resolution: Banishment and the Diné Peacemaker Court  WARFARE IN STATE SOCIETIES  In Their Own Voices: Testimony from South Africa’s Truth and  Reconciliation Hearings of 1998 Anthropology Applied: Legal Anthropology  CHAPTER SUMMARY REVIEW QUESTIONS MyAnthroLab Connections  Chapter Preview Questions 1. Why do primates engage in aggression and conflict? 2. How do individuals and societies prevent, avoid, or reduce conflict? 3. What are the sources, goals, and expressions of conflict in and among groups within a society and between societies? 4. What measures or mechanisms do people have for mediating and resolving conflicts? Chapter Objectives 1. Examine what is known about conflict and aggression among non-human primates to critically assess ideas about violence in human society. 2. Identify the major forms of conflict within and between societies, and the causes, motivations, and goals of those different forms. 78 Copyright © 2013 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. 3. Identify formal and informal means by which individuals and societies reduce or avoid conflicts. 4. Identify means by which societies resolve or mediate internal and external conflicts. Lecture Topics 1. Is conflict natural? Critically assess evolutionary and sociobiological theories of violence and aggression. Discuss evidence regarding conflict, conflict resolution and conflict from nonhuman primate studies, along with a comparative overview of the range of violence and aggression cross culturally. 2. Forms of conflict and factors in conflict. Describe the major varieties of conflict both within groups and between groups. Holistically relate both within group and between groups conflict to subsistence, economics, political systems, resources, ideologies, colonialism, and other factors. Discuss ways in which conflict is avoided and/or channeled into alternative pathways (e.g., witchcraft). 3. Conflict Resolution. Survey the various ways in ways in which societies mediate and resolve conflict. Explore the challenges and possibilities of resolution in today’s context of ethnic and sectarian strife and genocide. Research Topics 1. Explore domestic violence cross-culturally. Begin with Gerald Erchak’s article, “Family Violence” in MyAnthroLibrary to develop a theoretical background. Then use MySearchLab to develop sources on violence against women and domestic violence cross culturally (you might begin with websites devoted to women’s advocacy). What 79 Copyright © 2013 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. factors are associated with high rates of domestic violence? What social and political changes reduce violence? What role might globalization play in alleviating or exacerbating domestic violence? 2. Choose one of the ethnographic accounts from MyAnthroLibrary that deals with warfare (e.g., “Iroquois: The Tree of Peace and the War Kettle,” “Konda Valley Dani: Marriage, Politics, and War,” or “Abelam: Giant Yams and Cycles of Sex, Warfare, and Ritual”). Compare and contrast what you find with what you know of warfare among modern nation states. Dimensions you will want to consider include: What are the sources, goals, and expressions of conflict? What are the “rules of war,” and are there means to limit casualties and destruction? How is warfare related to internal political and economic conditions (both as cause and effect)? What role does ritual play in mobilizing, terminating, or mediating conflict? Is peacetime actually part of a cycle of recurring war? 3. Compare and contrast systems of conflict resolution in a tribal society (for example, among the Diné) with systems employed by states (such as the criminal justice system, or civil courts). What are the objectives of the two systems? What methods does each employ to seek resolution? What kinds of outcomes result, and how do these outcomes relate to core cultural values? 4. There have been numerous attempts in recent years at arriving at some just settlement following episodes of genocide, state repression, and ethnic conflict—for example, in South Africa, Argentina, Rwanda, and the Balkans. Choose one such effort. What methods are being used? What are the objectives? From what you’ve read and learned in class about conflict and conflict resolution, how successful do you think the effort is or will prove to be? 80 Copyright © 2013 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. 5. It is commonly thought that evolution has endowed human beings with a violent nature. Evaluate this belief by exploring: 1) cross-cultural variation in frequencies of violent behavior and warfare 2) observational data on non-human primates, especially chimpanzees and bonobos (also known as pygmy chimpanzees) and 3) archaeological evidence for increased violence and warfare in early states as opposed to non-state societies. Does the evidence support the belief in an innately violent human nature, or does it suggest other factors? Questions for Classroom Discussion 1. Chimpanzees and other nonhuman primates use a variety of gestures and stereotyped behaviors to avoid direct conflicts and achieve reconciliation following hostile encounters. What are some of these gestures and behaviors? Do you see similar patterns among human beings? If so, do you think these patterns are innate? What characteristics of modern warfare might undermine these conflict avoidance and resolution mechanisms? 2. What factors contribute to violence towards women in patriarchal societies? What might we learn from studying such societies that might be relevant to understanding and reducing domestic abuse in our society? 3. How do witchcraft beliefs function as instruments of social control? How do witchcraft beliefs and accusations channel anger? What are some dangers of witchcraft beliefs as means of social control and anger channeling? Do we have practices that are in some ways similar to witchcraft beliefs and accusations? Who are the “witches” in our society? 81 Copyright © 2013 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. 4. Although vengeance and blood feud, strictly speaking, are forms of tribal conflict, some commentators point out similar dynamics in the “cycle of violence” between Israelis and Palestinians. What do you see as similar, and what is different? Do you think tribal blood vengeance and feud is a useful model for understanding some aspects of the conflict? Why might the model be misleading? 5. Small-scale societies rely heavily on informal means of social control such as teasing, gossiping, avoidance, and the “cold shoulder.” Why do small communities rely so heavily on these mechanisms, and why are they so effective? How do these mechanisms play out in various contexts (e.g., family, workplace, “clique,” classroom) in our society? 6. What politeness strategies do you employ to avoid or resolve conflict? How does your politeness vary depending on your status vis a vis the other individual or group? Are you ever strategically impolite? What are your objectives? 7. Drawing on the examples from the Pomo and Choctaw, how did tribal warfare differ from warfare between states in terms of motives, objectives, intensity, outcomes, and eventual reconciliation? 8. What are some possible impacts of various aspects of globalization on tribal and ethnic conflicts, and conflicts between tribal or ethnic minorities and the state, today? 9. There is a great deal of controversy over what to do about human rights abuses, including torture and massacres, that occurred under various governments (e.g., Brazil, Argentina, Serbia, Rwanda, Chile, Cambodia, Iraq) in the late 20th century. Some argue for criminal trials, others for general amnesty, while others look to South Africa’s Truth and Reconciliation Hearings as a model. Drawing on the anthropology of conflict and conflict resolution, what do you think? 82 Copyright © 2013 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. CHAPTER FOURTEEN Religion Detailed Chapter Outline PREVIEW WHAT IS RELIGION? THE ORIGINS AND FUNCTIONS OF RELIGION EXPLAINING THE WORLD SOLACE, HEALING, AND EMOTIONAL RELEASE SOCIAL COHESION SOCIAL CONTROL ECONOMIC ADAPTATION Case Study: Pigs for the Ancestors SPIRIT BEINGS AND FORCES ANIMISM AND ANIMATISM GODS AND HEROES ANCESTORS, GHOSTS, AND DEMONS MANA, TOTEMS, AND TABOOS RELIGIOUS PRACTITIONERS MEDIUMS, DIVINERS, AND HEALERS SHAMANS AND PRIESTS RELIGIOUS PRACTICE SACRED AND SECULAR RITUALS 83 Copyright © 2013 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. PRAYER AND SACRIFICE Case Study: Making Contact with the Spirit World RITES OF PASSAGE Puberty Rites  Funerary Rites Case Study: Puberty Rites among the Apache and the Suku HEALING OR CURING In Their Own Voices: Macumba, Trance and Spirit Healing MAGIC AND WITCHCRAFT RELIGION AND CULTURE CHANGE REVITALIZATION MOVEMENTS CARGO CULTS ROLE OF FOUNDERS IN BUDDHIST, JUDEO-CHRISTIAN, AND ISLAMIC TRADITIONS RELIGION AND GLOBALIZATION Culture Change: The Development of Religious Denominations Anthropology Applied: Medical Anthropology and Ethnomedicine CHAPTER SUMMARY REVIEW QUESTIONS MyAnthroLab Connections  Chapter Preview Questions 1. What is religion? 2. What perspectives do anthropologists take in studying religion? 84 Copyright © 2013 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. 3. What types of spirit entities and powers or forces do people believe in? 4. What are the main types of religious practice? How are those forms expressed? 5. How do religious practitioners reflect their society and culture? 6. What are some psychological, social, and cultural sources and functions of religion? 7. How do religions help maintain the social order? How do they both instigate and reflect  culture change? Chapter Objectives 1. Discuss the various ways in which anthropologists approach and define religion. 2. Present a comparative survey of spiritual entities and forces. 3. Identify the major types of religious practitioners and religious practices and relate these to their social and cultural contexts. 4. Identify the psychological, social, and cultural functions and sources of religion. 5. Explore the relationship of religion and cultural change, especially in regard to colonialism and globalization. Lecture Topics 1. The Diversity of Religion. Introduce anthropological definitions and theoretical approaches to religion. Survey the different kinds of spiritual beings and forces, the varieties of religious practitioners and organizations, and the range of ritual practices, including prayer, sacrifice, rites of passage and healing rituals. 2. Religion in Society. Identify the functions of religion (cognitive, psychological, social, economic-adaptive). Discuss religion as both a form of social control and order and an 85 Copyright © 2013 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. arena for social change. Examine revitalization movements as a response to colonialism; compare with the origins of world religions such as Islam, Christianity, and Buddhism. Explore the relationship of globalization and religion. Research Topics 1. Choose one of the ethnographic accounts from MyAnthroLibrary with a focus on religion (for example, “Lakota: A Study in Cultural Continuity,” “African-Americans: Getting into the Spirit,” or “Maya: The Sacred in Everyday Life”). Give a holistic account of the religion. Among the questions you might consider are: What kinds of spiritual forces and/or beings are involved? What are the core beliefs in its religious worldview? What are its rituals, and who are the religious practitioners and specialists? What functions (cognitive, psychological, social, economic-adaptive) does it serve, and how does it do so? How does it relate to other aspects of the society and culture? In what ways if any has the religion been shaped by, or responded to, colonialism and globalization? 2. Learn more about a revitalization movement. Use MySearchLab, the bibliography of your textbook, your library’s online catalog, and databases to develop sources on a movement (for example, the Handsome Lake religion of the Iroquois, the Ghost Dance, the Native American Church, cargo cults, to name a few). Questions you will want to address include: What is the movement about, from participants’ point of view? What is it a response to? What was the development and outcome of the movement? 3. Explore the structure, meanings, and functions of ritual. What kinds of rituals are there (e.g., rites of passage, healing rituals)? How are rituals structured? Are there similarities between sacred and secular rituals? What values and meanings are expressed through 86 Copyright © 2013 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. ritual? What is the relationship of ritual and myth? What do rituals do? You can explore these and other questions either by sampling a range of societies, or focusing in ritual within the context of one society. 4. In recent years there has been a resurgence of religious fundamentalism, in the Islamic, Christian, Judaic, and Hindu societies. Chose one of these contexts to explore fundamentalism as a response to culture change and globalization. Questions for Classroom Discussion 1. Using a comparative perspective, what differences and similarities do you see between Islamic Fundamentalism, Christian Fundamentalism in the United States, and the revitalization movements discussed in the texts? 2. One of the important functions of religion cross-culturally is to provide an explanation of the how things came to be, why things happen as they do. In modern society, science offers an alternative and powerful framework for understanding reality. Are scientific and religious worldviews mutually exclusive? Can they coexist? What are the tensions? How do you explain the existence of scientific and religious worldviews in a society like ours? 3. Do you see any similarities and differences between the way religious healers and medical doctors and clinical psychologists treat patients? What role does belief play in healing, whether “scientific” or religious? 4. How does religion reflect and shape a culture’s relationship to the natural environment? Do the myths of the Diné, Hopi, and the Judeo-Christian-Islamic traditions express different orientations towards the environment? 87 Copyright © 2013 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. 5. An important function of religion is social cohesion. Looking at recent American history and contemporary politics, what role does religion play in social conflict? How is religious ideology and identity deployed in political struggles? 6. What are some rites of passage in your culture? What do these rites accomplish, and how? How effective and important do you think they are in today’s society? What are some factors involving culture change that might make them less effective? 7. Religions change in response to changing conditions, new challenges, and new ideas. What impacts do you think globalization might have on local religious traditions? What impacts might local religious traditions have on “world religions,” such as Christianity or Islam, and on popular culture in the developed countries, due to globalization? 8. How might subsistence strategy, social and political organization, and economics shape and/or be reflected in religious beliefs, practices and institutions? 9. Religious beliefs and mythology generally reflect the structure of society. Can you identify some ways in which a religion you are familiar with reflects social structure? How has that religion changed as social structure has changed? If it has been introduced to new environments (for example, through colonialism), how has it changed to “fit in”? 10. How do religious rituals with which you are familiar provide solace, healing, and emotional release? Do you think this function of religion is becoming less or more important? What other institutions might also perform these functions in contemporary society? 88 Copyright © 2013 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. CHAPTER FIFTEEN The Arts Detailed Chapter Outline PREVIEW WHAT IS ART? CULTURAL AESTHETICS Case Study: Yoruba Art BODY ART ORIGINS AND FUNCTIONS OF ART OBJECTS In Their Own Voices: Artists Talk about Art Controversies: Interpreting “Art”: The Case of Inca Quipus THE ARTS OF SOUND AND MOVEMENT ORAL LITERATURE AND WRITTEN TEXTS ART AND GLOBLIZATION ART AND IDENTITY ART IN THE GLOBAL ECONOMY ART AND TOURISM Culture Change: Diné Art Responds to Market Forces Case Study: Tourists among the Toraja Anthropology Applied: Ethnomusicology CHAPTER SUMMARY REVIEW QUESTIONS 89 Copyright © 2013 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. MyAnthroLab Connections Chapter Preview Questions 1. How do anthropologists define art? 2. What can we learn about people by examining their art? 3. How is art embedded in culture? How do cultures shape artistic expression and the aesthetic principles on which it is based? 4. What are some universal and culturally specific forms of art? How do those forms of art express or create symbolic culture? 5. How does art reflect society and social realities? 6. What cultural, social, and personal functions does art serve? Chapter Objectives 1. Employ comparative and holistic perspectives in developing an anthropological approach to art and aesthetics. 2. Identify the major forms of art cross culturally, the kinds of meanings these express, and  how these meanings are expressed. 3. Relate art and aesthetics to the cultural and social contexts in which it occurs. 4. Explore the ways in which art is affected by, and affects, globalization, including  tourism, global markets in “native” art, and the construction of indigenous and national  identity.  90 Copyright © 2013 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. Lecture Topics 1. An Anthropological Approach to Art. Survey the range of media, meanings, functions,  and contexts of aesthetic expression to develop an anthropological definition of and  perspective on art. Explore the kinds of meaning—emotional, cognitive, normative or  transgressive—embodied in art, and how these meanings are carried through aesthetic  forms. Pose the question of “beauty” and “meaning” as universal or culturally specific. 2. Art, Society, and Globalization. Explore the relationship of art to social realities.  Discuss the role of art in cultural continuity, and cultural and social change. Critically  assess the implications of the world art market and global media for indigenous art, and  indigenous use of art in mediating local­global relations. Research Topics 1. At the beginning of each chapter in your textbook is a short folktale, which expresses  some important cultural message, and tells us a great deal about the culture. Locate a  collection of folktales from a culture for which you can get good ethnographic and/or  historical information. Select several of the folktales for analysis. What messages do they convey? How do they relate to other aspects of the society, such as subsistence, gender,  equality and inequality, politics, etc? What “picture” do they paint of people and life in  that culture? 2. Non­Western traditions have been very influential in Western art and music, especially in the last century. Use MySearchLab (hint: look under Art History) and other sources to  explore the influence of Non­Western art on a particular genre of Western art—for  91 Copyright © 2013 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. instance, the influence of African art on the cubism pioneered by Pablo Picasso. Just a  few other areas you might explore could include the influence of African rhythms on  jazz, modern dance troupes borrowing from African and Asian traditions, and the  incorporation of African, Latin American, and Middle Eastern rhythms, instruments, and  melodic motifs in popular music. 3. Tattooing is part of the traditions of many tribal societies, but until recently was relatively rare in American culture, restricted mainly to certain subcultures at the “margins” of  mainstream society. Explore the growth in tattooing in recent years in American society.  In addition to books, journals, and online sources, do some ethnographic research by  interviewing tattooed acquaintances, tattoo artists, and others to get at the meanings and  motives of tattooing and its growing popularity. You might also wish to consider the  ways in which tattooing differs (or is similar) in meaning and function for the  contemporary American. 4. With the globalization of media, entertainment, and information, many Americans have  become acquainted with artistic traditions (especially in music) from other cultures.  Oftentimes though, they don’t know much about how the artistic tradition relates to other  aspects of the culture, such as its religion, economy, political organization, and history.  Choose an artistic or musical genre that you consume (for example, Reggae music) and  research its cultural and historical contexts.  Questions for Classroom Discussion 92 Copyright © 2013 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. 1. There is controversy about whether the Inca quipus should be regarded as works of art or  strictly utilitarian objects. Do you think the two categories are mutually exclusive? Can  you think of examples from your culture of utilitarian objects (e.g., tools, transportation  devices) that are also works of art? What does this imply about the expressive dimension  of the activities in which the objects are employed? 2. Five aesthetic models are prominent in Western art: mimetic, representational,  instrumental, emotionalist, and formalist. Which of these are relevant to the traditional  Navajo sand paintings employed in healing ceremonies? How do these models apply to  other traditional arts, and to traditional arts that become part of global and tourist  markets? 3. Western art places a high value on “originality,” an emphasis on the artist’s individuality  and “genius,” and critical ranking of art along a continuum of good to bad. Can you think of factors in Western societies that might explain these ideological features? How does  this differ from attitudes and practices in the traditional societies you have read about?  What effects do you think these different ways of thinking about art and artists have on  the production and experience of art? 4. Are there varieties of art or music from indigenous or other cultures that you find  particularly compelling? What do you think draws you to them? How is your experience  of the art similar and different from that of members of the other culture? 5. Cross­culturally, art is associated with religious rituals, including healing ritual. What  part does art play in representing and invoking the supernormal? What characteristics of  art make it a powerful vehicle for shaping religious experience? 93 Copyright © 2013 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. 6. Yoruba sculpture and dancing celebrates cultural values of mature but youthful vitality  and graceful physical strength. What traits are celebrated through various forms of dance  in your culture? What messages are conveyed, for example, in ballroom dancing, hip hop, “slow dancing,” line dance, etc? 7. Storytelling is a very important, highly prized, and highly developed art in many  indigenous societies. What characteristics and needs of these societies encourage the  development of the art of oral narrative? What roles do narratives play in those societies?  Who are the “storytellers” in our society? What are the media through which they tell  their tales? What purposes do they serve? 8. Tattooing is far more prevalent today, especially among younger people, than it was 20  years ago. Why do you think that is? What does getting tattooed mean for you, or for  people you know who have undergone it? What is the significance of the fact that tattoos  are virtually permanent? Can you see any parallels between the Maori myth of Mataoora  and tattooing in European and American youth culture? 9. It is often said that “Music is a universal language.” Do you think there are artistic forms  and contents that people everywhere would find beautiful and meaningful? If so, what  would be the basis for aesthetic universals?  10. Music has become increasingly globalized—not only is Western pop and hip hop  everywhere, but popular music, especially from Africa and Latin America—“world  beat”—is a growing presence in Europe and North America. How do you account for the  increasing globalization of music? What effects do you think this has had, and will have,  on local musical traditions? 94 Copyright © 2013 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. CHAPTER SIXTEEN Colonialism and Cultural Transformations  Detailed Chapter Outline PREVIEW EUROPEAN COLONIALISM COLONIALISM DEFINED A WORLD SYSTEM  TYPES OF COLONIES  THE EUROPEAN SLAVE TRADE SLAVERY IN AFRICA  Culture Change: Impacts of the European Slave Trade on African States SLAVERY IN THE AMERICAS  TRADE AND SETTLEMENT IN NORTH AMERICA THE FUR TRADE  WESTWARD EXPANSION AND DEPOPULATION  SPANISH COLONIZATION IN THE AMERICAS Case Study: Lakota Trade and the Consequences of Change in Economic Production SPANISH LANDHOLDING IN THE COLONIES  MINING QUOTAS  INTERMARRIAGE  95 Copyright © 2013 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. THE MISSION SYSTEM  AGENTS OF DIRECTED CULTURE CHANGE MISSIONARIES  SCHOOLTEACHERS GOVERNMENT OFFICIALS  A CASH ECONOMY  JUSTIFICATIONS FOR COLONIAL RULE WHITE MAN’S BURDEN  A SACRED TRUST  THE RESERVATION SYSTEM  Case Study: Indigenous Colonized Societies of Australia and Tasmania REACTIONS OF INDIGENOUS PEOPLES TO EUROPEAN COLONIZERS TRADE GOODS AND GODS  GUNS AND OTHER TECHNOLOGICAL WONDERS  NATIVE RESISTANCE AND RETALIATION  In Their Own Voices: Nelson Mandela on the Struggle Against Apartheid  in South Africa GLOBALIZATION IN THE POSTCOLONIAL ERA Anthropology Applied: Establishing the Xingu National Park CHAPTER SUMMARY REVIEW QUESTIONS MyAnthroLab Connections  96 Copyright © 2013 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. Chapter Preview Questions 1. What is colonialism, and what types of colonies were established? 2. What are the patterns of relationships between colonists and their countries of origin and  between colonists and indigenous peoples? 3. How did the European slave trade differ from traditional forms of African slavery? 4. How did the European slave trade change African societies and cultures? 5. How does the history of the North American fur trade illustrate culture change? 6. How did the buffalo trade and the horse change the Lakota way of life?  7. How were patterns of colonization and change different in North and South America? 8. How did plantations, missions, mines, and epidemics change indigenous South American  societies? 9. Who were the agents of change, and what were their goals? 10. How did native peoples react to colonialism?  11. How did native peoples lose their lands, and how did Europeans justify their land  seizures? 12. How did colonialism and the post­colonial era help set the stage for present­day  globalization? Chapter Objectives 1. Present the broad historical outline of the history of European expansion and its impacts  on peoples of Asia, Africa, and the Americas. 97 Copyright © 2013 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. 2. Describe the political, economic, military, and ideological means by which colonial  powers established and exercised control and directed social and culture change—and  means by which indigenous peoples resisted. 3. Demonstrate through case studies the cultural, economic, and social impacts and  transformations on specific indigenous cultures brought about by contact and relations  with European colonists.  4. Make visible the ways in which the colonial past continues to structure the postcolonial  world. 5. Discuss the role of globalization in the postcolonial era. Lecture Topics 1. Colonialism. Give a historical overview of expanding European expansion through trade, “discovery,” and conquest. Survey the ways in which European powers established and  maintained control. Discuss the implications for indigenous peoples, using detailed  analysis of specific cases. Assess the impact of colonialism on European development.  Introduce dependency, or World Systems, theory. 2. The Legacy of Colonialism. Give a general assessment of the condition of former  colonies, in terms of infrastructure, human capital and demographics, political structures,  and position in the world economy as they entered the postcolonial era. Identify  mechanisms through which they continue in relations of dependency and exploitation  with developed countries. Explore the implications of globalization for indigenous  peoples and the cultures and economies of less developed nations. 98 Copyright © 2013 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. Research Topics 1. Choose one of the ethnographic accounts from MyAnthroLibrary. Supplement your  reading with several other sources regarding the historical and contemporary situation of  the people. In what ways did colonialism shape the culture? What were the impacts of  colonialism? How did the people resist and/or adapt? What did the colonizers seek in  their encounter with the colonized? Frame your discussion in terms of the larger story of  European expansion and colonization.  2. Many of the terrible conflicts of today and the recent past are at least partially a legacy of  colonialism. Research the ways in which colonial policies—for example, arbitrarily  establishing borders, promoting ethnic divisions, and subjecting indigenous populations  to state power—contribute to present day conflicts. Specific cases you might investigate  could include the genocidal outbreaks in Rwanda and Burundi, the ongoing civil war in  Congo, the conflict between Tamils and Sinhalese in Sri Lanka, or the situation in Sudan. 3. In recent years indigenous peoples have sought media attention and financial and political support for their causes in the developed nations of North America, Europe, Japan and  Australia (The Kayapô of Brazil are one example; the Maya Indians of Chiapas are  another). Research one such movement. How has it leveraged the globalization of media,  finances, and information to advance its cause? Questions for Classroom Discussion 99 Copyright © 2013 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. 1. Many scholars have argued that the present day wealth of the developed economies of  Europe and North America, and the poverty of much of the rest of the world are legacies  of colonialism. What are the bases for this argument? Do you agree? What obligations, if  any, do the descendents of the colonizers have to the descendents of the colonized today,  decades and even centuries later? What measures do you think would be appropriate and  effective in repairing the damage left by colonialism? 2. In what ways might colonialism have contributed to the development of racist attitudes  among Europeans and North Americans?  3. What aspects of your daily life and the community you live in can you attribute to  colonialism? How is the colonial legacy present in the ethnic makeup of your university,  diet, language, and vacation plans, for example? 4. The Lakota may be the most famous example of resistance to colonial expansion in  history. What aspects of the way of life the Lakota fought to maintain resulted from  contact with and borrowing from Europeans and European culture? 5.  Decades after independence, a number of African nations have been wracked by ethnic  and tribal conflict. How are these conflicts related to colonial conditions and practices?  Are there aspects of the contemporary relationships between African nations and the  developed nations of Europe and North America that contribute to these conflicts? 6. How did colonizers justify their actions? Are similar ideological rationalizations  employed today to justify, for example, encroachment on indigenous lands in the  Amazon or very low wage work in Asia? 100 Copyright © 2013 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. 7. Though colonialism has officially ended, many experts have argued that de facto  colonialism continues. What are some of the ways in which developed nations continue  to benefit from economic and political dominance over developing countries? What are  some mechanisms by which developed countries maintain and take advantage of their  dominant position? 8. What are some national and international factors that affect indigenous peoples in the  Xingu National Park? How do outside pressures threaten and support the indigenous  people? What positive role might anthropologists play? 9. What are some of the ways that native people resisted colonization? How effective were  there methods? How do contemporary people resist and/or seek to transform exploitation  or domination? 10. Using a holistic perspective, discuss the effects of the fur trade on Native American  societies. How did short economic benefits for Native Americans lead to long term  disadvantages?  101 Copyright © 2013 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. CHAPTER SEVENTEEN Living in a Global World Detailed Chapter Outline PREVIEW MIGRATION RURAL-TO-URBAN MIGRATION Case Study: Labor Migration in Mexico TRANSNATIONAL MIGRATION ETHNOGENESIS AND ETHNIC IDENTITIES Case Study: Ethnic Identity in Sudan TRANSNATIONALISM NATIONALISM AND PLURALISM Culture Change: Impacts of Indonesian State Expansion GENOCIDE? THE CASE OF RWANDA REACTIONS AGAINST PLURALISM GLOBALIZATION AND CULTURAL IDENTITIES A GLOBAL IDENTITY? CULTURAL MINORITIES IN A GLOBAL WORLD UNITED STATES AND CANADA Controversies: Who “Owns” the Past? NAGPRA and American Anthropology MEXICO AND INDIGENISMO 102 Copyright © 2013 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. BRAZIL AND THE “INDIAN PROBLEM” Operation Amazonia Yanomami at Risk INDIANS OF THE BRAZILIAN SAVANNA Brazil’s “Urban Indians” “UNCONTACTED TRIBES” IN THE AMAZON COSTS OF ECONOMIC DEVELOPMENT IN ECUADOR AND BOLIVIA DEVELOPMENTS IN AFRICA Sudan and the Dinka Sudan and Darfur Kenya and Tanzania: The Maasai and the Barabaig In Their Own Voices: Viktor Kaisiepo on the International Decade of the World's Indigenous People Nigeria and the Ogoni LEGAL RIGHTS AND INTERNATIONAL RECOGNITION Case Study: Papua New Guinea’s Customary Law CLIMATE CHANGE AND INDIGENOUS PEOPLES CONSERVATION, ECOTOURISM, AND INDIGENOUS LANDS Anthropology Applied: FUNAI Anthropologists CHAPTER SUMMARY REVIEW QUESTIONS MyAnthroLab Connections 103 Copyright © 2013 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. Chapter Preview Questions 1. How is migration changing national and world demographics? 2. How does migration affect local, national, and global economies? 3. How have new nations re-created themselves in the postcolonial era, and how have they adapted to their own cultural diversity? 4. Why can ethnogenesis reflect both a colonial past and a globalized future? 5. What are the characteristics of transnationalism and the emerging “global identity?” 6. What is the status of cultural minorities in the world today? How are they threatened, and how can they protect themselves? Chapter Objectives 1. Present a holistic overview of the demographic, cultural, economic, and political changes occurring through globalization. 2. Identify the different types of migration, their causes, and their implications. 3. Explore the processes by which national and ethnic identities are being constructed in the postcolonial world. 4. Assess the present conditions and prospects for cultural minorities in an environment of globalization, migration, capitalist development and resistance to and embracing of cultural diversity and “global identity.” Lecture Topics 1. Globalization: An Overview. Present a holistic overview of the demographic, cultural, economic, and political changes occurring through globalization. 104 Copyright © 2013 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. 2. Globalization and Migration. Sketch out the global context in which migration occurs, identifying such factors as economic disparities between rich and poor regions, development and technological changes, political turmoil, and demographic pressures. Discuss rural to urban and transnational migration. Explore the implications for sending and receiving regions and the human and cultural impacts on affected populations. Assess the possible impacts of global trends in economy, demographics, and political developments for future migration and migrants. 3. Globalization and Identity. Introduce the idea of identity as culturally and historically constructed. Sketch out the historical context in which former colonies set out to construct national identities and the relationship of national identity to the status of minority and indigenous groups. Explore the dynamics of ethnogenesis. 4. Globalization and Minority/Indigenous peoples. What are the prospects for minority and indigenous people and cultures? Develop a holistic perspective, considering such issues as the increasing penetration of the capitalist world economy, migration, tourism, development, proliferation of media, and other factors. Research Topics 1. Recent wars and civil wars have created millions of refugees across the world. Identify one such refugee population. What were the causes of the conflict that caused them to become refugees? Where did they go? What problems did they face? Where are they now? What reception did they receive in the country or countries to which they fled? What was the response of the international community, both to the conditions that caused them to flee and to their later situation? What are their prospects? 105 Copyright © 2013 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. 2. Beginning with one of the ethnographic accounts in MyAnthroLibrary dealing with an ethnic minority that is either immigrant or descended from immigrants (e.g., Mexican Americans, Chinese-Americans) and developing further sources using MySearchLab and other tools, explore the dynamics of immigration and the negotiation of identity. What historical economic and political forces motivated the migration? What resistances and obstacles did immigrants or their descendants encounter and/or continue to confront? In what ways do they maintain or reinforce ethnic identity while constructing an identity as Americans? 3. Using MySearchLab and other tools, collect data on global demographic trends. Over the next twenty five years, what are the projections for population growth? What countries and regions will see the most rapid growth and which will see less growth? How do these regions differ in terms of wealth, as measured by per capita income and/or GDP? What implications do you see—for example, in terms of migration, environment, conflict, and world culture? 4. Tourism is a major industry in many developing nations. While in many cases tourists come to experience the local culture (or some packaged version of it) and the natural environment, their presence changes the very thing they seek. Research the relationship of tourism to indigenous cultures by focusing on a particular region. How does tourism affect the local culture and economy? How is it reflected in ethnogenesis, production of “traditional” artifacts and performances for tourist consumption, and adoption (and/or rejection) of Western values and tastes? What do your findings suggest for the role of tourism in the construction of global and local cultures? 106 Copyright © 2013 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. Questions for Classroom Discussion 1. Can you think of specific examples in recent years of the effects of globalized media coverage on indigenous peoples’ struggles over land and human rights? How have, and how might, indigenous peoples employ electronic media including the Internet to defend their interests? 2. What are some examples of conflicts between the rights of indigenous peoples and the efforts of national governments in developing countries to promote economic growth and national unity? How do you think these competing interests should be mediated? What are the appropriate roles of citizens of developed countries, governments, and international organizations? What role can and should anthropologists play? 3. In recent years there have been protests, legislative initiatives, and in some cases violence directed against immigrants in Great Britain, Germany, and France. Why do some see large scale immigration as a threat to their national cultures? What forces drive immigration from developing countries? What positive suggestions might come out of applying anthropological perspectives? 4. There have been numerous and sometimes bitter conflicts between the claims of Native Americans regarding skeletal remains and cultural artifacts, the research interests of archaeologists, and “ownership” of museum collections. What are the main points in the debate? What might motivate the heated emotions on both sides? How would you strike a balance? 5. What is meant by “ethnogenesis”? What are some examples of ethnogenesis from North American history and contemporary society? What factors figure into the construction of ethnicities? In what ways is ethnic identity fluid and responsive to changing contexts? 107 Copyright © 2013 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. 6. Many developing countries are looking to eco-tourism as a sustainable and lucrative industry, less destructive to land and people than mining, timber extraction, and ranching. What are the drawbacks of eco-tourism, as currently practiced, for indigenous peoples? What suggestions might anthropology have to offer? 7. What is meant by a “global identity”? What factors contribute to it? Can you identify any instances in which people react against the globalization of identity? 8. Are there people in your area who comprise a transnational community? Where are they from? What brought them here? What are the means through which they maintain connections with their “home” country? What are some practices and symbols through which they foster a sense of community with others from their home, here in this country? In what ways do these connections help them adapt to life here? 9. What effects do you think the globalization of media, including the Internet, is having on local cultures? Do you see an increasing homogenization and Westernization of cultures throughout the world? Is it leading to a greater awareness of and respect for cultural diversity? What are the consequences of the globalization of information for human rights? 10. The last twenty years have seen unprecedented levels of migration. What have been the major factors driving migration? What are the problems and positive results that have come out of migration? What responsibilities do you think developed countries and global organizations like the United Nations have in regard to refugees and economic migrants? What can anthropologists do to improve conditions? 108 Copyright © 2013 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. Test Bank Chapter One In this revision of the testbank, I have updated all of the questions to reflect changes in Cultural Anthropology, 3e. There is also a new system for identifying the difficulty of the questions. In earlier editions, the questions were tagged in one of three ways: factual (recall of factual material), conceptual (understanding key concepts), and applied (application of sociological knowledge to a situation). In this revision, the questions are now tagged according to the six levels of learning that help organize the text. Think of these six levels as moving from lower-level to higher-level cognitive reasoning. The six levels are: REMEMBER: a question involving recall of key terms or factual material UNDERSTAND: a question testing comprehension of more complex ideas APPLY: a question applying anthropological knowledge to some new situation ANALYZE: a question requiring identifying elements of an argument and their interrelationship EVALUATE: a question requiring critical assessment CREATE: a question requiring the generation of new ideas The 92 questions in this chapter’s testbank are divided into two types of questions. Multiple-choice questions span a broad range of skills (over a third are “Remember” questions and the remainder are divided among four higher levels). Essay questions are the most demanding because they include the four highest levels of cognitive reasoning (from “Apply” to “Create”) as well as lower levels. Types of Questions Easy to Difficult Level of Difficulty Multiple Choice Essay Remember 37 0 Understand 18 0 Apply 11 4 Analyze 11 4 Evaluate 3 3 Create 0 1 80 12 Total Questions 37 18 15 15 6 1 92 MULPITLE CHOICE 1. The story “The Girl Who Took Care of the Turkeys” is a __________ narrative. a. Zuni b. Apache c. Cherokee d. Sioux (REMEMBER; answer: a; page 2) 2. The story “The Girl Who Took Care of the Turkeys” is similar to the __________ story. 109 Copyright © 2013 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. a. Hansel and Gretel b. Puss in Boots c. Cinderella d. Wizard of Oz (REMEMBER; answer: c; page 3) 3. Selective borrowing is likely to take place in which of the following scenarios? a. twin brothers exchanging music CDs b. co-workers conversing about a local news story c. a chef traveling to Thailand to learn new culinary styles d. a toddler watching an educational children’s television series (APPLY; answer: c; page 3) 4. The ethical standing of the girl in “The Girl Who Took Care of the Turkeys” is __________ Cinderella. a. reversed from b. the same as c. similar to d. critical of (REMEMBER; answer: a; page 3) 5. As opposed to Cinderella, “The Girl Who Took Care of the Turkeys” stresses __________ as its moral lesson. a. individual rewards b. self-interest c. conformity d. duty to others (UNDERSTAND; answer: d; page 3) 6. Anthropology is the study of __________. a. dinosaurs b. humanity c. fossils d. archaeology (REMEMBER; answer: b; page 3) 7. __________ are populations of people living in organized groups with social institutions and expectations of behavior. a. Communities b. Cultures c. Societies d. Nations (UNDERSTAND; answer: c; page 3) 8. Which of the following is a subject that anthropologists would potentially study? a. the religions and myths of Australian Aborigines b. the effects of global warming c. the extinction of dinosaurs d. natural disasters (APPLY; answer: a; page 3) 9. Anthropological interest in the power relationship among individuals in tribal societies overlaps with which other discipline? a. history b. political science c. psychology 110 Copyright © 2013 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. d. biology (ANALYZE; answer: b; page 3) 10. Which of the following is NOT a characteristic of anthropology? a. it studies human societies b. it focuses only on prehistoric societies and fossil species c. it includes the study of human evolution and variation d. it is concerned with both biology and culture (APPLY; answer: b; page 3) 11. Which of the following is a key feature that distinguishes anthropology as a separate area of study from other disciplines? a. a focus on the origins of the earth b. a focus on global environmental change c. a focus on the concept of culture d. a focus on technological advances (APPLY; answer: c; page 4) 12. Chopsticks are an example of __________ culture. a. symbolic b. ancient c. holistic d. material (APPLY; answer: d; page 4) 13. Anthropology focuses on the role of __________ in shaping human behavior. a. biology b. values c. culture d. religion (REMEMBER; answer: c; page 4) 14. The learned values, beliefs, and rules of conduct shared to some extent by the members of a society that govern their behavior with one another is __________. a. nationality b. culture c. ethics d. citizenship (REMEMBER; answer: b; page 4) 15. The stereotypical ideas people have about individuals from other countries are examples of __________. a. culture b. material culture c. symbolic culture d. holistic perspective (ANALYZE; answer: c; page 4) 16. Which of the following examples exemplifies a holistic perspective? a. Inuit people eat a high fat diet with comes primarily from whale blubber. b. The Kung! people use an economic system based upon reciprocity. c. Bridewealth is exchanged in Maasi marriages in order to redistribute cattle and wealth within the population. d. Feudal castles were common throughout Medieval Europe. (EVALUATE; answer: c; page 4) 111 Copyright © 2013 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. 17. The clothing people wear, including bell bottom jeans, is an example of __________. a. culture b. material culture c. symbolic culture d. materialism (ANALYZE; answer: b; page 4) 18. The __________ is a perspective in anthropology that views culture as an integrated whole, no part of which can be completely understood without considering the whole. a. global perspective b. comparative perspective c. cultural perspective d. holistic perspective (UNDERSTAND; answer: d; page 4) 19. The __________ in anthropology uses data about the beliefs and behaviors in many societies to document both cultural universals and cultural diversity. a. comparative perspective b. holistic perspective c. ethnographic approach d. culture concept (REMEMBER; answer: a; page 5) 20. Changes in clothing styles throughout a person’s life is an example of __________. a. globalization b. the holistic approach c. culture change d. transformation (APPLY; answer: c; page 5) 21. The Spanish colonization of South America in the sixteenth century A.D. is an example of __________. a. culture change b. civilization c. globalization d. comparative perspective (APPLY; answer: c; page 5) 22. __________ is a very significant part of culture change and globalization. a. Progress b. Culture contact c. Adaptation d. Civilization (UNDERSTAND; answer: b; page 5) 23. Ethnology is a subfield within __________. a. archaeology b. biological anthropology c. cultural anthropology d. linguistic anthropology (UNDERSTAND; answer: c; page 6) 24. Which of the following is NOT a subfield of anthropology? a. archaeology b. social psychology 112 Copyright © 2013 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. c. cultural anthropology d. biological anthropology (REMEMBER; answer: b; page 6) 25. In which subfield of anthropology would a paleoanthropologist work? a. biological anthropology b. archaeology c. cultural anthropology d. linguistic anthropology (REMEMBER; answer: a; page 6) 26. __________ is an aspect of cultural anthropology involved with building theories about cultural behaviors and forms. a. Ethnography b. Fieldwork c. Ethnology d. Curation (REMEMBER; answer: c; page 6) 27. Which of the following is NOT an example of ethnology? a. Some Tibetans practice polyandry (plural marriage between one woman and multiple men) in order to satisfy economic needs. b. Incest is taboo in all societies because inbreeding can cause birth defects in offspring. c. Near Eastern populations adopted agriculture over 10,000 years ago. d. Many Christians use religion as a means of coping with the loss of a loved one. (ANALYZE; answer: c; page 6) 28. What is the term for the aspect of cultural anthropology involved with observing and documenting people’s way of life? a. research b. fieldwork c. ethnology d. ethnography (REMEMBER; answer: d; page 6) 29. Which of the following is NOT a method of ethnographic “fieldwork” research? a. observation b. colonization c. documentation d. data collection (UNDERSTAND; answer: b; page 6) 30. __________ is the method by which comparative data on cultures and societies is gathered in cultural anthropology. a. Ethnographic research b. Ethnological research c. Bibliographical research d. Historical research (REMEMBER; answer: a; page 6) 31. __________ plays a significant role in the preservation of indigenous cultures. a. Paleoanthropological research b. Ethnological research c. Ethnographic research d. Cross-cultural comparison 113 Copyright © 2013 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. (ANALYZE; answer: c; page 6) 32. Peoples who are now minority groups in state societies but who were formerly independent and have occupied their territories for a long time are called __________. a. primitive societies b. Indian societies c. colonial societies d. indigenous societies (REMEMBER; answer: d; page 6) 33. Which of the following groups are an example of an indigenous society? a. Native Americans b. African Americans c. Italian Americans d. the French (APPLY; answer: a; page 6) 34. Early anthropological researchers favored what they considered to be __________. a. rapidly changing indigenous societies b. small, isolated indigenous societies c. rural European villages d. friendly and welcoming cultures (REMEMBER; answer: b; page 6) 35. An anthropologist who works as a cultural resource manager most likely has training as what kind of anthropologist? a. cultural anthropologist b. archaeologist c. biological anthropologist d. linguistic anthropologist (UNDERSTAND; answer: b; pages 6-7) 36. Which of the following is NOT an example of a biological anthropology career field? a. primatologist b. geneticist c. forensic specialist d. environmental consultant (UNDERSTAND; answer: d; page 7) 37. Which of the following scenarios illustrate the result of ethnocentrism? a. The seizure of Native American land by wealthy railroad owners in America’s past. b. Red Cross assistance at a refugee camp in Africa. c. A three-day walk used to increase awareness of breast cancer. d. A retaliatory military strike upon a known terrorist organization. (APPLY; answer: a; page 7) 38. The idea that indigenous societies are unchanged since early human history is __________. a. a research hypothesis b. relativistic c. ethnocentric d. ethnographic (ANALYZE; answer: c; pages 7-8) 39. Early evolutionary schemes for comparing human societies __________. a. assumed European and American societies to be the most advanced 114 Copyright © 2013 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. b. assumed that there were many paths to advancement in evolutionary processes c. assumed that European societies had become dysfunctional d. romanticized indigenous cultures as superior to western societies (UNDERSTAND; answer: a; page 8) 40. The terms Female Genital Mutilation and Female Circumcision reflect __________. a. different procedures that are conducted on women in some cultures b. different attitudes toward the same procedure c. a medical versus non-medical understanding of a cultural practice d. the need for more precise terms in anthropological research (ANALYZE; answer: b; page 8) 41. Which statement about Female Genital Mutilation is NOT true? a. it is practiced predominantly in Islamic regions of Africa b. it is associated with strongly patriarchal cultures c. it began after the spread of Christianity and Islam d. there are significant medical risks associated with the procedure (UNDERSTAND; answer: c; page 8) 42. The anthropologist Fuambai Ahmadu of Sierra Leone views female genital mutilation as __________. a. a form of persecution b. a symptom of patriarchy c. an Islamic practice d. an emotionally positive validation of womanhood (REMEMBER; answer: d; page 8) 43. Most female circumcisions are done by __________. a. midwives b. doctors c. nurses d. mothers (REMEMBER; answer: a; page 8) 44. Groups who practice female genital mutilation defend it on __________ grounds. a. political b. medical c. cultural d. religious (REMEMBER; answer: c; page 8) 45. An approach in anthropology that stresses the importance of analyzing cultures in their own terms rather than in terms of the culture of the anthropologist is __________. a. holism b. cultural relativism c. ethnocentrism d. comparative perspective (UNDERSTAND; answer: b; page 8) 46. There is sometimes tension between __________ and human rights. a. anthropologists b. ethnology c. cultural relativism d. ethnographic research (UNDERSTAND; answer: c; pages 8-9) 115 Copyright © 2013 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. 47. Which of the following is an example of cultural relativism? a. The United States outlaws Female Circumcision. b. An anthropologist advocates stopping infanticide on female children in India. c. Non-governmental organizations (NGOs) fund local groups who try to teach safer methods for practicing Female Circumcision. d. A student tries to understand why female infanticide is widespread in many Asian countries. (ANALYZE; answer: d; pages 8-9) 48. Which statement about cultural relativism is NOT true? a. it requires that anthropologists attempt to understand other cultures on each culture’s terms b. it requires that anthropologists abandon their own ethical standards c. it is a principle that is central to cultural anthropology d. it is intended to counter the influence of ethnocentrism (APPLY; answer: b; pages 8-9) 49. In 1996, the U.S. Board of Immigration Appeals ruled __________ in the asylum case of Fauziya Kassindja. a. that female circumcision is a valid cultural practice b. that female circumcision is a form of persecution c. that the United States has no jurisdiction over practices in Togo d. that the United States can sue Togo (REMEMBER; answer: b; page 9) 50. In response to campaigns against female genital mutilation, __________ African governments have outlawed it. a. thirty b. zero c. two d. sixteen (REMEMBER; answer: d; page 9) 51. The belief that all rights and wrongs are relative to time, place, and culture, such that no moral judgments of behavior can be made is __________. a. atheism b. cultural relativism c. ethical relativism d. amoralism (REMEMBER; answer: c; page 9) 52. A primary factor in the extinction of indigenous languages around the world is __________. a. the spread of English and other languages of business b. the spread of primary education c. the spread of mass media d. the availability of rapid worldwide travel (REMEMBER; answer: a; page 10) 53. The study of language and communication, and the relationship between language and other aspects of culture and society is called __________. a. historical linguistics b. bi-lingual society c. global linguistics d. linguistic anthropology (REMEMBER; answer: d; page 10) 54. There are currently how many speakers of the Eyak language? 116 Copyright © 2013 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. a. zero b. six c. twenty-seven d. one (REMEMBER; answer: a; page 10) 55. Which of the following is NOT an example of an endangered language? a. Yiddish b. Sanskrit c. Gaelic d. Breton (UNDERSTAND; answer: b; page 10) 56. The languages of the Hupas, Navajos, and Apaches are all descendant from which ancestral language? a. Latin b. Prussian c. Aleutian d. Athabascan (REMEMBER; answer: d; page 10) 57. Linguistic anthropology focuses on all of the following, EXCEPT __________. a. the relationship between language and culture b. how language is used within society c. how language is identified in the archaeological record d. the effects of globalization upon indigenous languages (ANALYZE; answer: c; page 10) 58. __________ is the study of material culture. a. Cultural anthropology b. Archaeology c. Paleoanthropology d. Museum curation (REMEMBER; answer: b; page 11) 59. Archaeologists use __________ to construct models of past societies in order to understand them. a. historical analysis b. linguistic analysis c. symbolic systems d. material culture (REMEMBER; answer: d; page 11) 60. Prehistoric cultures are those that __________. a. existed a very long time ago b. existed in a time before written language was in use c. did not have history d. did not practice agriculture (UNDERSTAND; answer: b; page 11) 61. The findings of William Rathie’s Arizona Garbage Project study best supports which of the following conclusions about American society? a. According to an analysis of landfill composition, Americans consume too much fast food. b. Despite in-depth analysis, there was no sufficient way to estimate the types of food consumed by Americans. c. The actual percentage of fast food packaging did not support expert estimates of fast food consumption. d. The average American was much healthier in the 1970’s than in modern times. 117 Copyright © 2013 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. (ANALYZE; answer: c; page 12) 62. Archaeology is very well suited to the study of culture change because __________. a. material culture changes more quickly than any other aspect of culture b. changes in culture are most easily detectible in material culture c. it is the most scientific of anthropology’s subdisciplines d. its range covers a great depth of time (UNDERSTAND; answer: d; page 12) 63. Which of the following is NOT an example of why archaeology is important, even when studying societies and time periods that have extensive written records? a. It is important to gather as many artifacts as possible in order to supply museums with materials. b. Due to cultural biases in literacy rates, there are many subcultures about which little is known. c. Censorship laws and cultural bias have suppressed a large amount of written history. d. Archaeology may be able to confirm or call into question written historical records. (EVALUATE; answer: b; page 12) 64. The study of human origins and biological diversity is __________. a. archaeology b. paleoanthropology c. physical anthropology d. forensic anthropology (REMEMBER; answer: c; page 13) 65. The study of the fossil record, especially skeletal remains, to understand the process and products of human evolution is called __________. a. paleoanthropology b. archaeology c. biological anthropology d. forensic anthropology (REMEMBER; answer: a; page 13) 66. The global spread of humans from their African origins was made possible by __________. a. the end of the Ice Age b. the capacity for culture c. the extinction of large predators outside Africa d. a land bridge from Asia to North America (UNDERSTAND; answer: b; page 13) 67. Which of the following is NOT a reason that primatologists study non-human primates? a. humans are primates b. some non-human primates also have the capacity for culture c. many non-human primates live in environments much like those in which the earliest human ancestors lived d. non-human primates are easier to observe, especially in captivity (UNDERSTAND; answer: d; page 13) 68. Biological anthropologists study __________ because it reflects the effects of both environment and culture on human biology. a. human variation b. economics c. genetics d. primatology (REMEMBER; answer: a; page 13) 118 Copyright © 2013 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. 69. Jane Goodall is famous for her years of research on __________. a. gorillas b. the Inuit c. chimpanzees d. the Nuer (REMEMBER; answer: c; page 13) 70. Medical anthropology combines the fields of __________ in order to study health and disease in human populations. a. linguistics and biological anthropology b. archaeology and biological anthropology c. cultural anthropology and biological anthropology d. cultural anthropology and archaeology (REMEMBER; answer: c; page 13) 71. Sickle-cell anemia probably evolved in __________. a. the Mediterranean world b. South America c. Southeast Asia d. West Africa (REMEMBER; answer: d; page 14) 72. The sickle-cell gene is often fatal to those who __________. a. inherit it from only one parent b. inherit it from both parents c. get malaria d. live in warm regions of the globe (UNDERSTAND; answer: b; page 14) 73. The sickle-cell trait confers some immunity to __________. a. influenza b. dysentery c. malaria d. yellow fever (REMEMBER; answer: c; page 14) 74. Although the prevalence of the sickle-cell anemia gene is higher in West Africa than in the United States, __________ prevent cells from sickeling, so fewer Africans than African Americans suffer from the disease. a. tropical weather conditions b. West African agricultural crops c. traditional medicines d. outdoor labor (REMEMBER; answer: b; pages 14-15) 75. __________ is an area of study that uses the theories and techniques of anthropology to solve realworld problems. a. Classical anthropology b. Cultural anthropology c. Applied anthropology d. Relief work (REMEMBER; answer: c; page 15) 76. Biological anthropologists called __________ analyze human remains in the service of criminal justice and the families of disaster victims. 119 Copyright © 2013 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. a. criminologists b. medical anthropologists c. physical anthropologists d. forensic anthropologists (REMEMBER; answer: d; page 15) 77. A/an __________ would work to assess the cultural impacts of a road building project and take measures to protect or remove important cultural finds. a. archaeologist b. contract archaeologist c. museum curator d. historical archaeologist (REMEMBER; answer: b; page 15) 78. Which of the following is an example of archaeology helping solve the present day problems of people? a. archaeologists’ discovery of the techniques used for mummification b. archaeologists advising civil engineers on road construction routes c. archaeologists rediscovering ancient agricultural techniques that increased crop yields in the Andes d. archaeologists’ research on ancient medical techniques (ANALYZE; answer: c; page 15) 79. In which of the following settings might one find applied anthropologists employed? a. teaching paleoanthropology at a university b. working for local governments to improve services c. performing a case-study for a doctorate dissertation d. studying the mating habits of non-human primates (APPLY; answer: b; page 15) 80. Which of the following statements about applied anthropologists is true? a. Applied anthropologists may work for governments or corporations to further their interests at the expense of local and/or indigenous populations. b. Applied anthropologists may analyze ancient human skeletal remains to recreate ancient human behavior. c. Applied anthropologists may use computer modeling to understand the collapse of the Mayan civilization. d. Applied anthropologists may identify when the first agricultural crops were domesticated. (EVALUATE; answer: a; page 17) ESSAY QUESTIONS 81. Discuss the ways in which the stories of “The Girls Who Took Care of the Turkeys” and Cinderella are the same and different. How is this a case of selective borrowing. What do the differences in the stories reveal about American and Zuni cultures? (ANALYZE) 82. What is anthropology? Using such terms as culture, comparative perspective, and holistic perspective, compare anthropology to the other social sciences. (APPLY) 83. What are the four major subdisciplines in anthropology and what topics do they address? Can the existence of these subfields be considered a division of labor? Why? (EVALUATE) 84. Define both ethnocentrism and cultural relativism. Using female circumcision as an example, describe perspectives that are ethnocentric and relativistic. (CREATE) 120 Copyright © 2013 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. 85. What is cultural relativism? Ethical relativism? What, if any, is the relationship between the two? How does each relate to the idea of universal human rights? (ANALYZE) 86. How do cultural anthropologists study culture? What are the roles of ethnography and ethnology in the study of human societies? (APPLY) 87. Describe the topics studied by linguistic anthropologists providing at least three example of major areas of research. (APPLY) 88. Can archaeology be accurately described as cultural anthropology of the past? Defend you answer by considering the focus of archaeology on material culture. (ANALYZE) 89. Define biological anthropology and briefly describe three important areas of research in this subdiscipline. Discuss how biological anthropology contributes to a holistic understanding of humanity. (ANALYZE) 90. Give four brief examples of how anthropology is an applied field. Is it possible to apply cultural relativism and do applied anthropology? (EVALUATE) 91. Anthropology uses a holistic approach to study humanity. Describe how this approach allows anthropologists to understand the uniqueness and diversity of human behavior and human society, as well as the fundamental similarities that link all human beings. Within your answer define holism and discuss the contributions of each major subfield of anthropology. (APPLY) 92. Why should people study anthropology? How is anthropology different from other social sciences? Provide specific examples of how anthropology has contributed to the study of humankind. What types of questions can anthropologists answer about humanity that other social sciences cannot? (EVALUATE) 121 Copyright © 2013 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. Test Bank Chapter Two In this revision of the testbank, I have updated all of the questions to reflect changes in Cultural Anthropology, 3e. There is also a new system for identifying the difficulty of the questions. In earlier editions, the questions were tagged in one of three ways: factual (recall of factual material), conceptual (understanding key concepts), and applied (application of sociological knowledge to a situation). In this revision, the questions are now tagged according to the six levels of learning that help organize the text. Think of these six levels as moving from lower-level to higher-level cognitive reasoning. The six levels are: REMEMBER: a question involving recall of key terms or factual material UNDERSTAND: a question testing comprehension of more complex ideas APPLY: a question applying anthropological knowledge to some new situation ANALYZE: a question requiring identifying elements of an argument and their interrelationship EVALUATE: a question requiring critical assessment CREATE: a question requiring the generation of new ideas The 92 questions in this chapter’s testbank are divided into two types of questions. Multiple-choice questions span a broad range of skills (one third are “Remember” questions and the remainder are divided among four higher levels). Essay questions are the most demanding because they include the four highest levels of cognitive reasoning (from “Apply” to “Create”) as well as lower levels. Types of Questions Easy to Difficult Level of Difficulty Multiple Choice Essay Remember 35 0 Understand 12 0 Apply 14 3 Analyze 13 4 Evaluate 6 3 Create 0 2 80 12 Total Questions 35 12 17 17 9 2 92 MULPITLE CHOICE 1. Who offered the first definition of culture in anthropology: “Culture is the complex whole which includes knowledge, belief, art, morals, law, custom, and any other capabilities and habits acquired by man as a member of society?” a. Marvin Harris b. Edward Tylor c. Alfred Kroeber d. A. R. Radcliff-Brown (REMEMBER; answer: b; page 20) 122 Copyright © 2013 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. 2. The Tibetan narrative describing the origin of the Tibetan people and two ethnic groups who live near them tells us that __________. a. Tibetans regard themselves as people of courage and kindness b. Tibetans dislike their neighbors, the Chinese and Tartars c. Tibetans bury their dead in coffins d. Tibetans regard themselves as being descended from a different founder than the Chinese and Tartars (ANALYZE; answer: a; page 20) 3. __________ refers to the information people have that enables them to function in their social and physical environments. a. Survival skills b. Social intelligence c. Culture d. Cultural knowledge (REMEMBER; answer: d; page 21) 4. By the 1950’s, Kroeber and Kluckhohn had found more than __________ definitions of culture in anthropological literature. a. 20 b. 50 c. 100 d. 150 (REMEMBER; answer: c; page 21) 5. All definitions of culture include reference to __________. a. the biological elements of culture b. selectively shared knowledge, attitudes, values, and beliefs c. economic forces as a role in shaping culture d. survival of the fittest (APPLY; answer: b; page 21) 6. __________ is/are sets of behaviors that allow people to function successfully within their environments and societies. a. Cultural skills b. Cultural knowledge c. Cultural models d. Norms (REMEMBER; answer: a; page 21) 7. Shared assumptions that people have about the world and about the ideal culture are termed __________. a. cultural knowledge b. norms c. cultural models d. definitions of culture (REMEMBER; answer: c; page 22) 8. Sets of expectations and attitudes that people have about appropriate behavior is/are __________. a. cultural models b. norms c. cultural knowledge d. cultural skills (REMEMBER; answer: b; page 22) 9. Which of the following is NOT considered a characteristic of culture? 123 Copyright © 2013 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. a. shared b. learned c. based on symbols d. abstract (REMEMBER; answer: d; page 22) 10. The behaviors, attitudes, and ideas formed through interaction with others describes which characteristic of culture? a. shared b. learned c. integrated d. adaptive (REMEMBER; answer: a; page 22) 11. __________ help to reduce, but do not eliminate, conflict and disagreement in societies. a. Contracts b. Laws c. Cultural models d. Cultural Skills (APPLY; answer: c; page 22) 12. Behaviors that vary from expected norms in a society are called __________. a. criminal b. deviant c. immoral d. abnormal (REMEMBER; answer: b; page 22) 13. Body piercings and tattooing among teenagers can be considered an example of __________. a. deviant behavior b. revolution c. revitalization d. reactive adaptation (APPLY; answer: a; page 22) 14. Which of the following is NOT a significant variable for the norms people within a society are expected to follow? a. age b. gender c. social position d. political party (EVALUATE; answer: d; pages 22-23) 15. A group whose members and others think of their way of life as in some significant way different from that of other people in the larger society. a. minority b. subculture c. ethnicity d. deviants (REMEMBER; answer: b; page 23) 16. Hasidic families in contemporary America, who are distinguished through ethnic background and religious beliefs and practices, are considered __________. a. insignificant b. a race 124 Copyright © 2013 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. c. a subculture d. an ethnicity (APPLY; answer: c; page 23) 17. __________ is the process of learning one’s culture through informal observation and formal instruction. a. Enculturation b. Acculturation c. Behaviorism d. Observation (REMEMBER; answer: a; page 24) 18. __________ teaches people when and how to acceptably fulfill biological needs within their societies. a. School b. Enculturation c. Subculture d. Adaptation (REMEMBER; answer: b; page 24) 19. The idea that culture is __________ is illustrated by the story of Heidi Neville, who returned to Vietnam after being adopted by an American at the age of 7. a. shared b. learned c. adaptive d. symbolic (EVALUATE; answer: b; pages 24-25) 20. Norms specifying behaviors that are prohibited in a culture are __________. a. crimes b. mores c. taboos d. conventions (REMEMBER; answer: c; page 25) 21. A common form of taboo found in every culture is __________ taboos. a. wealth b. learning c. knowledge d. food (ANALYZE; answer: d; page 25) 22. Ideas about how many meals to have, when to have them, and which kinds of food to eat at each meal are examples of __________. a. taboos b. customs c. norms d. symbols (ANALYZE; answer: c; page 25) 23. The learned aspect of culture is most dramatically apparent in __________. a. men b. women c. cross-cultural meetings d. children (APPLY; answer: d; pages 25-26) 125 Copyright © 2013 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. 24. Practices by which people organize their work and produce food and other goods necessary for their survival. a. cultural core b. economy c. norms d. mores (REMEMBER; answer: a; page 26) 25. When it is said that __________, most anthropologists mean that culture is the means by which people survive in their particular environment. a. culture is important b. culture is shared c. culture is adaptive d. culture is basic (APPLY; answer: c; page 26) 26. Technology is a primary way in which culture is __________. a. profitable b. altered c. maladaptive d. adaptive (APPLY; answer: d; page 26) 27. A common scenario is one in which cultural practices are __________ in the short term but __________ in the long term. a. adaptive, maladaptive b. maladaptive, adaptive c. accepted, taboo d. taboo, accepted (APPLY; answer: a; pages 26-27) 28. Irrigation in ancient Sumer, the Industrial Revolution, and agriculture in the Amazonian rainforest are all examples of __________. a. the successful use of technology to overcome difficulties in the long run b. short-term failures c. cultural practices with long-term maladaptive results d. cultural stagnation (ANALYZE; answer: c; pages 26-27) 29. Kuru is a __________ that first appeared among the Fore of New Guinea. a. virus b. neurological disease c. cult d. agricultural innovation (REMEMBER; answer: b; pages 27-28) 30. Both kuru and mad cow disease are caused by __________ ingested from infected meat. a. prions b. a virus c. bacteria d. heavy metals (UNDERSTAND; answer: a; pages 27-28) 31. Kuru was prevalent in Fore women and children because __________. 126 Copyright © 2013 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. a. they did most farm labor b. they, and not men, engaged in ritual cannibalism c. men tended to eat less pork than women or children d. there was no prenatal care available until the 1960s (UNDERSTAND; answer: b; pages 27-28) 32. Both kuru and mad cow disease were the result of attempts to __________ which resulted in unintentionally maladaptive practices. a. change food taboos b. avoid disease c. innovate in economic strategies d. innovate in meat production (ANALYZE; answer: c; pages 27-28) 33. __________ refers to the tendency for people’s beliefs and practices to form a relatively coherent and consistent system. a. Cultural logic b. Cultural integration c. Cultural core d. Cultural norms (UNDERSTAND; answer: b; page 28) 34. Cultures are __________ is another way to say that cultures are integrated. a. premeditated b. planned c. random d. patterned (ANALYZE; answer: d; page 28) 35. Which of the following statements about cultural integration is false? a. All aspects of a given culture are internally consistent and integrated with all the other aspects of the culture. b. Economic activities are usually integrated with, affect, and are affected by other kinds of activities. c. The work of obtaining food, services, and goods is often performed by people in particular social and gender roles. d. Policies formulated by political agencies tend to be consistent with particular economic consequences. (EVALUATE; answer: a; pages 28-29) 36. In America, women’s rates of employment began to rise after __________. a. suffrage b. World War I c. World War II d. The 1960’s (UNDERSTAND; answer: c; pages 29-30) 37. In America, the growing financial equality of women with men led to __________. a. an increase in divorces b. an increase in average family size c. an increase in home ownership d. the two-car family (UNDERSTAND; answer: a; pages 29-30) 38. In the twentieth century the increase in women’s employment has led to __________. a. women receiving the right to vote b. increasingly flexible roles for men in society 127 Copyright © 2013 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. c. full equality for women with men d. the surprising reinforcement of traditional gender roles (APPLY; answer: b; pages 29-30) 39. A word, image, or object that stands for cultural beliefs or sentiments. a. symbol b. sign c. character d. script (REMEMBER; answer: a; page 30) 40. __________ is NOT a pervasive and powerful symbolic system. a. Language b. Religion c. Gender d. Health (APPLY; answer: d; page 30) 41. Afro-lingua __________ the basic assumptions encoded in the ordinary speech of European colonizers of the Caribbean. a. replicates b. symbolically reinforces c. symbolically challenges d. ignores (UNDERSTAND; answer: c; page 30) 42. Naturalized concepts are one of the main sources for __________. a. ethnocentrism b. intercultural disagreement c. cultural innovation d. intercultural understanding (ANALYZE; answer: a; page 30) 43. Western Apache communication styles __________. a. are very similar to Anglo-American communication styles b. are in many ways opposed to Anglo-American communication styles c. are more flamboyant than Anglo-American communication styles d. are considered invasive by many Anglo-Americans (ANALYZE; answer: b; page 31) 44. Ideas and behaviors so deeply embedded in a culture that they are regarded as universally normal or natural. a. norms b. cultural cores c. symbolic systems d. naturalized concepts (REMEMBER; answer: d; page 31) 45. Which of the following is a naturalized concept in western societies? a. That men and women are absolutely opposed gender sets. b. That collective action is always beneficial. c. That all persons wish to acquire greater wealth. d. That Christianity is the only true religion. (EVALUATE; answer: c; page 31) 128 Copyright © 2013 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. 46. An alternative cultural model within a society that expresses different views about the way that society should be organized is a/an __________. a. subculture b. resistance movement c. counterculture d. alternative lifestyle (ANALYZE; answer: c; page 32) 47. In Bedouin society women use __________ to pose symbolic challenges to male domination. a. coded language b. song and poetry c. household decoration d. clothing (REMEMBER; answer: b; page 32) 48. A culture-based, often ethnocentric, way that people see the world and other people is a __________. a. worldview b. bias c. prejudice d. model culture (REMEMBER; answer: a; page 32) 49. A __________ is an example of how culture organizes the way people think about the world. a. cultural core b. set of norms c. worldview d. symbol (REMEMBER; answer: c; page 32) 50. Direct interaction or __________ between peoples of different cultures through migration, trade, invasion, or conquest is an important source of cultural borrowing. a. syncretism b. culture contact c. acculturation d. enculturation (ANALYZE; answer: b; page 33) 51. __________ is a process by which a new cultural product is created by the selective borrowing of elements from other cultures. a. Culture contact b. Appropriation c. Syncretism d. Cultural evolution (UNDERSTAND; answer: c; page 33) 52. Santeria is a syncretic religion that borrows elements from traditional Afro-Caribbean beliefs and __________. a. Islam b. Lutheranism c. Roman Catholicism d. Voodoo (UNDERSTAND; answer: c; page 33) 53. A more proper name for Santeria is __________. a. “Way of the Saints” 129 Copyright © 2013 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. b. Voodoo c. Goddess Worship d. New Age (REMEMBER; answer: a; page 33) 54. The process by which a less numerous and less powerful cultural group changes its ways and cultural identity to blend in with the dominant culture is referred to as __________. a. cultural pluralism b. assimilation c. acculturation d. enculturation (UNDERSTAND; answer: b; page 33) 55. Conquest and colonization are examples of __________. a. cultural evolution b. culture contact c. assimilation d. forced assimilation (APPLY; answer: d; page 33) 56. __________ is the process by which a group adjusts to living within a dominant culture while at the same time maintaining its original cultural identity. a. Cultural pluralism b. Acculturation c. Assimilation d. Syncretism (REMEMBER; answer: b; page 33) 57. One example of acculturation is __________ in American society. a. Anglo-Americans b. Irish-Americans c. Native Americans d. the Amish (REMEMBER; answer: c; page 33) 58. The condition in a stratified society in which many diverse groups ideally live together equally and harmoniously without losing their cultural identities and diversity is __________. a. cultural evolution b. acculturation c. syncretism d. cultural pluralism (REMEMBER; answer: d; pages 33-34) 59. Early anthropologists believed in __________, or the idea that all societies advance through improved stages over time, going from primitive to more advanced forms of society. a. cultural evolution b. progress c. modernization d. civilization (REMEMBER; answer: a; page 34) 60. The Tiv are farmers who live in __________. a. Malaysia b. South Africa c. Nigeria 130 Copyright © 2013 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. d. Brazil (REMEMBER; answer: c; page 34) 61. Complex culture change, both internal and external, based on industrialism and a transnational market economy is called __________. a. globalization b. social evolution c. culture history d. modernization (APPLY; answer: d; page 34) 62. The Tiv elders’ interpretation of Laura Bohannon’s telling of Hamlet could be attributed to all of the following EXCEPT __________. a. worldview b. naturalized concepts c. ethnocentrism d. ignorance (EVALUATE; answer: d; pages 34-35) 63. One problem that Laura Bohannon encountered in telling the story of Hamlet to the Tiv was __________. a. the Tiv did not believe it was correct behavior from a man to marry was brother’s widow b. the Tiv did not believe in ghosts c. the Tiv thought Hamlet was the villain d. the Tiv did not believe in witches (UNDERSTAND; answer: b; pages 34-35) 64. Social Darwinism is most compatible with which of the following ideas? a. cultural evolution b. ethnogenesis c. culture history d. globalization (ANALYZE; answer: a; page 35) 65. The most apt term to describe cultural change over time is __________. a. cultural evolution b. social Darwinism c. ethnogenesis d. culture history (REMEMBER; answer: d; page 36) 66. Which of the following is the best definition of ethnogenesis? a. The origination of first culture, from which all other cultures are descended. b. The spread of a cultural trait from its point of invention to other cultures. c. A process in which people develop, define, and direct their own cultural identities. d. Genetic patterns underlying ethnic cultures. (EVALUATE; answer: c; page 36) 67. Which of the following is NOT an example of internal culture change? a. ethnogenesis b. diffusion c. revolution d. innovation (APPLY; answer: b; page 36) 131 Copyright © 2013 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. 68. __________ is the spread of ideas, material objects, and cultural practices from one society to another through direct and indirect culture contact. a. Diffusion b. Syncretism c. Culture history d. Ethnogenesis (REMEMBER; answer: a; page 36) 69. The process by which people try to change their culture or overturn the social order and replace it with a new, ideal society and culture. a. innovation b. revolution c. invention d. ethnogenesis (REMEMBER; answer: b; page 36) 70. The change in violence and sexual activity in American film content since the 1960s is an example of __________. a. intentional culture change b. unintentional culture change c. external culture change d. diffusion (APPLY; answer: b; page 36) 71. Colonial British land reforms in Kenya undermined Luo __________ rights and economic independence. a. clan’s b. men’s c. women’s d. society’s (REMEMBER; answer: c; page 37) 72. In colonial Kenya a “hut tax” __________. a. forced women to find wage labor b. resulted in most of the food that was grown by the Luo going to the British c. could not be paid only by labor d. forced heads of households to seek wage labor in order to earn cash (UNDERSTAND; answer: d; page 37) 73. __________ is a coping response of captive, conquered, or oppressed peoples to loss and deprivation. a. Revolution b. Reactive adaptation c. Assimilation d. Diffusion (REMEMBER; answer: b; page 38) 74. The Ghost Dance is an example of both __________. a. a revitalization movement and diffusion b. a revolution and diffusion c. a revitalization movement and revolution d. external culture change and forced assimilation (ANALYZE; answer: a; page 38) 75. A __________ is a type of nonviolent, reactive adaptation in which people try to resurrect their culture heroes and restore their traditional way of life. 132 Copyright © 2013 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. a. conservative movement b. revitalization movement c. great awakening d. spiritual movement (REMEMBER; answer: b; page 38) 76. Globalization stems from economic and political changes that have expanded worldwide through __________. a. colonialism b. mass media and consumerism c. democratization d. manufacturing and television (REMEMBER; answer: b; pages 38-39) 77. The idea that Euro-American values and practices are creating a culturally uniform world dominated by similar values and practices is an example of what theory of globalization? a. westernization b. hybridization c. polarization d. homogenization (ANALYZE; answer: d; page 39) 78. Globalization began with __________. a. United States’ interest in Latin America and the Pacific during the late nineteenth century b. expansion of the Roman Empire during the first century c. European colonial and mercantile expansion in the fifteenth and sixteenth centuries d. the explosion of media and information technology during the late twentieth century (UNDERSTAND; answer: c; page 39) 79. The principal agent(s) of globalization is/are __________. a. multinational corporations and mass media b. information technology c. the International Monetary Fund (IMF) d. genetic innovations in agricultural production (REMEMBER; answer: a; page 40) 80. What is the name of the branch of cultural anthropology in which anthropologists use their knowledge and skills to help developing countries maneuver through the process of culture change? a. global anthropology b. development anthropology c. culture change anthropology d. empowerment anthropology (REMEMBER; answer: b; page 41) ESSAY QUESTIONS 81. What elements of Edward Tylor’s definition of culture as “that complex whole which includes knowledge, belief, art, morals, law, custom, and any other capabilities and habits acquired by man as a member of society” are still present in today’s understanding of culture in anthropology? What elements of the current understanding of culture have changed? (APPLY) 82. Discuss the meaning of the phrase “culture is shared.” Who shares it? What does this sharing mean? Who may not share all the elements of culture within a society? (ANALYZE) 133 Copyright © 2013 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. 83. Using an example, show how world view, naturalized concepts, and ethnocentrism are related. (ANALYZE) 84. What are the similarities and differences between subcultures and counter cultures? (EVALUATE) 85. Using an example from your own cultural background, explain how cultural practices may be both adaptive and maladaptive. (CREATE) 86. What is a symbol? Using language as an example, explain how culture is a symbolic system. (EVALUATE) 87. List the characteristics of culture given in chapter 2 of the text. Give one example to illustrate each of the characteristics. (ANALYZE) 88. Explain the differences between assimilation, acculturation, and forced assimilation. Under what kinds of circumstances might each of these occur? (CREATE) 89. What are some of the causes of internal change in societies over time? What may drive these changes to occur? (APPLY) 90. What are some causes of external change in societies over time? Give two examples of externally introduced changes that have affected a culture or society. (APPLY) 91. What are some of the historical origins of contemporary globalization? How does historical globalization differ from contemporary globalization? (EVALUATE) 92. Explain the differences among the three concepts used to describe the consequences of globalization: homogenization, polarization, and hybridization. (ANALYZE) 134 Copyright © 2013 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. Test Bank Chapter Three In this revision of the testbank, I have updated all of the questions to reflect changes in Cultural Anthropology, 3e. There is also a new system for identifying the difficulty of the questions. In earlier editions, the questions were tagged in one of three ways: factual (recall of factual material), conceptual (understanding key concepts), and applied (application of sociological knowledge to a situation). In this revision, the questions are now tagged according to the six levels of learning that help organize the text. Think of these six levels as moving from lower-level to higher-level cognitive reasoning. The six levels are: REMEMBER: a question involving recall of key terms or factual material UNDERSTAND: a question testing comprehension of more complex ideas APPLY: a question applying anthropological knowledge to some new situation ANALYZE: a question requiring identifying elements of an argument and their interrelationship EVALUATE: a question requiring critical assessment CREATE: a question requiring the generation of new ideas The 93 questions in this chapter’s testbank are divided into two types of questions. Multiple-choice questions span a broad range of skills (half are “Remember” questions and the remainder are divided among four higher levels). Essay questions are the most demanding because they include four of the highest levels of cognitive reasoning (from “Understand” to “Create”) as well as lower levels. Types of Questions Easy to Difficult Level of Difficulty Multiple Choice Essay Remember 47 0 Understand 21 4 Apply 7 0 Analyze 3 5 Evaluate 3 2 Create 0 1 81 12 Total Questions 47 25 7 8 5 1 93 MULTIPLE CHOICE 1. The Quillayute, Northern Paiute, and Delaware narratives may describe __________. a. the origins of their tribes b. ancient climatic and ecological events c. ancient marriage ceremonies d. hunting rituals (UNDERSTAND; answer: b; page 45) 135 Copyright © 2013 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. 2. __________ are stories and myths that dramatize actual memories or events in symbolic form consistent with cultural practices in storytelling. a. Oral Traditions b. Myths c. Narratives d. Genealogies (REMEMBER; answer: c; page 45) 3. Cultural narratives that have validity as artifacts of culture and experience. a. oral traditions b. myths c. narratives d. genealogies (REMEMBER; answer: a; page 45) 4. The Supreme Court of Canada ruled in a land claim suit in 1997 that __________ have validity as legal testimony and as records of the past. a. rock art symbology b. Native American narratives c. Native American oral traditions d. treaties unsigned by Native Americans (REMEMBER; answer: c; page 46) 5. The earliest origins of anthropology lie in __________. a. the accounts and diaries written by early European travelers b. Greek histories c. Medieval bestiaries d. naturalists such as Charles Darwin (REMEMBER; answer: a; page 46) 6. Many of the best early accounts of non-western societies written during the early period of colonialism were written by __________. a. soldiers b. governors c. naturalists d. Jesuit missionaries (UNDERSTAND; answer: d; page 46) 7. The role of a __________ is to attempt an explanation that helps people understand why cultures originate, develop in certain ways, and change over time. a. methodology b. cultural theory c. cross-cultural comparison d. relativistic worldview (REMEMBER; answer: b; page 46) 8. Most early anthropologists during the 19th century __________. a. conducted ethnographic fieldwork b. ignored the accounts of travelers and missionaries c. were unilinear evolutionists d. were interpretive in their analyses of cultures (UNDERSTAND; answer: c; page 46) 9. Early anthropologists such as Edward Tylor and Lewis Henry Morgan developed __________. a. highly systematic fieldwork techniques 136 Copyright © 2013 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. b. critical approaches to evolutionary theory c. comparative evolutionary approaches for studying cultures d. non-theoretical, descriptive schools of anthropology (UNDERSTAND; answer: c; page 47) 10. Morgan proposed a __________ stages evolutionary scheme for all societies based on many comparative criteria. a. 3 b. 5 c. 8 d. 10 (REMEMBER; answer: a; page 47) 11. The three stages of cultural development proposed by Lewis Henry Morgan were __________. a. band, tribe, and clan b. savagery, barbarism, and civilization c. band, tribe, and state d. primitive, chiefdom, and civilization (REMEMBER; answer: b; page 47) 12. Lewis Henry Morgan was the first to link __________ with economic systems. a. technology b. religion c. geographic region d. kinship (UNDERSTAND; answer: d; page 47) 13. The founder of professional anthropology in the United States was __________. a. Bronislaw Malinowski b. Franz Boas c. Margaret Mead d. Lewis Henry Morgan (REMEMBER; answer: b; page 47) 14. Franz Boas stressed __________ in anthropological work. a. evolutionary theory b. culture change c. empiricism d. cross-cultural comparison (REMEMBER; answer: c; page 48) 15. Boas conducted most of his fieldwork __________. a. in the southwestern United States b. in central Mexico c. in the Caribbean d. on the northwest coast of North America (REMEMBER; answer: d; page 48) 16. Franz Boas introduced the idea of __________ into American anthropology. a. evolutionary stages b. cultural relativism c. arm chair anthropology d. conflict oriented explanations (REMEMBER; answer: b; page 48) 137 Copyright © 2013 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. 17. __________ can be described as the study of the social functions of cultural traits. a. Interpretive anthropology b. Evolutionary anthropology c. Functionalism d. Materialism (REMEMBER; answer: c; page 48) 18. The founder of the functionalist perspective in anthropology was __________. a. Clifford Geertz b. Edward Tylor c. Franz Boas d. Bronislaw Malinowski (UNDERSTAND; answer: d; page 48) 19. Functionalism, as developed by Malinowski, was most influential in __________ anthropology. a. British b. French c. American d. German (REMEMBER; answer: a; page 48) 20. Malinowski conducted fieldwork in __________. a. India b. the Trobriand Islands c. Egypt d. Peru (REMEMBER; answer: b; page 48) 21. Functionalism has the shortcoming of overemphasizing __________ at the expense of __________. a. conflict, stability b. groups, individuals c. stability, societal change d. individuals, groups (UNDERSTAND; answer: c; page 48) 22. __________ understands society and culture to be derived from its economic foundation. a. Functionalism b. Structuralism c. Cultural Ecology d. Cultural Materialism (UNDERSTAND; answer: d; page 49) 23. Environmental adaptation, technologies, and methods of acquiring food are emphasized in __________ perspectives in anthropology. a. functionalist b. symbolic c. interpretive d. materialist (REMEMBER; answer: d; page 49) 24. Cultural ecology was developed by __________ in the 1930s. a. Marvin Harris b. Julian Steward c. Margaret Mead d. Claude Levi-Strauss 138 Copyright © 2013 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. (REMEMBER; answer: b; page 49) 25. Cultural materialism is greatly influenced by __________. a. Adam Smith b. Thomas Malthus c. Karl Marx d. Max Weber (REMEMBER; answer: c; page 49) 26. __________ views are subjective and based on insiders’ views so that they resemble as much as possible the explanations that people have for their own culture. a. Emic b. Etic c. Structural d. Irrational (REMEMBER; answer: a; page 50) 27. __________ views are objective and based on outsiders’ views so that they resemble explanations by observers from another culture. a. Emic b. Etic c. Structural d. Materialist (REMEMBER; answer: b; page 50) 28. A/An __________ explanation of why Hindus in India do not eat cows is that cows are too important to farm labor to be eaten. a. interpretive b. emic c. etic d. subjective (APPLY; answer: c; page 50) 29. A/An __________ explanation of why Hindus in India do not eat cows is that they are sacred animals. a. materialist b. emic c. etic d. objective (APPLY; answer: b; page 50) 30. Claude Levi-Strauss developed structuralism to try to answer the question of why __________ around the world seem so similar. a. myths b. marriages c. ethical systems d. religions (REMEMBER; answer: a; page 50) 31. __________ proposes that cultural differences can be explained by differences in forms or conceptual categories rather than in meanings. a. Functionalism b. Materialism c. Structuralism d. Cultural Ecology (REMEMBER; answer: c; page 50) 139 Copyright © 2013 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. 32. __________ considers cultural diversity to stem from the differences in the forms by which people express universal meanings. a. Interpretive anthropology b. Structuralism c. Cultural ecology d. Evolutionary anthropology (REMEMBER; answer: b; page 50) 33. Which of the following modern anthropological methods of analyzing cultures contrasts with structuralfunctional analyses? a. interpretive b. evolutionary c. empirical d. conflict (UNDERSTAND; answer: a; page 51) 34. __________ views cultural differences to be best understood as complex webs of meaning rather than forms. a. Functionalism b. Materialism c. Structuralism d. Interpretive anthropology (REMEMBER; answer: d; page 51) 35. Interpretive anthropology as proposed by __________ was developed as a result of fieldwork in Java. a. Margaret Mead b. Clifford Geertz c. Julian Steward d. Marvin Harris (REMEMBER; answer: b; page 51) 36. According to __________, culture is a unique system of symbols with multiple layers of meaning. a. interpretive anthropology b. cultural materialism c. conflict theory d. structuralism (REMEMBER; answer: a; page 51) 37. Social problems or issues, especially those that arise as a result of the distribution of power in society, are the focus of __________ perspectives. a. conflict b. materialist c. structuralist d. interpretive (REMEMBER; answer: a; page 51) 38. Conflict theorists often concentrate on __________ and how they penetrate and transform indigenous cultures to suit their own needs. a. religions b. agriculturalists c. settlers d. capitalist institutions (UNDERSTAND; answer: d; page 51) 140 Copyright © 2013 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. 39. __________ is a topic of great concern to most conflict theorists. a. Warfare b. Deviance c. Gender d. Kinship (UNDERSTAND; answer: c; page 52) 40. Indigenous societies often were based on __________, principles that community members had fundamentally equal rights to available resources and to social respect. a. egalitarian ethics b. cross-cultural comparisons c. etic perspectives d. polyphony (REMEMBER; answer: a; page 52) 41. Which of the following two perspectives emphasize including multiple voices and perspectives within a community? a. materialist and structuralist b. reflexive and conflict c. materialist and interpretive d. interpretive and conflict (UNDERSTAND; answer: d; page 52) 42. Which of the following anthropological perspectives would be useful for understanding the impact warfare between societies has on cultural norms and practices? a. conflict b. materialist c. structuralist d. interpretive (APPLY; answer: a; page 52) 43. Which of the following was developed in the tradition of postmodernism? a. structuralism b. interpretive anthropology c. reflexive anthropology d. conflict perspectives (REMEMBER; answer: c; page 52) 44. The anthropology of anthropology is called __________. a. self-analysis b. anthropological ethnography c. reflexive anthropology d. critical anthropology (REMEMBER; answer: c; page 52) 45. The many voices of people from all the different segments and groups that make up society. a. polyphony b. multiculturalism c. multivocality d. cultural complexity (REMEMBER; answer: a; page 52) 46. One problem with the representation of the societies studied by anthropologist has been __________. a. that there were really fewer differences than anthropologists imagined b. the relativistic perspectives used to discuss other cultures 141 Copyright © 2013 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. c. the assumption that cultures were essentially static and unchanging d. that they are projected to be an accumulation of many individual voices and perspectives (EVALUATE; answer: c; page 52) 47. In response to the recognition that cultures or societies are not uniform and that many people cooperate and compete in forming a society, anthropologists have __________. a. begun to resort exclusively to cultural life histories b. begun to focus on smaller and smaller groups of people c. begun to shift towards national personality studies d. have begun to reflexively question whose voices and views appear in their writing and whose do not (UNDERSTAND; answer: d; page 53) 48. The hallmark of anthropological methods since the early twentieth century has been __________. a. surveys b. fieldwork c. statistical analysis d. excavation (REMEMBER; answer: b; page 53) 49. The largest attempt to gather comparative data from all cultures around the world into one source has been __________. a. the annual American Anthropological Association meetings b. the Human Genome Project c. the Human Relations Area Files d. the United Nations Human Rights Declaration (UNDERSTAND; answer: c; page 53) 50. In anthropology, fieldwork means __________. a. having people answer questionnaires b. compiling census data c. conducting polls d. living and interacting with the group of people under study (REMEMBER; answer: d; page 53) 51. Cross-cultural comparisons are __________. a. a means of understanding cultural differences and similarities through data analysis rather than direct observation b. made by conducting fieldwork in multiple cultures c. no longer made in twentieth century anthropology d. are only done on cultures discovered prior to 1950 (REMEMBER; answer: a; page 53) 52. All can be problematic when attempting to conduct large-scale cross-cultural comparative studies EXCEPT which of the following? a. data may not be comparable b. practices and traits may be taken out of their full cultural contexts c. imputing causality d. no database exists that codifies all known cultural facts and details about the world’s peoples (EVALUATE; answer: d; page 53) 53. Ethnohistorians are interested in __________. a. using historical documents rather than fieldwork to do anthropology b. constructing a global cultural world history based on the HRAF c. reconstructing and interpreting the history of indigenous peoples from their point of view d. creating a more scientific basis for the study of cultural histories 142 Copyright © 2013 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. (REMEMBER; answer: c; page 53) 54. A common focus in ethnohistories is __________. a. migration patterns b. the impact of colonialism c. indigenous economies d. mythology (REMEMBER; answer: b; page 53) 55. Before fieldwork can begin, an anthropologist must __________. a. choose a research problem b. gather the majority of their data off-site c. interpret the majority of their data d. choose a field site in a remote, foreign location (UNDERSTAND; answer: a; page 55) 56. Typically fieldwork on an anthropologist’s first research project will last about __________. a. two months b. six months c. one year d. two years (REMEMBER; answer: c; page 55) 57. During which of the following stages of fieldwork will an anthropologist attempt to learn the rules for entering and residing in their chosen country of study? a. choosing a problem b. conducting preliminary research c. gathering qualitative data d. interpreting data (APPLY; answer: b; page 55) 58. Which of the following is a common problem that anthropologists experience while doing fieldwork? a. creating surveys b. finding activists that will help resolve local conflicts and disputes c. culture shock d. bribing informants (ANALYZE; answer: c; pages 55-56) 59. Culture shock, or __________, is a common problem for anthropologists after they first arrive to do fieldwork. a. the inability to accept new ethical frameworks b. the feeling of being out of place in unfamiliar surroundings c. the unfriendliness of people at the new location d. the inability of people at the new location to accept the anthropologist (REMEMBER; answer: b; page 56) 60. Which of the following is an advantage to obtaining residence in a native household when conducting fieldwork? a. it makes it easy to pay people for information b. allows for close proximity to people through family networks c. all the data can be obtained from one family d. it provides a partisan viewpoint (ANALYZE; answer: b; page 56) 143 Copyright © 2013 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. 61. Although sometimes necessary, interpreters are less desirable than knowing the language during fieldwork because __________. a. many of the nuances of meaning are lost in translation b. few people are willing to talk with a translator present c. translators are expensive and shorten the time an anthropologist can do fieldwork d. translators often are dishonest and do not convey accurately information informants present (ANALYZE; answer: a; page 56) 62. Which of the following is an example of qualitative data? a. relationships between members of households within a community b. population trends in births c. fluctuations in community size d. sources of income (APPLY; answer: a; page 56) 63. Which of the following is an example of quantitative data? a. relationships between members of households within a community b. descriptions of food gathering techniques c. sources of income d. information about how people trace their genealogical relationships (APPLY; answer: c; page 56) 64. Gathering data through participant observation might mean using which of the following techniques? a. following one person for a day without their knowledge b. searching HRAF c. having conversations with people d. sending mass surveys (APPLY; answer: c; pages 56-57) 65. One limitation to gathering information that is almost impossible to overcome is the __________ of the anthropologist. a. language ability b. gender c. nationality d. age (UNDERSTAND; answer: b; page 57) 66. A field of cultural anthropology that focuses on studying the lives of people living in cities or urban neighborhoods. a. interpretive anthropology b. reflexive anthropology c. ecological anthropology d. urban anthropology (REMEMBER; answer: d; page 57) 67. When carrying out research in urban areas, anthropologists often use methods similar to those of __________. a. historians b. economists c. psychologists d. sociologists (REMEMBER; answer: d; page 57) 68. All of the following is true of urban anthropologists EXCEPT __________. a. they focus on studying an entire town or city 144 Copyright © 2013 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. b. they use methods that differ significantly from anthropologists conducting research in rural areas c. they often investigate a specific topic within a defined subculture d. they primarily use participant observation rather than surveys to gather data (UNDERSTAND; answer: c; page 57) 69. Often, anthropological research in urban areas focuses on __________ and/or particular topics. a. mass cultures b. whole communities c. subcultures or small groups d. national problems (UNDERSTAND; answer: c; page 57) 70. An example of urban anthropology is Judith Friedenburg’s work on __________ in New York City. a. elderly Puerto Ricans b. firemen c. office workers d. bicycle messengers (REMEMBER; answer: a; page 58) 71. Cultural life histories are __________. a. historical records on important people in an area b. long-term research programs that track a culture over many years c. biographies of individuals within a particular culture d. voices of people from all the different segments and groups that make up a society (UNDERSTAND; answer: c; page 59) 72. Scott Youngstedt focused his research on how Hausa migrants to the capital city of __________ build social networks in their new settings to create a sense of community and familiarity. a. Vietnam b. Niger c. Tanzania d. Mongolia (REMEMBER; answer: b; page 59) 73. Sometimes anthropologists from other countries work in the United States; an example is the work of __________ researchers in “Riverfront” Wisconsin. a. Turkish b. French c. Japanese d. Brazilian (REMEMBER; answer: c; page 61) 74. One of the preconceptions that the researchers in “Riverfront” Wisconsin found to be false was the expected __________ of the population there. a. friendliness b. homogeneity c. heterogeneity d. class consciousness (UNDERSTAND; answer: b; page 61) 75. The Sanos found that __________ changed their relationships with people in town for the better after their first year in “Riverfront” Wisconsin. a. the birth of their son b. their newly acquired American citizenship c. the death of the local mayor 145 Copyright © 2013 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. d. their jobs as university professors (REMEMBER; answer: a; page 62) 76. Anthropologists have traditionally presented the peoples in their studies as __________ who are different and exotic. a. primitives b. heroes c. others d. individuals (REMEMBER; answer: c; page 62) 77. In response to the usual tendency to present peoples in anthropological writings as “others,” anthropologists have in many cases turned to presenting __________ between themselves and the person in their research as their form of writing. a. contests b. dialogues c. cooperation d. contracts (REMEMBER; answer: b; page 62) 78. The organization that formulated the Code of Ethics to which many anthropologists adhere. a. American Anthropological Association b. American Association of Cultural Anthropologists c. National Science Foundation d. United Nations (REMEMBER: answer: a; page 63) 79. The full disclosure of research goals, methods, types of analyses, and reporting procedures is called __________. a. informed consent b. polyphany c. surveys d. ethnohistory (REMEMBER: answer: c; page 64) 80. Which of the following is classified as an unethical practice? a. Testifying in court proceedings regarding native territories and indigenous land claims. b. Sharing ethnographic data with another anthropologist. c. Staging ethnographic film footage. d. Providing compensation for interviews. (EVALUATE; answer: c; page 64) 81. The most basic rule of anthropological research is __________. a. research objectively b. record everything c. ethical obligations to people they study are more important than the pursuit of knowledge d. consider a long-term relationship to exist with the research community (UNDERSTAND; answer: c; page 64) ESSAY QUESTIONS 82. Outline the basic differences of evolutionist theory as developed by Edward Tylor and Lewis Henry Morgan, and empiricism as developed by Franz Boas. How has each of these contributed to contemporary anthropological theory? (ANALYZE) 146 Copyright © 2013 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. 83. What are the basic assumptions made about human society by materialist theories? How do these assumptions affect choices of research topics and methods of fieldwork? (EVALUATE) 84. Briefly explain functionalist and interpretive perspectives in anthropology. Who is responsible for pioneering these perspectives and how does their relationship in time show changes in anthropological thinking about culture over time? (ANALYZE) 85. Define the terms emic and etic. Demonstrate the difference between them by using Marvin Harris’ example of cows in India. (UNDERSTAND) 86. Describe conflict perspectives used in anthropology and explain how they have been useful for analyzing culture and power. (UNDERSTAND) 87. In what ways is drawing cross-cultural comparisons useful in anthropology? How might such comparisons be misleading? (ANALYZE) 88. List and briefly explain the steps that an anthropologist must go through in order to conduct field research from beginning to end. (UNDERSTAND) 89. Identify four major problems that an anthropologist might encounter while conducting field research. How might these problems be dealt with? (ANALYZE) 90. What are some of the differences in research topics and methodologies between anthropological research in small-scale and large-scale societies? (UNDERSTAND) 91. Discuss the issues of “labeling” and “voice” in anthropological literature. How has reflexive anthropology attempted to deal with these issues? (ANALYZE) 92. What ethical issues do anthropologists face when conducting their research? What arguments exist within the field regarding anthropologists as advocates? (EVALUATE) 93. Do you believe that anthropologists should remain neutral in their research or work as advocates for the people they study? Why? Argue for your position. (CREATE) 147 Copyright © 2013 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. Test Bank Chapter Four In this revision of the testbank, I have updated all of the questions to reflect changes in Cultural Anthropology, 3e. There is also a new system for identifying the difficulty of the questions. In earlier editions, the questions were tagged in one of three ways: factual (recall of factual material), conceptual (understanding key concepts), and applied (application of sociological knowledge to a situation). In this revision, the questions are now tagged according to the six levels of learning that help organize the text. Think of these six levels as moving from lowerlevel to higher-level cognitive reasoning. The six levels are: REMEMBER: a question involving recall of key terms or factual material UNDERSTAND: a question testing comprehension of more complex ideas APPLY: a question applying anthropological knowledge to some new situation ANALYZE: a question requiring identifying elements of an argument and their interrelationship EVALUATE: a question requiring critical assessment CREATE: a question requiring the generation of new ideas The 94 questions in this chapter’s testbank are divided into two types of questions. Multiplechoice questions span a broad range of skills (one third are “Remember” questions and the remainder are divided among four higher levels). Essay questions are the most demanding because they include the four highest levels of cognitive reasoning (from “Apply” to “Create”). Types of Questions Easy to Difficult Level of Difficulty Multiple Choice Remember 34 Understand 19 Apply 12 Analyze 13 Evaluate 4 Create 0 82 Essay 0 0 2 4 2 4 12 Total Questions 34 19 14 17 6 4 94 MULTIPLE CHOICE 1. Although both the biblical story of Babel and the Snohomish story of raising the sky both explain the existence of different languages, they differ in that __________. a. in the Snohomish story the source of different languages is not divine b. in the Snohomish story people can still work together effectively c. in the Snohomish story people cannot still work together effectively d. in the Snohomish story the creation of different languages is a divine punishment (UNDERSTAND; answer: b; page 69) 2. Today there are about __________ languages spoken around the world. a. 845 b. 1,400 148 Copyright © 2013 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. c. 4,600 d. 6,200 (REMEMBER; answer: d; page 69) 3. What is the primary medium humans use for interacting with one another? a. language b. non-verbal communication c. gestures d. symbolism (REMEMBER; answer: a; page 69) 4. With perhaps an exception or two, language is a system of communication unique to humans in part because it is __________. a. both verbal and nonverbal b. it is complex c. it is symbolic d. it is memory based (UNDERSTAND; answer: c; page 70) 5. __________ is the feature of language that makes it possible to talk about the past or hypothetical events. a. Imagination b. Displacement c. Theory of mind d. Duality of patterning (REMEMBER; answer: b; page 70) 6. Language is any form of communication that involves __________. a. sounds, symbols, and words b. symbols, grammar, and call systems c. symbols, displacement, and productivity d. duality of patterning, displacement, and productivity (UNDERSTAND; answer: c; page 70) 7. __________ is the arbitrary association of sounds with meaning. a. Symbolism b. Displacement c. Productivity d. Flexibility (REMEMBER; answer: a; page 70) 8. Because they can signal the presence and direction of food, some nonhuman primate call systems may contain a limited form of __________. a. displacement b. productivity c. signaling d. symbolism (APPLY; answer: a; page 70) 9. __________ is the ability to join sounds and words in theoretically infinite meaningful combinations. a. Symbolism b. Productivity c. Duality of Patterning d. Syntax (REMEMBER; answer: b; page 70) 149 Copyright © 2013 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. 10. Researchers have concentrated on __________ as the most likely nonhuman primate to successfully train to use language. a. gorillas b. orangutans c. chimpanzees d. gibbons (REMEMBER; answer: c; page 70) 11. Early attempts were made to train nonhuman primates to __________, but these attempts failed. a. speak English words b. use sign language c. speak complex human languages d. speak African click languages (UNDERSTAND; answer: a; page 70) 12. More recent attempts to teach nonhuman primates __________ or __________ have not produced excellent results. a. sign language, keyboard symbol language b. writing, sign language c. computer keyboard language, color-based language d. writing, color-based language (REMEMBER; answer: a; pages 70-71) 13. Both gorillas and chimpanzees seem to be able to __________ in a rudimentary way, although they do not seem to do so in the wild. a. understand videotaped or recorded call systems b. understand and manipulate symbols c. produce syntax d. form human verbal sounds (REMEMBER; answer: b; page 71) 14. Why do researchers believe language emerged? a. displacement b. productivity c. symbolism d. signaling (APPLY; answer: a; page 71) 15. Currently, researchers believe that speech capability developed in human ancestors by __________ years ago. a. 50,000 to 75,000 b. 100,000 to 150,000 c. 200,000 to 250,000 d. 300,000 to 400,000 (REMEMBER; answer: b; page 71) 16. Chimpanzees and gorillas apparently have a rudimentary capacity for understanding and manipulating symbols but __________. a. only manipulate symbols in the wild b. only when taught by humans c. seem not to use it in the wild d. only use symbols with humans (UNDERSTAND; answer: c; page 71) 17. __________ is the study of sound systems in language. a. Phonemics 150 Copyright © 2013 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. b. Phonetics c. Phonology d. Phrenology (REMEMBER; answer: c; page 72) 18. The study of the articulation and production of human speech sounds is known as __________. a. phonemics b. phonetics c. phonology d. phrenology (REMEMBER; answer: b; page 72) 19. __________ is the analysis of the use of sounds to differentiate the meanings of words. a. Phonemics b. Phonetics c. Phonology d. Phrenology (REMEMBER; answer: a; page 72) 20. A person learns to apply rules for differentiating phonemes unconsciously __________. a. in the womb b. during infancy c. during childhood d. in adulthood (UNDERSTAND; answer: c; page 72) 21. The sound /p/ in “pit” is different from /b/ in “bit” because it is __________. a. a different letter b. voiceless c. voiced d. made with the use of the lips (APPLY; answer: b; page 72) 22. Because subjects precede objects in the vast majority of languages, this pattern probably reflects __________. a. human cognition b. syntax c. universal grammar d. morpheme (APPLY; answer: a; page 72) 23. __________ use the full range of sounds that human vocal cords can produce. a. All languages b. Two languages: Arabic and Korean c. Three languages: Arabic, Swahili, and Swedish d. No languages (UNDERSTAND; answer: d; page 72) 24. A minimal unit of sound that differentiates meaning in a particular language is a __________. a. phoneme b. syllable c. vowel d. morpheme (REMEMBER; answer: a; page 72) 25. The study of the internal structure of words and the combination of meaningful units within the word. 151 Copyright © 2013 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. a. morphology b. phonology c. phonemics d. phonetics (REMEMBER; answer: a; page 72) 26. A unit of sound and meaning, either a separate word or a meaningful part of a word is called a __________. a. phoneme b. morpheme c. syntax d. syllable (REMEMBER; answer: b; page 72) 27. According to Noam Chomsky, there are underlying rules to word order and sentence construction in all languages, which is known as __________. a. syntax b. morphology c. semantics d. universal grammar (UNDERSTAND; answer: d; page 73) 28. __________ is the study of systems of meaning in a language. a. Syntax b. Morphology c. Semantics d. Linguistics (REMEMBER; answer: c; page 73) 29. Words or phrases and sentences also convey __________ that varies with the relationship people have with one another as well as the context in which they are speaking. a. grammar b. logic c. interactional meaning d. syntax (APPLY; answer: c; page 73) 30. Nonverbal actions with specific meanings that substitute for spoken words are __________. a. emblems b. nonverbal communication c. body language d. gestures (REMEMBER; answer: a; page 74) 31. The communication of meanings between people of different languages and cultures is known as __________. a. gestures b. body language c. intercultural communication d. nonverbal communication (REMEMBER; answer: c; page 74) 32. Within cultures, body language and nonverbal communication can vary and may lead to __________. a. emblems b. non-verbal behaviors c. verbal intercultural communication d. cross-cultural misunderstandings 152 Copyright © 2013 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. (APPLY; answer: d; page 74) 33. In the study of students who viewed videotaped gestures, __________ interpreted them correctly. a. 100% b. 23% c. 0% d. 50% (REMEMBER; answer: b; page 74) 34. Studies have shown that __________ are more likely to assume a dominant posture. a. women b. teenagers c. adults d. men (APPLY; answer: d; page 75) 35. Non-verbal communication includes __________. a. logic b. symbols c. use of sign language d. facial expressions, body gestures, and touching (UNDERSTAND; answer: d; page 75) 36. The study of how language use changes according to social context is __________. a. intercultural communication studies b. historical linguistics c. sociolinguistics d. cultural anthropology (ANALYZE; answer: c; page 76) 37. The Sapir-Whorf hypothesis states that __________. a. language is an outgrowth of non-verbal communication b. society and culture determine the content of language c. socioeconomic position influences language use d. the form and content of language influence speakers’ behaviors, thought processes, and worldviews (UNDERSTAND; answer: d; page 76) 38. According to Edward Sapir, vocabulary reflects __________. a. the degree of advancement in a society b. what is culturally important to a people c. educational level d. the environment (UNDERSTAND; answer: b; page 76) 39. Programs to preserve and teach Native American languages such as the Learning Lodge Institute have the larger goal of __________. a. preserving Native American cultures through language preservation b. weaning Native Americans off the use of English c. teaching Native American languages to non-Native Americans d. using education for the teaching of language and culture (APPLY; answer: d; page 77) 40. Learning Lodge participants believe language is essential for the survival of a tribe. Why? a. without a language to speak there is no culture b. people within the tribe will not be able to communicate without language 153 Copyright © 2013 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. c. indigenous languages are important for the public to learn d. Culture is based on language (EVALUATE; answer: a; page 77) 41. Benjamin Whorf examined __________ as well as vocabulary in his studies of the Hopi language. a. grammar b. climate c. economy d. syntax (UNDERSTAND; answer: a; page 78) 42. According to Whorf, different concepts of __________ were reflected in the differences between the Hopi and English languages. a. hospitality b. time c. kinship d. history (EVALUATE; answer: b; page 78) 43. Recent studies in linguistic anthropology attempt to develop experimental designs focusing on __________. a. memory b. facial features c. inflection d. sleep patterns (EVALUATE; answer: a; page 78) 44. A good summary of Sapir and Whorf’s conclusion about the relationship between language and thought is __________. a. culture and society shape language b. language determines thought and culture c. language serves as a set of guideposts for human thought but does not constrain people’s ability to think d. language shapes the wiring of the brain (ANALYZE; answer: c; page 78) 45. Most linguists take the position that the relationship between thought and language is __________. a. unidirectional: thought influences language b. unidirectional: language influences thought c. non-directional: language and thought do not influence each other d. bi-directional: language and thought influence each other (EVALUATE; answer: d; pages 78-79) 46. An example of a threatened language due to a dominant national culture that speaks a different language and controls media, economic, and political forums is __________. a. Portuguese b. English c. Australian Aboriginal languages d. Italian (ANALYZE; answer: c; page 79) 47. The __________ of language speakers often reveals the history of migration and regional occupation. a. education b. age c. demographics d. sex (UNDERSTAND; answer: c; page 79) 154 Copyright © 2013 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. 48. A/An __________ is a variety of a language spoken by a particular group of people, based on regional differences or social differences such as gender, class, race, or ethnicity. a. accent b. dialect c. pidgin d. creole (REMEMBER; answer: b; pages 79-80) 49. A/An __________ is a variation in the way languages are pronounced. a. accent b. dialect c. pidgin d. creole (REMEMBER; answer: a; page 80) 50. Until the __________ prevailing attitudes in the United States accepted multilingualism in education and public life. a. 1830s b. Civil War c. end of the 19th century d. 1950s (REMEMBER; answer: c; page 80) 51. According to the U.S. Census Bureau, as of 2008 __________ people in the United States spoken some language other than English at home. a. one in twenty b. one in ten c. one in five d. one in three (REMEMBER; answer: c; page 80) 52. Why did attitudes change towards multilingualism during the late nineteenth century? a. people became more tolerable b. individuals understood the importance of native languages c. the large influx of immigrants coming into the United States d. English was not widely spoken (APPLY; answer: c; page 80) 53. About __________ different languages are spoken in the United States. a. 790 b. 100 c. 380 d. 1000 (REMEMBER; answer: c; page 80) 54. According to the U.S. Census Bureau, nearly __________ of people who spoke a language other than English at home also spoke English well. a. 25% b. 90% c. 78% d. 60% (REMEMBER; answer: d; page 81) 55. The Native American language with the largest number of home speakers is __________. 155 Copyright © 2013 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. a. Apache b. Navajo c. Cherokee d. Yupik (UNDERSTAND; answer: b; page 81) 56. What is the most frequently spoken non-English language in Louisiana, Maine, New Hampshire and Vermont? a. French b. English c. Spanish d. German (REMEMBER; answer: a; page 81) 57. Approximately how many people in America claimed a Native American language as their only language? a. 20,000 b. 5,000 c. 10,000 d. 12,000 (REMEMBER; answer: c; page 81) 58. In the United States, the ability to use a non-English language tends to disappear in the __________ generation after immigration. a. first b. second c. third d. fourth (UNDERSTAND; answer: c; page 81) 59. Standard versions of a language in a nation tend to be based on __________. a. the earliest original form of the language b. the form that best fits dictionary and school grammar use c. the most widely spoken version of the language d. economic, social, and political factors (APPLY; answer: d; page 82) 60. Non-standard versions of a language tend to be stigmatized __________. a. when they cannot be understood b. to the extent that they deviate from the standard c. when there is a strong system of national government d. if the members of the group who speak it are indigenous (ANALYZE; answer: b; page 82) 61. Speakers of the standard dialect gain prestige and respect, while speakers of nonstandard dialects are __________. a. looked down upon b. viewed as superior c. not taken seriously d. viewed as uneducated (APPLY; answer: a; page 82) 62. “Ebonics” is another term for __________. a. African slang b. poor English c. African-American Vernacular English d. Creole 156 Copyright © 2013 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. (REMEMBER; answer: c; page 82) 63. Most linguists agree that the sources of African-American Vernacular English are __________ and __________. a. African-American standard English, southern English b. urban slang, southern English c. rural southern English, African languages d. African languages, urban slang (UNDERSTAND; answer: c; page 83) 64. In 1996 the Oakland Board of Education mistakenly claimed that “Ebonics” was derived from __________ and was not a dialect of English. a. Caribbean Creoles b. Wolof c. French and Nigerian d. Niger-Congo African languages (ANALYZE; answer: d; page 83) 65. The Bridge program advocated by the Oakland School Board is __________ according to research in other public school systems where it has been tested. a. successful b. unsuccessful c. outdated d. overly expensive (UNDERSTAND; answer: a; pages 83-84) 66. When people elevate a particular dialect over another, they convey __________. a. a message of authority b. a message of superiority c. a message of confidence d. a message of capitalism (APPLY; answer: b; page 84) 67. __________ is the study of culture through people’s use of language to categorize and classify people, objects, activities, and experiences. a. Sociolinguistics b. Ethnosemantics c. Ethnography of communication d. Componential analysis (UNDERSTAND; answer: b; page 85) 68. Specialized or technical words are __________, spoken by people who share a particular occupation or interest. a. creoles b. pidgins c. jargons d. dialects (REMEMBER; answer: c; page 85) 69. A technique of analyzing the similarities and contrasts in a particular category, such as kinship terms or animal names. a. sociolinguistics b. ethnosemantics c. morphology d. componential analysis (ANALYZE; answer: d; page 85) 157 Copyright © 2013 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. 70. Compositional analysis of English shows that it places greater importance on __________ than other animals. a. fish b. wild mammals c. domesticated animals d. pets (ANALYZE; answer: c; pages 85-86) 71. The exchange of standard greetings by two people who share a language and culture is an example of a __________. a. linguistic problem b. cultural presupposition c. cliché d. set piece (ANALYZE; answer: b; page 86) 72. The term for the study of communication as it occurs within a particular cultural context, considering such features as the participant’s settings and the participant’s attitudes and goals is __________. a. sociolinguistics b. ethnosemantics c. ethnography of communication d. componential analysis (ANALYZE; answer: c; page 86) 73. Cultural presumptions are __________. a. rudimentary languages that have been simplified b. a technique of analyzing the similarities and contrasts in a particular category c. the study of communication as it occurs within a particular cultural context d. shared knowledge and unspoken assumptions that people have as members of their culture (ANALYZE; answer: d; page 86) 74. Indigenous systems of meaning are known as __________. a. pidgins b. dialects c. creoles d. ethnosemantics (REMEMBER; answer: d; page 87) 75. Systems of meaning include jargons, which are __________. a. specific to certain activities or occupations b. specific to certain regions c. specific to certain individuals d. specific to certain countries (ANALYZE; answer: a; page 87) 76. Language change is constant and natural as __________. a. languages borrow words from other languages b. people lack education c. new words and expressions are invented or discarded d. people become more educated (ANALYZE; answer: c; page 87) 77. How do pidgins differ from creoles? a. Pidgins and creoles are the same. b. Pidgins are not full languages. c. Pidgins combine sounds, grammatical forms, and vocabulary from different languages. 158 Copyright © 2013 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. d. Pidgins arise during periods of close contact between individuals that speak different languages. (ANALYZE; answer: b; page 87) 78. __________ are languages that have historic roots as an amalgamation of vocabulary and grammar derived from two or more independent languages. a. Pidgins b. Creoles c. Lingua francas d. Dialects (REMEMBER; answer: b; page 88) 79. __________ are rudimentary languages that have a simplified grammar and a limited vocabulary. a. Pidgins b. Creoles c. Lingua francas d. Dialects (REMEMBER; answer: a; page 88) 80. __________ are words in different languages that are derived from the same word in their parent language. a. Loanwords b. Cognates c. Language families d. Lingua francas (REMEMBER; answer: b; page 89) 81. Words borrowed from one language to another. a. cognates b. language families c. loanwords d. lingua francas (REMEMBER; answer: c; page 89) 82. Plotting the distributions of related languages can show information on __________. a. migration, contacts, and conquests in the past b. intermarriage and trade c. globalization d. colonizers and war (UNDERSTAND; answer: a; page 91) ESSAY QUESTIONS 83. Using the terms symbolism, displacement, and productivity, discuss what makes human language different from other, animal, communication systems. (APPLY) 84. Outline the history of attempts to teach nonhuman primates language and the kinds of success these attempts have been met with. (ANALYZE) 85. Give three examples of nonverbal communication and explain why nonverbal communication is problematic in cross-cultural situations. (ANALYZE) 86. What is the Sapir-Whorf hypothesis? Why have the most extreme versions of the hypothesis been rejected while milder versions are commonly accepted? 159 Copyright © 2013 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. (ANALYZE) 87. For what reasons have indigenous languages around the world been placed in danger of extinction in the 19th and 20th centuries? What has been done to preserve these languages? (CREATE) 88. Explain the difference between a dialect, a creole, and a pidgin. Under what circumstances do they arise? (APPLY) 89. What steps did the Oakland Board of Education take in 1996 to improve the standard English reading comprehension of African-American students? Why was their statement on their policy mistaken? What was the outcome? (EVALUATE) 90. In many countries around the world, including Switzerland, students learn multiple languages in school with little difficulty, but in the United States many African-American students have historically had difficulty learning standard English. What is the idea of cultural resistance and how might this explain the difficulty? (CREATE) 91. What is the ethnography of communication? Using an example, give the elements an ethnographer of communication would need to take into account in order to correctly understand and explain a communication event. (CREATE) 92. What is a language family? Cognates? Loanwords? How does historical linguistics use these concepts to understand language change and the social reasons for it over time? (EVALUATE) 93. In your experience, what are some examples of new vocabularies that reflect changing cultural priorities? How are these new words disseminated throughout the population? (CREATE) 94. What do language maintenance programs in indigenous communities tell us about the relationship between language and culture? (ANALYZE) 160 Copyright © 2013 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. Test Bank Chapter Five In this revision of the testbank, I have updated all of the questions to reflect changes in Cultural Anthropology, 3e. There is also a new system for identifying the difficulty of the questions. In earlier editions, the questions were tagged in one of three ways: factual (recall of factual material), conceptual (understanding key concepts), and applied (application of sociological knowledge to a situation). In this revision, the questions are now tagged according to the six levels of learning that help organize the text. Think of these six levels as moving from lower-level to higher-level cognitive reasoning. The six levels are: REMEMBER: a question involving recall of key terms or factual material UNDERSTAND: a question testing comprehension of more complex ideas APPLY: a question applying anthropological knowledge to some new situation ANALYZE: a question requiring identifying elements of an argument and their interrelationship EVALUATE: a question requiring critical assessment CREATE: a question requiring the generation of new ideas The 93 questions in this chapter’s testbank are divided into two types of questions. Multiple-choice questions span a broad range of skills (over one third are “Remember” questions and the remainder are divided among four higher levels). Essay questions are the most demanding because they include the three highest levels of cognitive reasoning (from “Analyze” to “Create”) as well as lower levels. Types of Questions Easy to Difficult Level of Difficulty Multiple Choice Essay Remember 34 0 Understand 33 4 Apply 7 0 Analyze 5 2 Evaluate 2 4 Create 0 2 81 12 Total Questions 34 37 7 7 6 2 93 MULTIPLE CHOICE 1. The moral of the story of Agkon could be summarized as __________. a. witchcraft always eventually leads to the downfall of the witch b. the dead must be buried properly or terrible consequences will follow c. family members need each other and must fulfill their obligations d. revenge will lead to two deaths, not just one (EVALUATE; answer: c; page 99) 2. Socialization is similar to __________, but concentrates on the social factors that a person must learn. 161 Copyright © 2013 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. a. enculturation b. assimilation c. acculturation d. social learning (REMEMBER; answer: a; page 99) 3. __________ is the primary means by which humans adapt and survive. a. Technology b. Culture c. Learning d. Language (REMEMBER; answer: b; page 99) 4. Enculturation begins __________. a. after the social birth has taken place b. at about 6 months c. after about 9 months d. as soon as a baby is born (REMEMBER; answer: d; page 99) 5. Enculturation continues __________. a. until about 12 years of age b. until about 18 years of age c. until everything needed has been learned d. throughout life (REMEMBER; answer: d; page 99) 6. Enculturation is so successful because __________. a. it is so obvious to everyone that it must be b. it is non-explicit but constant c. it so extremely explicit d. it has been so well formalized over many generations (UNDERSTAND; answer: b; page 99) 7. Culture as a whole is a __________ system. a. symbolic b. linguistic c. relativistic d. sociological (REMEMBER; answer: a; page 99) 8. Practices of delayed social birth are generally found in societies where __________. a. there is little understanding of medicine b. ancestral spirits are important elements in religion c. there has been, or still is a high rate of infant mortality d. there has been, or is still is a low rate of infant mortality (UNDERSTAND; answer: c; page 100) 9. In impoverished communities in northeastern Brazil, infants who die are considered __________. a. to be genetically inferior b. to be uninterested in living c. to be doomed from birth d. to be the victims of their parents’ moral failure (UNDERSTAND; answer: b; page 100) 162 Copyright © 2013 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. 10. In the Christian religion, baptism can be considered a type of __________ for the person baptized. a. religious ceremony b. contract with a deity c. social birth d. special occasion (UNDERSTAND; answer: c; page 101) 11. In some Native American societies names could change or be acquired over time and __________. a. could be disposed of on a whim of the bearer b. were attempts to gather supernatural protection or powers c. were tied to the age of the person d. always had to be different from any parental name (REMEMBER; answer: b; page 101) 12. Attitudes toward children and child rearing practices are generally consistent with __________ prevalent in the society. a. core values b. economic conditions c. language groups d. health concerns (REMEMBER; answer: a; page 101) 13. Child-rearing practices reflect both cultural values and __________. a. environmental constraints b. children’s workload c. the time parents have to spend with their children d. social constraints (REMEMBER; answer: a; page 102) 14. In many traditional societies infants may be nursed __________. a. for as long as three or four years b. for as long as six or seven years c. according to a very restrictive schedule d. less than one year (REMEMBER; answer: a; page 102) 15. Feeding on demand is __________. a. mothers choosing when to feed their babies b. babies being allowed to nurse whenever they want c. babies making choices about what type of food to eat d. mothers choosing what nutrients to provide for their babies (UNDERSTAND; answer: b; page 102) 16. A study by Whiting and Child showed how many societies to be more restrictive on nursing than middle-class Americans? a. about half b. sixteen c. only one d. only three (REMEMBER; answer: c; page 102) 17. Weaning tends to take place later when __________ is/are not readily available. a. medical advice b. prenatal care c. household help 163 Copyright © 2013 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. d. replacement foods (REMEMBER; answer: d; page 102) 18. Morelli’s 1992 study found that 1/3 of American infants __________. a. are independent b. sleep in the same room with their parents c. refuse to nurse d. sleep in a separate room from their parents (REMEMBER; answer: b; page 102) 19. In Morelli’s 1992 study, Mayan parents stressed a desire to __________ in explaining why children continued to sleep with their mothers into the second year. a. be kind to their children b. foster a feeling of interdependence between their children and themselves c. save on the costs of heating rooms at night d. avoid staying awake while nursing children at night (UNDERSTAND; answer: b; page 102) 20. There is a cross-cultural correlation between parents not allowing children to sleep with them and __________. a. the importance of privacy b. the amount of household space c. a high value placed on independence d. a high value placed on interpersonal relationships (UNDERSTAND; answer: c; page 103) 21. By the age of 3, Efe children have been found to spend an average of __________ of their time a day in social contact with people who are not their mothers. a. 10% b. 50% c. 70% d. 90% (REMEMBER; answer: c; page 105) 22. The Efe system of child rearing is a result of __________ as well as enmeshed, mutually dependent social and economic systems. a. the requirement to engage in multiple tasks at the same time b. a desire to make children self-reliant c. the need to teach children to forage for themselves d. a respect for the natural curiosity of children (UNDERSTAND; answer: a; page 105) 23. Children in hunting and gathering societies often begin contributing to the family when they are __________. a. quite young b. 14 c. 21 d. elderly (REMEMBER; answer: a; page 105) 24. Changes in attitudes toward children and childhood are consistent with __________. a. socioeconomic values b. a shrinking middle class c. a growing middle class d. children’s changing behavior 164 Copyright © 2013 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. (UNDERSTAND; answer: a; page 106) 25. Although self-reliance and independence are stressed in modern, industrial nations, paradoxically children remain more reliant on their parents for a longer period of time because __________. a. there are child labor laws b. school is optional c. they are not taught how to be self-sufficient until 18 years of age d. they are biologically incapable of supporting themselves until 18 years of age (UNDERSTAND; answer: a; page 107) 26. Much vocational training in non-industrial countries takes place through __________. a. children attending short cooperative programs b. informally, by watching older siblings and adults c. primary school only d. apprenticeships (REMEMBER; answer: b; page 107) 27. Children are raised to be cooperative or competitive with each other according to __________. a. their personalities b. their future jobs c. the norm for adult interaction d. whether they are from wealthy or poor families (ANALYZE; answer: c; page 108) 28. Which of the following is a pervasive means to convey attitudes, values, and behaviors to children? a. punishment b. gender socialization c. personality development d. storytelling (UNDERSTAND; answer: d; page 108) 29. A constraint placed on children is __________. a. they must always be in the presence of an adult b. they have fewer conversational rights than adults c. they have no financial power of their own d. they must find work at the age of 16 (UNDERSTAND; answer: b; page 108) 30. Folklore conveys important lessons about __________. a. who is in charge b. what types of clothing to wear during battle c. philosophical and ethical principles d. how to maintain one’s social status (APPLY; answer: c; page 108) 31. Japanese caregivers often use explicit classification of behaviors that are acceptable or deviant in teaching __________. a. drug and alcohol moderation b. empathy with others c. assertiveness d. athletics (REMEMBER; answer: b; page 109) 32. __________ is an important aspect of socialization for Japanese children. a. Windungu 165 Copyright © 2013 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. b. Learning to be independent c. Politeness and attentiveness to others d. Learning to put oneself first (UNDERSTAND; answer: c; page 109) 33. Two factors, __________ and __________, contribute to social status and affect children to some degree in every society. a. class, age b. age, nationality c. age, gender d. age, dialect (REMEMBER; answer: c; page 110) 34. The position or rank that one carries in a society is __________. a. role b. status c. job d. enculturation (REMEMBER; answer: b; page 110) 35. Age is an important factor for children because __________. a. they cannot understand their status b. they are more constrained than adults in behaviors they are allowed c. they must live at home d. they must always be accompanied by an adult (UNDERSTAND; answer: b; page 110) 36. Studies of American parent-child interactions have shown that __________. a. children interrupt their parents when speaking more often than parents interrupt their children b. parents interrupt their children when speaking more often that children interrupt their parents c. boys are more often interrupted than girls d. girls interrupt their fathers more often than their mothers (UNDERSTAND; answer: b; page 110) 37. Which of the following is a way in which adults treat children differently according to gender? a. Boys are allowed to play indoors more often than girls. b. Girls receive more attention to their needs than do boys. c. Girls spend more time playing at home than do boys. d. Girls spend more time playing with their peers than do boys. (UNDERSTAND; answer: c; pages 110-111) 38. Boys might develop stronger muscles and motor behavior than girls because __________. a. they are genetically superior b. they are genetically inferior c. they are held and touched more as babies d. they are encouraged to be aggressive (UNDERSTAND; answer: c; page 111) 39. __________ children are initiated into their gender identity. a. From the time they can talk b. From the age one year onward c. From birth d. From the time they can play (UNDERSTAND; answer: c; page 111) 166 Copyright © 2013 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. 40. Research on expressing aggression suggests a cross-cultural pattern of __________. a. higher male aggression b. cross-sex permissiveness of aggression c. no particular gender relationship with the expression of aggression d. higher aggression in male children does not correlate to higher status for males in the culture (ANALYZE; answer: b; page 111) 41. A possible reason for higher aggression in boys cross-culturally is __________. a. boys spend more time with peers their age than do girls b. boys do not handle weaning as well as girls c. girls are punished more severely for aggressiveness than boys d. boys are more encouraged to engage in athletics (ANALYZE; answer: a; page 111) 42. The habit of dressing baby boys in blue and baby girls in pink in American society is an example of __________. a. stereotyping b. enculturation c. gender identification d. none of these (REMEMBER; answer: c; page 111) 43. One naming convention in English that differentiates male and female names is that __________. a. male names usually contain more syllables b. female names end in vowels much more commonly than male names c. female names more commonly refer to objects and places than do male names d. male names are inherently masculine (UNDERSTAND; answer: b; page 112) 44. Traditional Chinese and Taiwanese __________ names tend to carry positive meanings while __________ names carry negative meanings. a. female, male b. personal, surnames c. male, female d. surnames, personal (UNDERSTAND; answer: c; page 112) 45. As her life progresses, a traditional Chinese woman’s names __________. a. accumulate with prestige b. change to reflect new statuses c. take on good or bad references in her community d. are dropped until they are all gone (UNDERSTAND; answer: d; page 112) 46. Research by Ochs and Taylor found that dinnertime conversations in America follow a __________ pattern. a. random b. father knows best c. mother knows best d. mother in the spotlight (REMEMBER; answer: b; page 113) 47. __________ mark culturally significant transitions throughout the life cycle. a. Rituals b. Celebrations 167 Copyright © 2013 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. c. Rites of passage d. Tests (REMEMBER; answer: c; page 113) 48. __________ are rituals that mark a person’s transition from childhood to adulthood. a. Rites of intensification b. Graduations c. Rites of inversion d. Initiation rites (REMEMBER; answer: d; page 113) 49. Kpelle boys in Liberia undergo a four-year initiation period which includes __________. a. correct behavior with peers b. training in shooting rifles c. correct behavior with superiors d. walking on coals (UNDERSTAND; answer: c; page 114) 50. The purpose of vision quests in Plains Native American societies was to __________. a. acquire a guardian spirit b. prove that the boy or girl could endure the wilderness c. demonstrate that the survival skills needed to be an adult had been acquired d. have the individual serve as a scout against enemy groups for a period of time (UNDERSTAND; answer: a; page 114) 51. One of the least common of all types of initiation rituals are those in which boys are taught __________. a. to take on traditionally female behaviors b. songs that they must never reveal to anyone c. recipes passed down for generations d. the true meaning of life (REMEMBER; answer: b; page 114) 52. In early societies, __________ were the only children sent to schools. a. boys b. girls c. children of the elite d. children of peasants (REMEMBER; answer: c; page 114) 53. Formal training for adulthood began at the age of __________ for Aztec children. a. 3 b. 5 c. 7 d. 10 (REMEMBER; answer: a; page 115) 54. All Aztec children __________. a. were given the same education b. had to prove their intellectual ability in order to attend school c. received formal schooling d. were trained for some kind of manual labor (UNDERSTAND; answer: c; page 115) 168 Copyright © 2013 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. 55. Aztec girls attending the calmecac were treated more leniently than were boys, and were taught __________. a. math and science b. languages and business c. etiquette and embroidery d. skills useful in warfare (APPLY; answer: c; page 116) 56. In the developed world, only two countries, __________ and __________, have higher rates of female literacy than male literacy. a. Switzerland, Russia b. the United States, Malta c. Canada, Japan d. Great Britain, Belgium (REMEMBER; answer: b; page 117) 57. In much of the developing world, girls’ enrollment in school has __________. a. decreased b. increased c. become almost nonexistent d. surpassed girls’ enrollment in the United States (REMEMBER; answer: b; page 117) 58. The gender discrepancy in education in __________ is the highest of all countries in the Pacific region. a. Papua New Guinea b. Japan c. New Zealand d. Thailand (REMEMBER; answer: a; page 117) 59. A cross-cultural study by Munroe and Munroe showed that within countries, __________ children were less likely to work cooperatively. a. older b. high status c. urban d. rural (UNDERSTAND; answer: c; page 117) 60. Most Maasai parents agree that schooling for girls __________. a. is necessary b. should stop at age 10 c. should start at age 10 d. will spoil them (UNDERSTAND; answer: d; page 117) 61. Research on the Warm Springs Reservation in Oregon found that Native American children did not ask or answer questions in class because __________. a. they found it difficult to be inside all day b. they found the standard subjects taught uninteresting c. their socialization prevented them from distinguishing themselves from their classmates d. there were language barriers with the non-Native teachers (UNDERSTAND; answer: c; page 118) 62. The excerpt from Going to School in Ake, Nigeria illustrates that many people in the developing world consider education to be __________. 169 Copyright © 2013 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. a. mandatory b. drudgery c. unnecessary d. a privilege (EVALUATE; answer: d; page 118) 63. The Western model of education is based strongly on __________. a. group learning b. individual achievement c. students’ supreme authority d. homeschooling (UNDERSTAND; answer: b; page 118) 64. __________ is the process of learning and incorporating attitudes, values, and behaviors so that they seem natural or part of one’s nature rather than learned cultural behavior. a. Psychology b. Naturalization c. Personality formation d. Selfhood (REMEMBER; answer: b; page 120) 65. It is possible that the concept of personality __________. a. precedes any kind of cultural training b. is entirely the product of enculturation c. is a western construct d. accounts for only the inner self (UNDERSTAND; answer: c; page 120) 66. A subdiscipline within anthropology that studies the motivations for behavior and personality types prevalent in a given society is __________. a. psychological anthropology b. psychiatric anthropology c. cultural anthropology d. normative anthropology (REMEMBER; answer: a; page 120) 67. A cross-cultural study by Munroe and Munroe showed that __________ children were the least likely to act cooperatively, even if it would have benefited them in task completion. a. Zuni b. Mexican c. French d. American (UNDERSTAND; answer: d; page 121) 68. One’s inner feelings and concepts of self. a. private self b. public self c. independent self d. interdependent self (REMEMBER; answer: a; page 121) 69. Emphasis on the __________ self tends to correlate with large-scale, affluent societies while emphasis on the __________ self tends to correlate with small-scale societies. a. public, private b. private, public 170 Copyright © 2013 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. c. interdependent, private d. interdependent, public (APPLY; answer: b; page 122) 70. Concepts of individuals as connected to one another, related to other people, with a focus on group needs rather than individual inner feelings, opinions, and attitudes. a. private self b. public self c. independent self d. interdependent self (REMEMBER; answer: d; page 122) 71. Markus and Kitazyma characterize the concept of the __________ self as a primarily Western notion. a. interdependent b. cognitive c. dependent d. independent (ANALYZE; answer: d; page 122) 72. __________ are attitudes that people hold about themselves. a. Self-concepts b. Cultural notions c. Personality traits d. Interdependent views (REMEMBER; answer: a; page 122) 73. The national character school of anthropological theory emerged from the work of __________. a. Marvin Harris b. Alfred Kroeber c. Ruth Benedict d. Marshall Shalins (APPLY; answer: c; page 123) 74. Cognitive tests with Kpelle children show that __________ are culture-specific skills. a. abstract conceptualization and decontextualized cognition b. acquisition of multiple languages and vocabulary c. self-actualization and striving d. color sight and pattern recognition (UNDERSTAND; answer: a; page 123) 75. Because they are __________, national character studies are no longer carried out in anthropology. a. time and resource intensive b. stereotypes c. self-obvious d. very large scale (ANALYZE; answer: b; page 124) 76. Black Elk, an Oglala Sioux spiritual leader, might have been diagnosed by modern psychologists as __________. a. suffering from depression b. schizophrenic c. as suffering from panic attacks and hallucinations d. as having attention deficit hyperactivity disorder (UNDERSTAND; answer: c; page 125) 171 Copyright © 2013 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. 77. An example of a culturally specific mental illness is latah, a disorder in which __________. a. the sufferer is afraid of open spaces b. the suffer usually acquires the disorder after a traumatic experience c. the sufferer, always a woman, suffers uncontrollable hysteria after the death of a relative d. the sufferer may become a homicidal cannibal (APPLY; answer: b; page 126) 78. Some mental ailments, such as those considered to be anxiety and depression in industrialized societies, are treated successfully by __________ in Yoruba and Inuit society. a. medicinal herbs b. confinement for a period of time c. ritual practitioners d. shunning (UNDERSTAND; answer: c; page 126) 79. An example of a culture-specific disorder in the United States is __________. a. schizophrenia b. anorexia c. anxiety d. depression (APPLY; answer: b; page 126) 80. Incidents of __________ sometimes occur epidemically after the death of a close relative. a. pibloktoq b. windigo c. koro d. amok (APPLY; answer: a; page 127) 81. In South America, many traditional religious ceremonies involve the use of tryptamins, which are __________. a. stimulants b. depressants c. powerful hallucinogens d. sedatives (REMEMBER; answer: c; page 128) ESSAY QUESTIONS 82. Discuss the idea of social birth by comparing common American practices with those of the Zuni. (ANALYZE) 83. How do different attitudes about nursing, weaning, and sleeping arrangements affect young children? How are differences in these practices compatible with the needs of the cultures that employ them? (EVALUATE) 84. Give examples of informal and formal learning. At what ages are the two types of learning important? What types of information are transmitted by informal learning? Formal learning? (UNDERSTAND) 85. Explain gender as an identity acquired through enculturation and socialization. What are some of the cross-cultural traits associated with male and female genders? What socialization practices might account for them? (EVALUATE) 172 Copyright © 2013 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. 86. What is an initiation rite and what does it serve? Give an example. (UNDERSTAND) 87. Explain the pre-Spanish conquest Aztec system of education. (UNDERSTAND) 88. Compare early ideas about national character studies to current ideas about the intersection of personality and culture. How have ideas about psychology and personality changed since the early days of anthropology? (EVALUATE) 89. Using an example for each extreme, discuss enculturation and socialization as it applies to cooperation and competition. (ANALYZE) 90. What has research with the Kpelle of Liberia revealed about the relationship between culture and cognition? (UNDERSTAND) 91. How do people in Inuit and Yoruba societies respond to mental illness? What do they recognize as mental illness? How are these two things different from the understanding of mental illness in the United States? (EVALUATE) 92. How is gender identity structured in the Western world? Give a few examples. (CREATE) 93. Compare and contrast the independent self with the interdependent self. Provide an example of a culture in which each of these self-concepts are stressed. (CREATE) 173 Copyright © 2013 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. Test Bank Chapter Six In this revision of the testbank, I have updated all of the questions to reflect changes in Cultural Anthropology, 3e. There is also a new system for identifying the difficulty of the questions. In earlier editions, the questions were tagged in one of three ways: factual (recall of factual material), conceptual (understanding key concepts), and applied (application of sociological knowledge to a situation). In this revision, the questions are now tagged according to the six levels of learning that help organize the text. Think of these six levels as moving from lowerlevel to higher-level cognitive reasoning. The six levels are: REMEMBER: a question involving recall of key terms or factual material UNDERSTAND: a question testing comprehension of more complex ideas APPLY: a question applying anthropological knowledge to some new situation ANALYZE: a question requiring identifying elements of an argument and their interrelationship EVALUATE: a question requiring critical assessment CREATE: a question requiring the generation of new ideas The 93 questions in this chapter’s testbank are divided into two types of questions. Multiplechoice questions span a broad range of skills (half are “Remember” questions and the remainder are divided among four higher levels). Essay questions are the most demanding because they include three of the higher levels of cognitive reasoning (from “Understand” to “Evaluate”). Types of Questions Easy to Difficult Level of Difficulty Multiple Choice Remember 47 Understand 21 Apply 5 Analyze 4 Evaluate 3 Create 0 80 Essay 0 3 0 4 6 0 13 Total Questions 47 24 5 8 9 0 93 MULTIPLE CHOICE 1. In the opening narrative, the Quiche Maya account for the origin of __________. a. beans b. corn c. squash d. tomatoes (REMEMBER; answer: b; page 132) 2. The sub discipline of anthropology that focuses on subsistence strategies is called __________. a. symbolic anthropology b. biometric anthropology c. archaeology 174 Copyright © 2013 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. d. economic anthropology (REMEMBER; answer: d; page 132) 3. Which of the following is NOT a primary system of interest to economic anthropologists? a. the way that groups organize their labor b. the way tasks are allocated to different people in the community c. the way that all humans require food to survive d. the way that goods are distributed within the community and between communities (UNDERSTAND; answer: c; page 133) 4. Two basic modes of substance involve __________ and __________ food. a. finding, growing b. fishing, hunting c. preparing, cooking d. hunting, gathering (UNDERSTAND; answer: a; page 133) 5. __________ are methods of obtaining food. a. Economies b. Subsistence patterns c. Carrying capacities d. Agriculture (REMEMBER; answer: b; page 133) 6. Hunter-gatherers are also called __________. a. horticulturalists b. agriculturalists c. foragers d. pastoralists (REMEMBER; answer: c; page 133) 7. Which of the following is NOT a food producing subsistence strategy? a. pastoralism b. foraging c. agriculture d. horticulture (REMEMBER; answer: b; pages 133-134) 8. __________ is a subsistence strategy that focuses on raising and caring for herds of domesticated animals. a. Pastoralism b. Horticulture c. Agriculture d. Foraging (REMEMBER; answer: a; page 134) 9. Which of the following is a small-scale form of farming using simple technology? a. pastoralism b. horticulture c. agriculture d. foraging (REMEMBER; answer: b; page 134) 10. __________ is intensive farming which invests great amounts of time, labor, and technology. a. Pastoralism b. Horticulture 175 Copyright © 2013 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. c. Agriculture d. Foraging (REMEMBER; answer: c; page 134) 11. Which of the following factors does NOT lead to variation in subsistence strategies? a. available resources b. climate of the region c. topography d. continent (REMEMBER; answer: d; page 134) 12. The __________ is the number of people who can be sustained by the resources and environment in which they live. a. scale b. sustainability c. resource scarcity d. carrying capacity (REMEMBER; answer: d; page 134) 13. Which of the following subsistence strategies can result in the largest carrying capacity? a. foraging b. agriculture c. horticulture d. pastoralism (UNDERSTAND; answer: b; page 134) 14. Which of the following subsistence strategies results in the least amount of mobility? a. foraging b. agriculture c. horticulture d. pastoralism (ANALYZE; answer: b; page 135) 15. Which of the following subsistence strategies typically results in the highest amount of mobility? a. foraging b. agriculture c. horticulture d. intensive agriculture (ANALYZE; answer: a; page 135) 16. You are an anthropologist observing a new society that no one else has explored. You are trying to determine the subsistence pattern of the group. The group is highly mobile and is constantly moving around their geographic area. They do not rely on domesticated animals like cattle. The size of the group remains small, usually not more than 20 people. Sometimes, when resources are plentiful, a number of different smaller groups will come together into a larger group for a few weeks. However, when the resources become scarce again they will disperse into their smaller groups. Based on these observations, what type of subsistence pattern do you think that this group uses? a. foraging b. agriculture c. horticulture d. pastoralism (APPLY; answer: a; page 135) 17. The gathering together and then reallocation of food and resources to ensure everyone’s survival is called __________. a. reciprocity 176 Copyright © 2013 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. b. a leveling mechanism c. redistribution d. subsistence (REMEMBER; answer: c; page 136) 18. __________ are cultural practices designed to equalize access to food, resources, and social prestige through a community so that no one individual can amass greater wealth or greater prestige than other people. a. Reciprocal networks b. Social redistribution c. Behavioral norms d. Leveling mechanisms (REMEMBER; answer: d; page 136) 19. Foragers are usually __________. a. mobile b. permanent c. scattered d. farmers (UNDERSTAND; answer: a; page 136) 20. __________ is the application of animal studies and decision theory to human foraging. a. Behaviorism b. Optimal foraging theory c. Economic anthropology d. Experimental anthropology (REMEMBER; answer: b; page 137) 21. Although situations vary, studies of foragers show they __________ compared to people in farming or industrial societies. a. work much more b. live longer c. work less d. consume more calories (REMEMBER; answer: c; page 137) 22. While optimal foraging theory can provide a number of insights into foraging groups, what aspect of human society does optimal foraging theory arguably ignore? a. population size b. location c. genetics d. culture (UNDERTSTAND; answer: d; page 137) 23. According to Richard Lee’s research, Ju/’hoansi male workweeks were approximately __________, which included subsistence, tool maintenance, and housework. a. 65 hours b. 52 hours c. 45 hours d. 30 hours (REMEMBER; answer: c; page 137) 24. Although Ju/’hoansi men spend more time and energy in subsistence work, women provide __________ of the calories consumed. a. 73% b. 56% 177 Copyright © 2013 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. c. 49% d. 36% (REMEMBER; answer: b; page 137) 25. Because of resource variability over time, foraging populations ideally would not exceed __________. a. the carrying capacity of the area in a bad year b. the carrying capacity of the area in an average year c. one person per twenty square miles d. one person per five square miles (REMEMBER; answer: a; page 137) 26. __________ is one strategy used by many foragers to limit population growth because it reduces women’s fertility. a. Herbal teas b. Limited meat intake c. Prolonged nursing d. Seclusion (REMEMBER; answer: c; pages 137-138) 27. Ownership of land __________ that is/are of utmost importance for foraging to remain successful. a. reinforces resource access b. contradicts the flexibility c. distributes easy to acquire resource types d. provides the permanent large land base (UNDERSTAND; answer: b; page 138) 28. The Dobe Ju/’hoansi live in __________. a. the Congo River basin b. East African savanna regions c. the Kalahari Desert of Botswana and Namibia d. forested areas of northern Angola (REMEMBER; answer: c; page 138) 29. Which of the following is the reason that meat is highly valued by Ju/’hoansi people? a. Meat is a less highly concentrated source of protein than vegetable foods. b. Uncertain success at hunting means that meat is a rarer food than vegetable resources. c. Meat is not shared frequently in the Ju/’hoansi society. d. The Ju/’hoansi prefer the taste of meat to the taste of vegetables. (UNDERSTAND; answer: b; pages 138-139) 30. Distribution of meat from large families is a __________ in the cases of both the Inuit and Dobe Ju/’hoansi. a. first come first serve process b. emotionally charged and dangerous process c. source of status and power acquisition d. highly ritualized process (UNDERSTAND; answer: d; pages 138-141) 31. In Ju/’hoansi society “insulting the meat” is a __________. a. religious practice b. way to avoid excess sharing of meat with others c. leveling mechanism d. method to evaluate the food value of acquired meat (UNDERSTAND; answer: c; page 139) 178 Copyright © 2013 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. 32. An example of the importance of both male and female labor in foraging societies is shown by the Alaskan example of __________. a. families which were headed by males or females depending on the personalities of the members b. families making decision by democratic voting c. families adopting children to balance gender composition d. the practice of both male and female infanticide (UNDERSTAND; answer: c; page 140) 33. __________ is the basis of social etiquette in most foraging societies. a. Conflict avoidance b. Family cohesiveness c. Contact avoidance d. Communal sharing (REMEMBER; answer: d; page 141) 34. Although certain key resources may be considered to be owned by a person or family in foraging societies, for example acorn groves by the Miwoks of California, owners __________. a. must grant formal requests by others to use the resource b. must provide for the upkeep of the resource or risk loss of ownership c. cannot sell any of the resource to others d. must distribute excess foods from the resource with others when it is available (REMEMBER; answer: a; page 142) 35. Pastoralists have faced difficulties in modern states because __________ is rarely compatible with governmental goals for development. a. their need for large expanses of land b. their extremely conservative worldviews c. their notion of collective land ownership d. their need for high quality farmlands (REMEMBER; answer: a; page 142) 36. Pastoralism is different from __________ because pastoralism is a way of life in which the economy, settlement patterns, and social systems are all adapted to large scale herding. a. sheparding b. animal husbandry c. animal collection d. industrial agriculture (UNDERSTAND; answer: b; page 143) 37. Possibly the earliest domesticated animal was __________. a. pigs in China b. llamas in South America c. cattle in Africa d. goats in the Middle East (REMEMBER; answer: c; page 143) 38. The two domesticated animals kept in North America before European contact were __________ and dogs. a. goats b. horses c. chickens d. turkeys (REMEMBER; answer: d; page 143) 39. Pigs were first domesticated in __________. a. Egypt 179 Copyright © 2013 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. b. North Africa c. China d. Southern Europe (REMEMBER; answer: c; page 143) 40. Pastoralism is __________ a self-contained subsistence strategy. a. always b. usually c. rarely d. defined as (UNDERSTAND; answer: c; page 143) 41. What is one of the principal reasons why pastoralists cannot maintain their way of life? a. they do not have sufficient animals b. they do not have sufficient access to water c. they do not have sufficient territory to graze their animals d. they do not own any land (REMEMBER; answer: c; page 143) 42. Pastoralists tend to be __________ egalitarian than foraging societies in their division of labor, because __________. a. more; both men and women tend to the animals b. less; men and boys typically tend to the animals c. more; both sexes perform the same jobs d. less; women do not take part in subsistence strategies at all (APPLY; answer: b; page 144) 43. The Basseri are a pastoral society in __________. a. Syria b. Iran c. Algeria d. Turkey (REMEMBER; answer: b; page 144) 44. What is the practice of frequently leading herds to new pastures? a. transhumance b. translocal c. transnational d. transdistance (REMEMBER; answer: a; page 144) 45. Some pastoralists, such as the Bantu of Africa, have supplemented their subsistence strategy with __________ in the past. a. trading spices from distant areas with local sedentary populations b. raiding local sedentary populations c. intermarrying with local sedentary populations d. working for wages in cities (REMEMBER; answer: b; page 144) 46. In pastoral societies, __________ tend to be individually owned while __________ is communally owned by family members. a. dwellings, livestock b. wives, land c. animals, land d. females, livestock 180 Copyright © 2013 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. (APPLY; answer: c; page 144) 47. __________ is the practice among pastoralists of moving to new pastures on a seasonal basis. a. Nomadism b. Migration c. A seasonal round d. Transhumance (REMEMBER; answer: d; page 144) 48. Horticulturalists in Africa often shift between two stable residences during __________. a. food shortages b. the dry and rainy seasons c. intergroup conflicts d. ritual periods (REMEMBER; answer: b; page 144) 49. Both the Basseri and the Nuer prefer to __________ for food. a. use animal products such as milk to killing animals b. kill animals rather than using animal products c. never kill animals and use only ones who die of natural causes d. rely completely on animals (APPLY; answer: a; pages 144-147) 50. Individual ownership of animals tends to promote acquisition of differential wealth in pastoral societies which is mitigated by __________. a. the inability to acquire too much b. social mores that demand generosity c. very high bride prices to be delivered in animals d. the possibility of multiple claims by individuals on an animal (APPLY; answer: b; page 145) 51. How many sheep and goats are necessary to sustain a Basseri family? a. 25 b. 50 c. 100 d. 200 (REMEMBER; answer: c; page 146) 52. Today __________ has forced almost all the Nuer to give up pastoralism and seek refuge outside Sudan. a. a drought b. Sudan’s relocation policies c. a civil war d. a crash in the market price of cattle (REMEMBER; answer: c; page 147) 53. Which of the following is NOT a use that animal products are put to by the Nuer of southern Sudan? a. milk for food b. meat on ritual occasions c. payments for wives d. pets (UNDERSTAND; answer: d; pages147-148) 54. Because farming requires regular access to land, farming societies tend to be __________. a. nomadic b. imperialistic 181 Copyright © 2013 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. c. state level societies d. sedentary (REMEMBER; answer: d; page 148) 55. Which of the following tools would you NOT expect to find in a horticultural society? a. digging sticks b. hoes c. handheld tools d. irrigation systems (UNDERSTAND; answer: d; page 148) 56. Which of the following tools would you NOT expect to find frequently in an agricultural society? a. irrigation systems b. draft animals c. complex technology d. digging sticks (UNDERSTAND; answer: d; page 148) 57. Agriculturalists tend to be __________, while horticulturalists may be __________. a. sedentary, mobile b. mobile, sedentary c. states, bands d. states, tribes (ANALYZE; answer: a; page 148) 58. If a society owns large amounts of land and also a large amount of physical property (such as animal herds, stable houses, tools, and other household items), the society most likely uses what type of subsistence practice? a. foraging b. pastoralism c. horticulture d. agriculture (ANALYZE; answer: d; page 149) 59. Horticulturalists try to produce enough surplus to __________. a. be a buffer against a bad year b. sell on the local market c. last for three to four bad years d. shift to full agriculture (REMEMBER; answer: a; page 149) 60. Since horticultural societies rarely produce great surpluses of food, they usually use some of the population control techniques employed by foragers; which of the following is NOT a technique regularly used? a. infanticide b. ritual periods of sexual abstinence c. prolonged periods of breast-feeding d. adoptions (UNDERSTAND; answer: d; page 149) 61. Slash and burn cultivation, otherwise known as __________, is a farming technique for preparing new fields by cutting down trees and bushes then burning them in order to clear the land and enrich the soil with nutrients. a. crop rotation b. field rotation c. swidden cultivation d. fertilizer based horticulture (REMEMBER; answer: c; page 149) 182 Copyright © 2013 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. 62. In many parts of the world, the spread of industrial agriculture is directly linked to __________. a. reduction in the amount of land farmed b. increased utilization of indigenous agricultural plant types c. very rapid urban growth d. increased standards of living for most farming families (REMEMBER; answer: c; page 149) 63. Men and women in Zuni and Hopi society have a pattern of gendered allocation of work that functions in what way? a. Men and women work fields together and share both heavy and light tasks. b. Men use irrigation farming and women use waffle gardens. c. Men use waffle gardens and women use irrigation agriculture. d. Men are responsible for agriculture and women keep domesticated animals. (REMEMBER; answer: b; pages 149-150) 64. In the horticultural society of the Yanomamo in Brazil, men do all of the farming and as a result __________. a. women are free to be craft specialists b. women have larger numbers of children c. women have a very low social status d. women are more often warriors than in other horticultural societies (UNDERSTAND; answer: c; page 150) 65. In the horticultural society of the Jivaro in Peru, women performed most agricultural labor and as a result __________. a. they were treated as mere laborers by men b. have higher status than Yanomamo women c. control the distribution of food resources d. suffer from low status because labor is denigrated in Jivaro society (REMEMBER; answer: b; page 150) 66. Why do women tend to have lower status than men in horticultural societies? a. Because women tend to contribute more food for the population. b. Because the food that they provide is definitely less important than the food the men provide. c. Because men are seen as supplying more valuable crops and food to the population. d. Because women are not allowed to work in horticultural societies. (EVALUATE; answer: c; page 150) 67. The Kaluli of Papua New Guinea currently number more than __________. a. 10,000 b. 500 c. 2,000 d. 100 (REMEMBER; answer: c; page 151) 68. Kaluli women each possess a few domesticated __________. a. pigs b. dogs c. sheep d. cows (REMEMBER; answer: a; page 151) 69. The earliest known agricultural crops were __________ and __________, found in the Middle East by about 12,000 years ago. a. corn, rice 183 Copyright © 2013 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. b. maize, wheat c. wheat, barley d. manioc, barley (REMEMBER; answer: c; page 152) 70. Which of the following is a chain of consequences of food production? a. increase in surplus-increase in population-increase in surplus b. increase in population-increase in food production-pressure on the environment c. large sedentary urban populations-use of grains to feed babies and young children-increase in material culture d. increase in surplus-increase in population-decrease in surplus (EVALUATE; answer: b; page 152) 71. Early agricultural populations __________, based on archaeological studies of bones and teeth. a. were healthier b. suffered declines in overall health c. suffered from fewer diseases d. suffered population declines (REMEMBER; answer: b; page 152) 72. Which of the following regions is NOT an area where agriculture was invented? a. the Middle East b. China c. Europe d. Central and South America (REMEMBER; answer: c; page 152) 73. Which subsistence strategy yields the highest fertility rates? a. horticulture b. foraging c. pastoralism d. agriculture (EVALUATE; answer: d; page 153) 74. Which of the following is an element in the world-wide spread of agriculture? a. ability to infinitely increase carrying capacity in an area b. technological innovation c. population growth d. warfare (UNDERSTAND; answer: c; page 153) 75. __________ do not own the land that they work, but cultivate it and pay a percentage of their harvest to a landlord. a. Clients b. Sharecroppers c. Renters d. Employees (REMEMBER; answer: b; page 154) 76. In the United States, less than __________ of the population works in agriculture. a. 12% b. 3% c. 20% d. 1% (REMEMBER; answer: b; page 154) 184 Copyright © 2013 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. 77. The application of industrial technology and chemicals to farming in order to increase productivity is called __________. a. horticulture b. intensive agriculture c. centralization d. industrial agriculture (REMEMBER; answer: d; page 154) 78. Early intensive agriculture involved __________. a. the use of the plow, draft animals, and irrigation b. private ownership of property and a market economy c. the elimination of child labor and the professionalization of farming d .control of population growth and the emergence of states (UNDERSTAND; answer: a; page 154) 79. Industrial agriculture tends to __________. a. result in crops which are more vulnerable to climatic variation b. lead to food shortages in bad seasons c. limit the number of crops and varieties of crops used d. produce larger numbers of agricultural jobs (UNDERSTAND; answer: c, page 154) 80. Which of the following does NOT characterize industrial agriculture? a. specialization of crop production b. a tendency toward competition among producers c. overproduction of farm products d. better quality diets (UNDERSTAND; answer: d; page 154) ESSAY QUESTIONS 81. What are the major differences in community size, composition, and density between foragers and food producers? (ANALYZE) 82. What is meant by carrying capacity and how does it affect the distribution of populations? How do foraging and food producing societies deal with carrying capacity? (UNDERSTAND) 83. Briefly summarize the major traits of foraging, pastoralism, horticulture, and agriculture as subsistence strategies. (UNDERSTAND) 84. How does the gender distribution of labor and the ability to own property affect gender relations across cultures and subsistence strategies? (EVALUATE) 85. What is a leveling mechanism? What is its purpose? Give two examples of leveling mechanisms from foraging societies and one from pastoral societies. (EVALUATE) 86. How does food distribution work in general in foraging societies? What are the specifics for meat? For vegetable foods? (ANALYZE) 185 Copyright © 2013 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. 87. What is the relationship between land ownership (or the lack thereof) and the subsistence strategy used? (ANALYZE) 88. Explain what is meant when pastoralism is called a combined subsistence strategy. Give examples. (ANALYZE) 89. Outline two theories of why food production began. Why might they be compatible as explanations? (EVALUATE) 90. How is agriculture different from horticultural? What differences do we see in the way that the land is used, how the labor is organized, and what crops are used? (EVALUATE) 91. What is significant about the development of specialists in agricultural societies? (EVALUATE) 92. What are some of the worldwide effects of industrialized agriculture? (EVALUATE) 93. How can economic activity be interpreted from archaeological remains? Why is it important that cultural anthropologists work with archaeologists to analyze and interpret the findings? (UNDERSTAND) 186 Copyright © 2013 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. Test Bank Chapter Seven In this revision of the testbank, I have updated all of the questions to reflect changes in Cultural Anthropology, 3e. There is also a new system for identifying the difficulty of the questions. In earlier editions, the questions were tagged in one of three ways: factual (recall of factual material), conceptual (understanding key concepts), and applied (application of sociological knowledge to a situation). In this revision, the questions are now tagged according to the six levels of learning that help organize the text. Think of these six levels as moving from lowerlevel to higher-level cognitive reasoning. The six levels are: REMEMBER: a question involving recall of key terms or factual material UNDERSTAND: a question testing comprehension of more complex ideas APPLY: a question applying anthropological knowledge to some new situation ANALYZE: a question requiring identifying elements of an argument and their interrelationship EVALUATE: a question requiring critical assessment CREATE: a question requiring the generation of new ideas The 91 questions in this chapter’s testbank are divided into two types of questions. Multiplechoice questions span a broad range of skills (one third are “Remember” questions and the remainder are divided among four higher levels). Essay questions are the most demanding because they include the four highest levels of cognitive reasoning (from “Apply” to “Create”). Types of Questions Easy to Difficult Level of Difficulty Multiple Choice Remember 33 Understand 19 Apply 10 Analyze 13 Evaluate 4 Create 0 79 Essay 0 0 1 4 3 4 12 Total Questions 33 19 11 17 7 4 91 MULTIPLE CHOICE 1. Which is NOT a significant element in the economic system of the Nyanga of Central Africa? a. hunting b. gathering c. basket weaving d. farming (UNDERSTAND; answer: c; page 160) 2. Craft specialization can be risky for __________ because their income is dependent on a stable market, but market forces are beyond their control. a. capitalists b. people in transitional economies 187 Copyright © 2013 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. c. the highly educated d. the uneducated (UNDERSTAND; answer: b; page 161) 3. The use of subsistence resources, including outcomes of production. a. subsistence b. economic system c. consumption d. allocation (REMEMBER; answer: c; page 161) 4. Cultural methods of allocating natural resources, the means of exploiting the resources through technology, the organization of work, and the production, distribution, and exchange of goods and services. a. economic system b. market system c. exchange system d. subsistence strategy (REMEMBER; answer: a; page 161) 5. System of extracting resources and utilizing labor and technology in order to obtain foods, goods, and services. a. economic system b. production c. reciprocity d. management (REMEMBER; answer: b; page 162) 6. In __________ societies, individuals, groups, and states own land and resources. a. industrial b. foraging c. pastoral d. farming (REMEMBER; answer: a; page 162) 7. In general, __________ people tend to produce and keep greater amounts of surplus than __________ people. a. wealthy, poor b. nomadic, sedentary c. sedentary, nomadic d. future oriented, present oriented (ANALYZE; answer: c; page 162) 8. The legal age of work in the United States is __________. a. 13 b. 14 c. 15 d. 16 (REMEMBER; answer: b; page 163) 9. In the International Labor Office’s (ILO) 2006 report on child labor, research found __________ in child laborers under the age of fourteen. a. no difference in genders b. twice as many boys as girls c. twice as many girls as boys d. no information on gender was collected in the report (REMEMBER; answer: a; page 163) 188 Copyright © 2013 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. 10. In older children, possibly because __________, the ILO’s report found more boys than girls working as child laborers. a. boys can earn higher incomes for their families b. discrimination against girls in the workplace c. concerns over the virtue of girls d. girls begin to marry earlier (ANALYZE; answer: d; page 163) 11. __________ has the highest proportion of child laborers. a. Southeast Asia b. The Caribbean c. Sub-Saharan Africa d. Latin America (REMEMBER; answer: c; page 163) 12. In contrast to developing countries, developed countries have only about __________ of children in the workforce. a. 2% b. 5% c. 10% d. 12% (REMEMBER; answer: a; page 163) 13. Which is included as one of the ILO’s worst forms of child labor? a. mining b. bonded labor c. construction d. underwater work (REMEMBER; answer: b; page 164) 14. World-wide, an estimated 5.7 million children are engaged in __________. a. forced or bonded labor b. factory production c. unpaid productive labor d. household maintenance (REMEMBER; answer: a; page 164) 15. Around the world, an estimated __________ children are forced to serve as soldiers in armed conflicts. a. 50,000 b. 200,000 c. 300,000 d. 500,000 (REMEMBER; answer: c; page 164) 16. The decline of child labor as reported in 2006 was sharpest in __________. a. Asia b. Sub-Saharan Africa c. Latin America d. the Caribbean (REMEMBER; answer: c; page 164) 17. How is the relationship between labor and social status reflected in relative contributions to subsistence? a. Individuals that contribute the most to subsistence always have the highest social status. b. The relationship between labor and social status is contextual. c. In societies where men have higher social status than women, men perform most of the subsistence work. 189 Copyright © 2013 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. d. There is no relationship between labor and social status. (ANALYZE; answer: c; page 164) 18. The exchange of goods and services of a specified value at a specified time and place is called __________. a. generalized reciprocity b. barter c. exchange d. balanced reciprocity (REMEMBER; answer: d; page 165) 19. The giving and receiving of birthday gifts is an example of __________. a. generalized reciprocity b. balanced reciprocity c. exchange d. a redistributive network (APPLY; answer: b; page 165) 20. Distribution of food, especially meat, in forager societies would be defined as __________. a. barter b. balanced reciprocity c. generalized reciprocity d. exchange (APPLY; answer: c; page 165) 21. The usual type of reciprocity that occurs between people who are of the same status and not kin is __________ reciprocity. a. negative b. generalized c. delayed d. balanced (APPLY; answer: d; page 165) 22. The __________ of the Pacific Northwest is an example of a redistributive network. a. fur trade b. potlatch c. moka d. market day (APPLY; answer: b; page 165) 23. Potlatches are examples of negative reciprocity because, although the object was to give more over time than was received, __________ was the true commodity over which competition arose. a. wives b. rights to localized resources c. social prestige d. expanded kin networks (APPLY; answer: c; pages 165-167) 24. Describe the plight of sharecroppers in Syria, based on the excerpt from Fragments of Memory. a. The plight of sharecroppers is based on balanced reciprocity. b. The plight of sharecroppers is dependent on profit. c. The plight of sharecroppers is dependent on surplus. d. The plight of sharecroppers is bound to and dependent on landlords who extract most of the profits from the farmers. (ANALYZE; answer: d; page 166) 190 Copyright © 2013 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. 25. In the excerpt from the novel Fragments of Memory, Hanna Mina describes the plight of __________ in his homeland. a. child laborers b. hunters and gatherers c. miners d. sharecroppers (UNDERSTAND; answer: d; pages 166-167) 26. __________ is an exchange of products in which a person trades one type of product for another type of product. a. Barter b. Balanced reciprocity c. Negative reciprocity d. Trade (REMEMBER; answer: a; page 167) 27. __________ is the exchange of goods and services in which each party seeks to benefit at the expense of the other, thus making a profit. a. Trade b. Exchange c. Negative reciprocity d. Capitalism (REMEMBER; answer: c; page 167) 28. In the excerpt from Fragments of Memory, why had the word “freedom” become frightening, meaning no money and no food? a. The family was ruled by the landowner. b. The family was free to do as they wanted. c. The older sister was to be held by the landowner until the debt was paid. d. The father was to be held by the landowner until the debt was paid. (ANALYZE; answer: c; page 167) 29. Usually, __________ engage in barter. a. related people b. strangers c. families d. people who know each other (UNDERSTAND; answer: d; page 167) 30. Which of the following is an example of negative reciprocity? a. capital b. redistribution c. barter d. economic systems (APPLY; answer: c; page 167) 31. The Pacific Northwest coast potlatch is an example of a system of __________. a. redistribution b. rehabilitation c. resolve d. reconstruction (APPLY; answer: a; page 168) 32. In contemporary societies, state governments organize networks of redistribution by __________. a. collecting taxes b. organizing potlatches 191 Copyright © 2013 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. c. accepting donations d. trade (UNDERSTAND; answer: a; page 168) 33. What is another form of redistribution? a. trade b. markets c. negative reciprocity d. barter (ANALYZE; answer: a; page 168) 34. A __________ is a system in which products are traded in impersonal exchanges between buyers and sellers using an all-purpose currency. a. market economy b. barter economy c. trade economy d. redistributive network (REMEMBER; answer: a; page 169) 35. In a market economy, money can be used to turn nonmaterial items such as labor into __________. a. material items b. commodities c. class systems d. social divisions (UNDERSTAND; answer: b; page 169) 36. Systems of exchange include __________. a. sharecroppers, miners, and child laborers b. workers, the state, and owners of capital c. social divisions, class systems, and commodities d. redistributive networks, barter, trade, and market transactions (UNDERSTAND; answer: d; page 169) 37. Land, money, factories, and the like that support and supply the materials needed for production. a. commodities b. capital c. redistributive networks d. economic systems (REMEMBER; answer: b; page 170) 38. In capitalist economies __________ retain the surplus value of labor. a. owners of capital b. workers c. the state d. the market system (APPLY; answer: a; page 170) 39. Economies based on capitalism must __________ in order to survive. a. remain stable b. grow c. raise prices over time d. maintain steady prices (ANALYZE; answer: b; page 170) 192 Copyright © 2013 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. 40. Capitalist economies favor __________ for the purposes of acquiring new capital, including land, raw materials, and inexpensive labor. a. workers and state expansion b. peaceful alliances c. business interests and state expansion d. high incomes and treaties (ANALYZE; answer: c; page 170) 41. Capitalism as an ideology-based economic system arose __________, based on the principles of private property, individual rights, free trade, profit, and the amassing of wealth. a. in China in the eighteenth century b. in the Spanish Americas in the sixteenth century c. in Europe in the sixteenth century d. in the Middle East in the eighteenth century (ANALYZE; answer: c; page 170) 42. What does the statement “Workers do not own the means of production” mean? a. In capitalist societies workers are banned from owning factories. b. In capitalist societies workers do not produce their own food. c. In capitalist societies group ownership of enterprises is ineffective. d. In capitalist societies workers cannot produce by themselves the goods they need for survival. (EVALUATE; answer: d; page 170) 43. Poverty results from social and economic __________. a. equalities b. development c. upheaval d. inequalities (ANALYZE; answer: d; page 170) 44. Policies in which countries establish colonies in distant places in order to exploit their resources and labor, and possibly to establish settlements of their own citizens abroad. a. mercantilism b. colonialism c. capitalism d. imperialism (REMEMBER; answer: b; page 171) 45. Conquered or dominated peoples were incorporated as __________ into European economic systems through colonialism. a. consumers b. customers c. extractors of resources d. partners (UNDERSTAND; answer: c; page 171) 46. In capitalism, workers are dependent on __________ to organize and produce goods and services, sell their labor for wages or salaries, and produce a surplus value that the owners retain as profit. a. consumers b. owners c. laborers d. partners (UNDERSTAND; answer: b; page 171) 193 Copyright © 2013 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. 47. Initially, during the fifteenth century, why did European explorers, traders, soldiers, missionaries, and settlers travel throughout the world? a. to acquire new resources b. to acquire slaves c. to control and conquer lands and peoples d. to expand their national wealth and power (ANALYZE; answer: d; page 171) 48. European economic expansion was closely connected with __________. a. voluntary labor b. nation building c. technological advancement d. warfare (UNDERSTAND; answer: b; page 172) 49. __________ was the most extreme exploitation of labor of indigenous peoples by colonial nations. a. The North American fur trade b. The copra trade c. Slavery d. The Spice trade (REMEMBER; answer: c; page 172) 50. In the mid-eighteenth century, the Spanish established __________ along the coast of California. a. fortresses b. naval bases c. trading posts d. missions (REMEMBER; answer: d; page 172) 51. Another means of controlling indigenous labor was the imposition of __________. a. land fines b. food rationing c. poll taxes d. religious conversion (UNDERSTAND; answer: a; page 172) 52. In 1832 the Spanish government relieved the Catholic Church of its authority over California missions, resulting in __________. a. the release of Native Americans confined on them b. little change since the missions continued to be run in the same fashion by secular overseers c. claims of cruelty by Native Americans who appealed against the church to the Spanish government d. a pretext for the Americans taking of California in order to protect Native Americans (UNDERSTAND; answer: b; page 172) 53. After the United States gained control of California, Native American children were often __________. a. kidnapped and sold as slaves b. killed c. required to pay poll taxes d. used as labor (REMEMBER; answer: a; page 172) 54. Industrialization began in northern Europe in the __________. a. seventeenth century b. mid-nineteenth century c. late eighteenth century 194 Copyright © 2013 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. d. mid-sixteenth century (REMEMBER; answer: c; page 173) 55. The origins of industrial production originated in __________ in Great Britain. a. water mills b. glass production c. sugar production d. cottage piecework (REMEMBER; answer: d; page 173) 56. By __________ manufacturing incorporated complex machinery and new sources of energy such as coal. a. 1780 b. 1820 c. 1850 d. 1890 (REMEMBER; answer: b; page 173) 57. The new complex machinery and new sources of energy enabled workers to __________. a. create more products in the same amount of time b. create more products in more time c. create less products in more time d. create less products in less time (UNDERSTAND; answer: a; page 173) 58. Which of the following is an example of how industrial production of farming has led to a decline in the number of varieties of crops? a. The decrease in availability of meat resources. b. By the 1990’s only 6 varieties of corn accounted for 46% of the crop. c. The decrease in variety of soy products. d. The decrease in availability of resources to grow more varieties of crops. (APPLY; answer: b; page 174) 59. In the U.S. one of the first industries to develop was __________ manufacturing. a. automobile b. steel c. weapons d. textile (REMEMBER; answer: d; page 174) 60. Industrial agriculture is characterized by __________ general features. a. six b. three c. two d. nine (REMEMBER; answer: a; page 174) 61. Mechanization has lead to __________. a. farmers being threatened by large, corporate-run farms or agribusiness b. industrial agriculture c. pastoralism d. foraging (UNDERSTAND; answer: a; page 174) 62. Genetic engineering has become standard, but controversial because of __________. a. the potential danger due to manipulation of genetic codes for foodstuffs and introduction of harmful substances 195 Copyright © 2013 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. b. disease born illnesses c. bruising of produce d. increased use of hormones (ANALYZE; answer: a; page 174) 63. What has led to a sharp drop in the number of farms in the United States? a. intense capital investment and competition b. increased unemployment c. industrial agriculture d. increased competition (EVALUATE; answer: a; page 175) 64. What has lead to diets around the world becoming more limited and less nutritious? a. government programs b. the subsidy of agriculture research c. the concentration of foods grown for multinational companies d. capitalism and financial institutions (EVALUATE; answer: c; page 175) 65. Due to lack of __________ in rural communities, many people migrate to cities or towns. a. employment b. transportation c. medical facilities d. food resources (UNDERSTAND; answer: a; page 175) 66. __________ companies contribute to environmental exploitation. a. Farming b. Coal and oil c. Horticultural d. Timber, mineral, and oil (REMEMBER; answer: d; page 176) 67. The __________ region has become a representative of global deforestation. a. Amazonian b. Sub-Saharan c. Central Asian d. Western European (REMEMBER; answer: a, page 176) 68. Which subsistence farming technique has been used for centuries to clear fields for planting and to control invasive species? a. plowing b. setting fire c. spraying with pesticides d. utilizing goats (REMEMBER; answer: b; page 177) 69. A frequently overlooked issue in environmental degradation is __________. a. a reduction in CO2 b. air pollution c. access to potable water d. loss of animal habitats (UNDERSTAND; answer: c; page 177) 196 Copyright © 2013 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. 70. Which of the following is an example of how conflicts between state agencies and indigenous peoples occur over traditional subsistence practices? a. The use of pesticides by the state. b. The traditional methods versus the more advanced methods used by the state. c. The state supports deforestation of indigenous lands. d. For centuries subsistence farmers have used fire to clear fields for planting, however the state views fire as destructive. (APPLY; answer: d; page 177) 71. The World Summit on Sustainable Development was held in __________. a. 1999 b. 2000 c. 2002 d. 2005 (REMEMBER; answer: c; page 178) 72. The culture of consumption has grown __________. a. among all economic classes in all parts of the world b. among the developing nations c. only in India d. only in Brazil (UNDERSTAND; answer: a; page 178) 73. In modern, industrial market economies, demand is __________ through an ideology that promotes the acquisition of material goods as the means of achieving pleasure and progress. a. carefully measured b. generally understood c. artificially created and maintained d. consumer driven (ANALYZE; answer: c; page 178) 74. A comparison of the production, consumption, and leisure time of middle-class French people and Machiguenga horticulturalists in Peru showed that French men and women __________. a. consume much more, work more, and spend less time on leisure than Machiguenga men and women b. consume much less, work more, and spend less time on leisure than Machiguenga men and women c. consume much more, work less, and spend less time on leisure than Machiguenga men and women d. consume much more, work more, and spend more time on leisure than Machiguenga men and women (UNDERSTAND; answer: a; page 178) 75. As service industries and information technologies increase, heavy industry declines, prompting some analysts to refer to Western nations as __________. a. postindustrial b. preindustrial c. industrial d. nonindustrial (REMEMBER; answer: a; page 179) 76. Which of the following is an important difference between consumer spending in the developed, versus the developing, world? a. Developing nations produce goods for much less than developed nations so consumers pay less. b. When prices are scaled to incomes, there is little difference between consumer spending in the developing and the developed world. c. Developing nations usually lack an industrial base so they pay more for imported goods than developed nations do. d. Developed nations produce goods for much less than developing nations so consumers pay less 197 Copyright © 2013 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. (EVALUATE; answer: c; page 179) 77. Countries deriving higher percentages of their gross domestic product from agriculture tend to have higher rates of __________. a. poverty b. hunger c. unemployment d. child labor (REMEMBER; answer: a; page 180) 78. The __________ lifestyle is often a burden for the sick, elderly, and pregnant whose mobility may be limited. a. foraging b. agricultural c. pastoralist d. horticulturalist (UNDERSTAND; answer: a; page 181) 79. A __________ anthropologist might test a new product for a company or observe shoppers in a new setting. a. forensic b. biological c. economic d. archaeological (REMEMBER; answer: c; page 182) ESSAY QUESTIONS 80. Summarize the 2002 report by the International Labor Office on the status of child labor in the world. (EVALUATE) 81. List and explain the three kinds of reciprocity and give an example of each. (APPLY) 82. Explain potlatches on the Pacific Northwest Coast as a redistributive network and a form of negative reciprocity. (ANALYZE) 83. What are the three basic components of capitalist production? Explain why each is necessary for capitalism to function. (EVALUATE) 84. What are the similarities and differences between barter, trade, and market economies? (ANALYZE) 85. Explain how trade with the British altered production of materials, concepts of value, and the rights and status of women in Tongan society. (EVALUATE) 86. Explain how changes in economic systems lead to status differences and social inequalities. (ANALYZE) 87. List and explain the general features that characterize industrial agriculture. (ANALYZE) 88. Compare and contrast subsistence strategies among foraging, pastoral, horticulture, and agricultural societies. (CREATE) 198 Copyright © 2013 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. 89. Outline the origins and history of industrial economies. Do industrial economies better the lives of people who participate in them or not? (CREATE) 90. How have work patterns changed in the last 100 years for people in developed nations? In developing nations? (CREATE) 91. Given what you have read and learned about the causes and effects of the origins of food production, support or refute the idea that food production may have come about as an irreversible accident. (CREATE) 199 Copyright © 2013 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. Test Bank Chapter Eight In this revision of the testbank, I have updated all of the questions to reflect changes in Cultural Anthropology, 3e. There is also a new system for identifying the difficulty of the questions. In earlier editions, the questions were tagged in one of three ways: factual (recall of factual material), conceptual (understanding key concepts), and applied (application of sociological knowledge to a situation). In this revision, the questions are now tagged according to the six levels of learning that help organize the text. Think of these six levels as moving from lower-level to higher-level cognitive reasoning. The six levels are: REMEMBER: a question involving recall of key terms or factual material UNDERSTAND: a question testing comprehension of more complex ideas APPLY: a question applying anthropological knowledge to some new situation ANALYZE: a question requiring identifying elements of an argument and their interrelationship EVALUATE: a question requiring critical assessment CREATE: a question requiring the generation of new ideas The 92 questions in this chapter’s testbank are divided into two types of questions. Multiple-choice questions span a broad range of skills (over half are “Remember” questions and the remainder are divided among two higher levels). Essay questions are the most demanding because they include three of the highest levels of cognitive reasoning (from “Apply” to “Evaluate”) as well as lower levels. Types of Questions Easy to Difficult Level of Difficulty Multiple Choice Essay Remember 51 0 Understand 15 5 Apply 0 2 Analyze 14 2 Evaluate 0 3 Create 0 0 80 12 Total Questions 51 20 2 16 3 0 92 MULTIPLE CHOICE 1. A system of determining who one’s relatives are and what one’s relationship is to them. a. fictive kin b. kinship system c. kindred system d. inheritance rules (REMEMBER; answer: b; page 187) 2. People related by blood are called __________. 200 Copyright © 2013 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. a. affines b. kindred c. consanguines d. relatives (REMEMBER; answer: c; page 187) 3. __________ are people who are related through marriage. a. Affines b. Consanguines c. Kindred d. In-laws (REMEMBER; answer: a; page 187) 4. The notion of kinship is essentially __________, not based on universal, objective criteria. a. biological b. fictive c. social and symbolic d. philosophical (UNDERSTAND; answer: c; page 187) 5. Kinship systems are organized around __________ and rules of marriage. a. rules of inheritance b. biological relationships c. rules of descent d. households (REMEMBER; answer: c; page 188) 6. A __________ is a group consisting of known bilateral relatives with whom people interact, socialize, and rely on for economic and emotional assistance. a. kinship system b. affine c. clan d. kindred (UNDERSTAND; answer: d; page 188) 7. Principle of descent in which people think of themselves as related to both their mother’s kin and their father’s kin at the same time. a. unilineal descent b. bilateral descent c. double descent d. parallel descent (REMEMBER; answer: b; page 188) 8. Principle of descent in which people define themselves in relation to only one side, either their mother’s side or their father’s side. a. unilineal descent b. bilateral descent c. double descent d. parallel descent (REMEMBER; answer: a; page 188) 9. Bilateral descent is adaptive for people in which type of society because it functions to loosen kinship ties? a. industrial b. horticultural 201 Copyright © 2013 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. c. communist d. dictatorships (UNDERSTAND; answer: a; page 188) 10. What is the advantage of bilateral descent groups in foraging societies? a. Such groups make claims for assistance on a wide group of related people possible. b. Such groups limit the number of people who can ask for help and expect to receive it. c. Such groups draw clear distinctions between relatives and non-relatives and so limit the size of kin groups. d. Such groups are the smallest kin groups possible. (UNDERSTAND; answer: a; page 188) 11. What is the advantage of bilateral descent groups in industrial societies? a. Such groups expand the kin network more than unilineal descent groups. b. Such groups make it possible to loosen obligations to kin. c. Such groups are more likely to provide help to members in times of need. d. Such groups are the only ones compatible with nuclear families. (UNDERSTAND; answer: b; page 188) 12. __________ is a kinship principle in which people belong to the kinship groups of both their mother and their father. a. Ambilineal descent b. Bilateral descent c. Patrilineal descent d. Matrilineal descent (REMEMBER; answer: b; page 188) 13. In a bilateral kinship system, the very wealthy can rely on one another for political support based on __________and __________. a. shared interests, goals b. obligation, money c. goals, money d. shared interests, obligation (UNDERSTAND; answer: a; page 189) 14. What are the two main forms of unilineal descent? a. matriarchy and patriarchy b. affines and fictive kin c. matrilineal and patrilineal d. parallel and double (REMEMBER; answer: c; page 189) 15. __________ systems are ones in which kinship group membership and inheritance passes through the female line. a. Patrilineal b. Matrilineal c. Patriarchy d. Matriarchy (REMEMBER; answer: b; page 190) 16. __________ systems are ones in which kinship group membership and inheritance passes through the male line. a. Patrilineal b. Matrilineal c. Patriarchy 202 Copyright © 2013 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. d. Matriarchy (REMEMBER; answer: a; page 190) 17. The great majority of known unilineal descent systems around the world are __________. a. matrilineal b. patrilineal c. patriarchal d. matriarchal (REMEMBER; answer: b; page 190) 18. Societies based on __________ have the highest proportion of matrilineal systems. a. agriculture b. pastoralism c. horticulture d. foraging (REMEMBER; answer: c; page 190) 19. The proportion of matrilineal societies was highest among __________ and __________ horticulturalists. a. South American, Polynesian b. Melanesian, East African c. East African, South American d. West African, North American (REMEMBER; answer: d; page 190) 20. Which of the following is NOT an important difference between patrilineal and matrilineal societies? a. Among matrilineal descent groups male authority is weak while it is strong in patrilineal descent groups. b. Members of a lineage are linked directly by birth in patrilineal systems while in matrilineal systems they are not. c. Among matrilineal descent groups marital bonds are weak while they are strong in patrilineal descent groups. d. In patrilineal systems women tend to leave their own kin group after marriage while in matrilineal systems men tend to live with their wife’s kin. (ANALYZE; answer: b; page 191) 21. A social system in which men occupy positions of social, economic, and political power from which women are excluded. a. matriarchy b. patriarchy c. double descent groups d. parallel descent groups (REMEMBER; answer: b; page 191) 22. Divorces are more difficult to get in patrilineal systems than matrilineal systems because __________. a. children are linked to their mothers by birth b. children are linked by fathers to their lineage, but by birth to their mothers c. men are less likely to desire divorces d. women can draw on the support of their patrilineage to resist a divorce (ANALYZE; answer: b; page 191) 23. Divorces are easier to acquire in matrilineal societies because __________. a. children are linked to the lineage through their uncle, not their father b. women are more likely to wish for a divorce c. children are linked to the matriline by their mother, so fatherhood has a diminished role in kinship d. a group of women can successfully eject a male from their home 203 Copyright © 2013 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. (ANALYZE; answer: c; page 191) 24. Which of the following is true of matriarchies? a. They commonly occur throughout traditional African societies. b. No society is matriarchal in the same way that some societies are truly patriarchal. c. They commonly occur throughout traditional Indian societies. d. Patrilineal societies are frequently matriarchal. (ANALYZE; answer: b; page 191) 25. In matrilineal societies men often suffer from split loyalties because __________. a. their children belong to another lineage, but their primary obligations are to their own lineage b. men have a harder time adjusting to residence with their wife’s family than women do to life with their husband’s family c. men have important social and economic functions in both lineages d. when they marry, men are compelled to sever ties with their lineage and move away (ANALYZE; answer: a; page 191) 26. Matrilineal descent groups retain control of __________ while patrilineal descent groups do not. a. all lineage-owned property after a marriage b. both male and female members of the lineage c. male members of the lineage d. children (ANALYZE; answer: b; page 191) 27. In patrilineal descent groups, women bear children for their husband’s lineage and are __________ members of their own descent group. a. the prime b. important c. secondary d. temporary (UNDERSTAND; answer: c; page 191) 28. In the matrilineal Trobriand Islander society, men raise yams, but because they work lands through matrilineal ties, the produce belongs to the man’s __________. a. mother b. wife c. sister d. aunt (REMEMBER; answer: c; page 192) 29. Matrilineal inheritance rules mean that in Tlingit society on the Pacific Northwest coast, a man’s inheritance passes to his __________. a. son b. daughter c. sister’s husband d. sister’s son (REMEMBER; answer: d; page 192) 30. Matrilineal descent groups do not require the statuses of __________ or __________ to function. a. father, husband b. father, uncle c. father, son d. father, cousin (REMEMBER; answer: a; page 192) 204 Copyright © 2013 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. 31. In matrilineal societies, a man is often needed by and is loyal to __________. a. his own family of decent b. his wife’s family c. both his and his wife’s families d. his wife’s father (UNDERSTAND; answer: a; page 192) 32. Who is most likely to exert authority over a child among the Trobriand Islanders? a. child’s father b. child’s mother c. child’s maternal uncle d. child’s maternal aunt (ANALYZE; answer: a; page 193) 33. __________ is a form of unilineal descent in which people belong to kinship groups of both mother and father. a. Double descent b. Parallel descent c. Ambilineal descent d. Matrilineal descent (REMEMBER; answer: a; page 194) 34. __________ is a kinship principle in which descent and inheritance follow gender-linked lines so that men consider themselves descended from their fathers and women consider themselves descended from their mothers. a. Ambilineal descent b. Bilateral descent c. Parallel descent d. Double descent (REMEMBER; answer: c; page 195) 35. The Yako of Nigeria follow __________ rules for inheritance, with patrilineal groups receiving land and grazing rights and matrilineal groups receiving cattle and other livestock. a. ambilineal descent b. bilateral descent c. parallel descent d. double descent (REMEMBER; answer: d; page 195) 36. The __________ of Peru had a system of parallel descent with inheritance following parallel lines as well. a. Jivaro b. Inca c. Dinka d. Kwakiutl (REMEMBER; answer: b; page 195) 37. __________ creates strong gender identity and solidarity in a society. a. Ambilineal descent b. Double descent c. Parallel descent d. Unilineal descent (REMEMBER; answer: c; page 195) 205 Copyright © 2013 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. 38. __________ is a principle of descent in which individuals may choose to affiliate with either their mother’s or their father’s kinship group. a. Ambilineal descent b. Double descent c. Parallel descent d. Unilineal descent (REMEMBER; answer: a; page 195) 39. In societies where __________ is the kinship system, individuals often choose the descent group that will advantage them the most in resources or power. a. double descent b. ambilineal descent c. parallel descent d. unilineal descent (UNDERSTAND; answer: b; page 195) 40. In the South Pacific, members of societies with ambilineal descent groups __________. a. had to choose only one group to be associated with during his or her lifetime b. received advantages of only one descent group, but still owed responsibilities to both descent groups c. could shift membership in their mother’s or father’s descent group depending on short-term advantage d. had flexibility in who they chose to align, but were forced to choose an affiliation for their offspring (UNDERSTAND; answer: a; page 195) 41. The smallest kinship unit is a __________ in which a set of relatives trace descent from a known common ancestor. a. family b. kindred c. lineage d. clan (REMEMBER; answer: c; page 195) 42. In some West African societies, oral histories of lineal ancestors may go back __________ or more. a. 3 generations b. 200 years c. 100 years d. 2 generations (REMEMBER; answer: b; page 195) 43. Which of the following differentiates unilineal and bilateral descent groups? a. Bilateral descent rules lead to more structured groupings than among unilineal descent groupings. b. Lineages are only part of bilateral descent groups. c. All cultures practicing unilineal descent rules exemplify all four types of unilineal descent groups. d. Unilineal descent groupings are more structured than bilateral descent groupings. (UNDERSTAND; answer: d; page 195) 44. In societies where __________ contributes to one’s social standing and prestige, sibling order determines the relative status of each new lineage. a. merit b. inheritance c. seniority d. responsibility (REMEMBER; answer: c; page 196) 45. The child of one’s mother’s sister or of one’s father’s brother. a. parallel cousin 206 Copyright © 2013 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. b. cross cousin c. second cousin d. third cousin (REMEMBER; answer: a; page 196) 46. The child of one’s mother’s brother or of one’s father’s sister. a. parallel cousin b. cross cousin c. second cousin d. third cousin (REMEMBER; answer: b; page 196) 47. __________ marriage is common in Middle Eastern Arab societies where patrilineal descent systems prevail. a. Brother-sister b. Cross cousin c. Parallel cousin d. Second cousin (REMEMBER; answer: c; page 196) 48. The opposite of a cross-cousin is a __________. a. fictive kin b. parallel cousin c. totem d. direct cousin (REMEMBER; answer: b; page 196) 49. A marriage principle in which people cannot marry members of their own lineage or clan but instead must forge alliances with members of other groups. a. endogamy b. exogamy c. kinship system d. inheritance rules (REMEMBER; answer: b; page 196) 50. A marriage principle in which people marry members of their own group. a. endogamy b. exogamy c. kinship system d. inheritance rules (REMEMBER; answer: a; page 196) 51. __________ are named groups of people who believe that they are relatives even though they may not be able to trace their actual relationships with all members of their group. a. Lineages b. Fictive kin c. Patriclans d. Clans (REMEMBER; answer: d; page 197) 52. An animal or plant believed by a group of people to have been their primordial ancestor or protector is a __________. a. guardian spirit b. totem c. founder spirit 207 Copyright © 2013 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. d. endogamous creature (REMEMBER; answer: b; page 197) 53. The matrilineal Dine’s tradition of exogamy rules that exclude marriage within both the mother’s and the father’s lineages may be evidence of former __________. a. patrilineal descent reckoning b. parallel descent reckoning c. ambilineal descent reckoning d. bilateral descent reckoning (UNDERSTAND; answer: d; page 198) 54. How will a Dine person give their name when introducing his or her self? a. mother’s clan, father’s clan, personal name b. mother’s clan, personal name c. father’s clan, mother’s clan, personal name d. mother’s clan only (REMEMBER; answer: a; page 198) 55. __________ are lineages organized in a hierarchical structure, ranked according to the number of generations they encompass. a. Matriclans b. Patriclans c. Segmentary lineages d. Corporate lineages (REMEMBER; answer: c; page 198) 56. Which of the following is NOT among the corporate functions that lineages and clans perform? a. allocation of common lands to members b. decision making and problem solving c. assigning tasks to specific members of the group d. provide highly structured, inflexible solutions to resolving disputes (ANALYZE; answer: d; pages 198-199) 57. In Ganda society, each clan is associated with particular __________. a. animals b. elders c. mothers d. ancestors (REMEMBER; answer: a; page 199) 58. Ganda clans are organized into __________. a. segmentary lineages b. moieties c. phratries d. totems (ANALYZE; answer: a; page 199) 59. __________ are groups of linked clans that are usually exogamous. a. Phratries b. Clans c. Totemic lineages d. Moieties (REMEMBER; answer: a; page 200) 208 Copyright © 2013 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. 60. The Ganda, patrilineal horticulturalists from Uganda, use patrilineal inheritance rules but traditionally bypassed the eldest son for what purpose? a. to prevent infighting among sons b. to include younger sons in an important event c. to disperse kinship ties and link more distant relatives into the kin group effectively d. to avoid upsetting the dead man’s ghost (ANALYZE; answer: c; page 200) 61. __________ are groups of linked clans that divide a society into two halves, usually exogamous. a. Phratries b. Clans c. Moieties d. Segmentary lineages (REMEMBER; answer: c; page 200) 62. A Mohawk household usually consisted of __________. a. an elder man, his sons and their wives and children, and unmarried sons and daughters b. an elder woman, her husband, their daughters and daughters’ families, and the couples’ unmarried sons c. a nuclear family of a single married couple and their children, as well as possibly the man’s grandparents d. a woman and her sisters along with their families (REMEMBER; answer: b; page 201) 63. __________ are chosen informally today by the Mohawk based on public recognition of their good advice, intelligence, and personal charisma. a. Clan mothers b. Clan chiefs c. God mothers d. God fathers (REMEMBER; answer: a; page 201) 64. Mohawk clan chiefs are selected by __________. a. election b. lineal seniority c. a long record of public service d. clan mothers (REMEMBER; answer: d; page 201) 65. The Mohawk nation is divided into __________ moieties and __________ clans. a. two, four b. four, eight c. two, three d. three, six (UNDERSTAND; answer: c; page 201) 66. The Trobriand Islander kinship system is based on which type of descent pattern? a. matrilineal b. patrilineal c. bilateral d. parallel (REMEMBER; answer: a; page 202) 67. Trobrianders are divided into how many named exogamous clans? a. one b. two c. three 209 Copyright © 2013 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. d. four (REMEMBER; answer: d; page 202) 68. All are true of the leaders of Trobriand dala EXCEPT which of the following? a. Dala are usually the eldest male of the eldest lineage in the group. b. Upon the death of a headman, the position is passed on to his eldest son. c. Headmen allocate farmland to resident members of the dala. d. Headmen perform ceremonial duties to protect and enhance the fertility of their land. (ANALYZE; answer: b; page 202) 69. In Trobriand society, women’s power is based on which of the following? a. their control of land b. the statuses of hamlet headman and district chief c. their roles in the continuity of the dala and of dala identity d. the number of yams they are able to acquire (UNDERSTAND; answer: c; page 203) 70. Avoidance relationships characterizes relationships between who in many societies? a. parents-in-law and children-in-law b. aunts and nephews c. grandparents and grandchildren d. siblings (ANALYZE; answer: a; page 204) 71. Why do some societies have joking relationships and avoidance relationships among certain relatives? a. so that relatives will always have something to talk about b. so that problematic relationship between certain relatives will have carefully defined sets of interactive behaviors c. so that individuals can institutionalize their feeling about certain relatives d. so that improper sexual innuendos can be avoided (ANALYZE; answer: b; page 204) 72. The Cheyenne utilizes which type of kinship terminology system? a. Eskimo b. Crow c. Iroquois d. Omaha (UNDERSTAND; answer: c; page 207) 73. The __________ system makes distinctions between 1) the nuclear family and all other types of relatives and 2) on gender. a. Omaha b. Crow c. Hawaiian d. Eskimo (REMEMBER; answer: d; page 207) 74. The __________ system uses kin terms that emphasize the difference between one’s parents’ same-sex siblings and parents’ opposite-sex siblings, classifying parallel cousins with one’s own siblings. a. Eskimo b. Crow c. Iroquois d. Omaha (REMEMBER; answer: c; page 207) 210 Copyright © 2013 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. 75. The Hawaiian kinship terminology system is often associated with which type of descent pattern? a. ambilineal b. bilateral c. parallel d. double (UNDERSTAND; answer: a; page 208) 76. The __________ system uses kin terms making distinctions only of generation and gender. a. Hawaiian b. Crow c. Eskimo d. Sudanese (REMEMBER; answer: a; page 208) 77. Why is marriage to a cousin in the Hawaiian kinship system impossible? a. Because brother-sister weddings are preferred and arranged. b. Because people never know their cousins. c. Because all cousins are considered siblings. d. Because cousins are not classified in the Hawaiian kinship system. (ANALYZE; answer: c; page 208) 78. The __________ system is used by some matrilineal peoples that extend the term for father and father’s sister to include cross-cousins on the paternal side. a. Eskimo b. Crow c. Omaha d. Hawaiian (REMEMBER; answer: b; page 209) 79. The __________ system is used by some patrilineal peoples that extend the term for mother and mother’s brother to include cross-cousins on the maternal side. a. Eskimo b. Crow c. Omaha d. Hawaiian (REMEMBER; answer: c; page 209) 80. The __________ system gives separate kin terms to all kin relationships. a. Omaha b. Sudanese c. Hawaiian d. Crow (REMEMBER; answer: b; page 209) ESSAY QUESTIONS 81. Using examples to make your points, explain this statement: Kinship is primarily a social and symbolic system. (EVALUATE) 82. What is bilateral kinship? What advantages does it offer to foraging societies? Industrialized societies? (UNDERSTAND) 83. Explain what is meant by fictive kinship. Why might it be used? Are there any examples of fictive kinship in your family? 211 Copyright © 2013 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. (APPLY) 84. What are unilineal descent systems? How do they vary from bilateral descent systems? (UNDERSTAND) 85. What are the differences in the structures of matrilineal and patrilineal systems? Why do these affect marriages differently? (EVALUATE) 86. What are inheritance rules? How are they related to rules of descent? How do they work in different systems of unilineal descent? (ANALYZE) 87. Explain how unilineal descent systems act in a corporate manner for the benefit of members. Provide examples. (ANALYZE) 88. All marriages obey some rules of both endogamy and exogamy. What do these two terms mean? What rules of endogamy and exogamy are common in the United States? Consider both formal and informal rules. (EVALUATE) 89. How did (and does) the kinship system of the Mohawks work to balance economic and political rights between man and women? (UNDERSTAND) 90. In what ways are clans different from lineages? How are the two the same? (UNDERSTAND) 91. Using Aboriginal Australians as an example, explain totems in kinship systems. (APPLY) 92. Compare and contrast the different kinship terminology systems. (UNDERSTAND) 212 Copyright © 2013 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. Test Bank Chapter Nine In this revision of the testbank, I have updated all of the questions to reflect changes in Cultural Anthropology, 3e. There is also a new system for identifying the difficulty of the questions. In earlier editions, the questions were tagged in one of three ways: factual (recall of factual material), conceptual (understanding key concepts), and applied (application of sociological knowledge to a situation). In this revision, the questions are now tagged according to the six levels of learning that help organize the text. Think of these six levels as moving from lower-level to higher-level cognitive reasoning. The six levels are: REMEMBER: a question involving recall of key terms or factual material UNDERSTAND: a question testing comprehension of more complex ideas APPLY: a question applying anthropological knowledge to some new situation ANALYZE: a question requiring identifying elements of an argument and their interrelationship EVALUATE: a question requiring critical assessment CREATE: a question requiring the generation of new ideas The 93 questions in this chapter’s testbank are divided into two types of questions. Multiple-choice questions span a broad range of skills (over half are “Remember” questions and the remainder are divided among three higher levels). Essay questions are the most demanding because they include three of the highest levels of cognitive reasoning (from “Apply” to “Evaluate”) as well as lower levels. Types of Questions Easy to Difficult Level of Difficulty Multiple Choice Essay Remember 45 0 Understand 30 1 Apply 3 2 Analyze 2 4 Evaluate 0 6 Create 0 0 80 13 Total Questions 45 31 5 6 6 0 93 MULTIPLE CHOICE 1. The narrative about marriage from Iraq reveals tensions between __________ and __________, the usual result of marriages in patrilineal societies. a. sons, fathers b. wives, mothers-in-law c. brothers, sisters d. wives, fathers-in-law (UNDERSTAND; answer: b; page 214) 213 Copyright © 2013 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. 2. What is the definition of a household? a. a family b. a group of related people who share a common dwelling c. a group of people who share a common dwelling d. a family that cooperates economically (REMEMBER; answer: c; page 215) 3. A __________ is a married couple or other group of adult kinfolk who cooperate economically and in the upbringing of children, and all or most of whom share a common dwelling. a. household b. family c. kindred d. kin group (REMEMBER; answer: b; page 215) 4. __________ sometimes do not follow the general rule for households of occupying a single dwelling. a. Neolocal b. Avunculocal c. Polygynous d. Polyandrous (REMEMBER; answer: c; page 215) 5. Which of the following statements about families is false? a. They provide emotional support for members. b. There is economic cooperation among members. c. Child rearing and socialization is a function of families. d. Members must occupy the same household or they are not considered families. (UNDERSTAND; answer: d; pages 215-216) 6. The American Anthropological Association issued a statement in 2003 in support of what? a. the legitimacy and viability of all family types b. family values c. marriage as an exclusively heterosexual institution d. the family as a basic unit of economic cooperation (ANALYZE; answer: a; pages 215-216) 7. A socially recognized, stable, and enduring union between two adults that publicly acknowledges their rights and obligations and forms a new alliance between kin groups. a. marriage b. family c. household d. extended family (REMEMBER; answer: a; page 216) 8. Throughout the world, most families are formed through what? a. marriage b. legal obligation c. love and attraction d. property sharing (UNDERSTAND; answer: a; page 216) 9. Which of the following statements about social fatherhood is false? a. Social fatherhood may be the same as biological paternity. b. Social fatherhood is always the same as biological paternity. c. Social fatherhood describes the status of a man who fulfills the responsibilities of parenting. 214 Copyright © 2013 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. d. Social fatherhood may describe a stepfather’s relationship with his stepchildren. (UNDERSTAND; answer: b; page 217) 10. A/An __________ is a family formed with three or more generations, for example, parents, children, and grandparents. a. generational family b. homestead c. extended family d. nuclear family (REMEMBER; answer: c; page 218) 11. Nuclear families risk what? a. economic extinction b. disintegration c. social isolation d. economic dependence (REMEMBER; answer: c; page 218) 12. Which of the following statements about single-parent families is false? a. These families are formed only as the result of divorce or death of a spouse or parent. b. Some single-parent families develop when parents do not marry or live together. c. In the U.S., most single-parent households consist of mother and children. d. Single-parent households are more likely to have incomes near or below the poverty line. (UNDERSTAND; answer: a; page 218) 13. A __________ family combines the children from previous marriages into a new family when their parents marry. a. blended b. combined c. mixed d. new (REMEMBER; answer: a; page 218) 14. An extended family is expanded __________, while a joint family is expanded __________. a. geographically, culturally b. culturally, geographically c. laterally, vertically d. vertically, laterally (UNDERSTAND; answer: d; pages 218-221) 15. The U.S. Census Bureau reported that the size of families in America had __________ from 1980 to 2009. a. increased 10% b. doubled c. tripled d. decreased (REMEMBER; answer: d; page 219) 16. A __________ consists of siblings who combine their families to share resources and work. a. blended family b. joint family c. extended family d. combined family (REMEMBER; answer: b; page 221) 215 Copyright © 2013 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. 17. In joint and extended families conflicts over __________ are common. a. adequate space b. housework and chores c. authority and inheritance d. budgets and expenses (UNDERSTAND; answer: c; page 221) 18. The incest taboo is the minimal __________ rule. a. marriage b. endogamy c. exogamy d. polygamy (REMEMBER; answer: c; page 221) 19. Why could the Sun lineage of the Natchez never manage to consolidate their power completely? a. Natchez rules of ranked exogamy meant that Sun tribe members always had to marry commoners. b. The matrilineal inheritance pattern of the Suns ran counter to the Natchez norm. c. The Suns were not the highest ranked lineage. d. The Suns always had to form a political alliance with at least one noble lineage. (APPLY; answer: a; pages 221-222) 20. Bronislaw Malinowski based his theory for the universality of incest taboos on Sigmund Freud’s work and claimed which of the following? a. The incest taboo is a biologically programmed behavior. b. The incest taboo is a response to the need to lessen sexual competition within the nuclear family. c. The incest taboo is socialized universally but serves no practical purpose. d. The incest taboo is a cultural response to the consequences of inbreeding. (UNDERSTAND; answer: b; page 222) 21. Many anthropologists favor understanding the incest taboo as __________. a. a biologically designed trait that prevents inbreeding b. a means of ensuring survival by forcing people to make alliances with others outside their nuclear families c. not intended to prohibit sibling marriage d. a cultural response to the biological consequences of inbreeding (UNDERSTAND; answer: b; page 222) 22. Castes are not __________ normally. a. endogamous b. polygamous c. exogamous d. clans (REMEMBER; answer: c; page 223) 23. Which of the following is a reason that classes tend to be informally endogamous in the United States? a. Families of the same class have the same interests in contracting marriages. b. Most people get married after school is completed. c. People of the same class tend to associate with each other. d. People tend to marry someone who lives within one hundred miles of them. (UNDERSTAND; answer: c; page 223) 24. __________ is marriage between one man and two or more women. a. Polygamy b. Polygyny c. Polyandry 216 Copyright © 2013 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. d. Serial monogamy (REMEMBER; answer: b; page 223) 25. __________ is marriage in which the marital unit consists of three or more people. a. Polyandry b. Polygyny c. Sorrel polygyny d. Polygamy (REMEMBER; answer: d; page 223) 26. Marriage between a woman and two or more men is called __________. a. polygamy b. polyandry c. polygyny d. sororal polygyny (REMEMBER; answer: b; page 223) 27. What is one reason that sororal polygyny might be preferred when a man will have multiple wives? a. it reduces the costs of weddings b. it expands kinship alliances among more families c. it reduces the domestic workload of women d. it reduces friction among wives at home (UNDERSTAND; answer: d; page 223) 28. Which of the following is a reason that fraternal polyandry is practiced by some cultures in the Himalayas? a. Some families are too poor to afford more than one bride price. b. Some families are too poor to afford more than one dowry. c. Fraternal polyandry prevents family land from being fragmented by inheritance over time. d. Fraternal polyandry produces a greater number of children than any other type of marriage. (APPLY; answer: c; page 224) 29. Which of the following statements about polygyny is false? a. Polygyny tends to develop in different societies for the same reasons. b. In communities where women significantly outnumber men, polygyny helps correct imbalances in the sex ratio. c. In some patriarchal societies, men who can afford to support multiple wives are seen to have greater wealth and power. d. Polygyny is an adaptation to economic needs or goals because of the important economic roles women can serve. (UNDERSTAND; answer: a; page 224) 30. Why did the Innu of Quebec practice polygyny? a. The low status of women meant they were treated like property. b. Trapping and warfare resulted in a population imbalance and a lack of men. c. The Innu religion taught that it was preferred. d. The Innu did not practice polygyny. (REMEMBER; answer: b; page 224) 31. Polyandry usually occurs in societies __________. a. with a shortage of women b. that are matriarchal c. in which sons are preferred over daughters d. where men are away from their households (REMEMBER; answer: a; page 224) 217 Copyright © 2013 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. 32. The Nuer place such a high importance on the continuation of senior lineages that __________ are conducted to supply heirs if a man dies without children. a. sororate marriages b. ghost marriages c. polygynous marriages d. polyandrous marriages (UNDERSTAND; answer: b; page 225) 33. In ghost marriages, the __________ of the dead man provides the dead man’s wife with children so that his lineage will continue. a. uncle b. father c. son d. younger brother (REMEMBER; answer: d; page 225) 34. What purpose do woman-woman marriages serve in Nuer society? a. They recognize homosexual couples. b. They make it possible for women to form economic units without men. c. They allow a woman to act as a husband so that a lineage without an heir can produce one. d. They allow for the creation of female lineages. (UNDERSTAND; answer: c; page 225) 35. Tswana men in southern Africa can __________ if they manage to acquire a greater number of wives. a. produce greater farm surpluses b. become tribal leaders c. stop working d. distribute more food in reciprocal exchanges (UNDERSTAND; answer: a; page 225) 36. Nepalese marriage negotiations __________. a. may take many rounds, usually ten, to be finalized b. involve gifts from the bride’s family to the groom’s family c. are a short, simple process d. involve the bride and groom presenting gifts to their future mothers-in-law (REMEMBER; answer: a; page 225) 37. Why might a man in traditional Kwakwaka’wakw society designate a part of a son’s or his own body as female and marry it to another man? a. to form the strongest possible political alliance b. to gain access to use rights to the “husband’s” land c. to allow wealth and titles to be inherited if the man had no daughters d. to have a homosexual relationship publicly recognized (UNDERSTAND; answer: c; pages 225-226) 38. In India, traditional Nayar husbands and wives __________. a. always belonged to the same lineage b. had no social or economic responsibilities to each other c. had to belong to different castes d. were always cousins (REMEMBER; answer: c; page 226) 39. The lovers of Nayar women establish the paternity of children by __________. a. marrying the woman when she becomes pregnant 218 Copyright © 2013 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. b. paying the husband when his wife becomes pregnant c. giving three gifts a year to the woman as long as they are lovers d. accompanying the woman to the hospital so his name can be recorded with the birth (UNDERSTAND; answer: c; page 226) 40. The Na, an ethnic group in southern China, __________. a. use matrilineal descent and patrilineal inheritance rules b. are the only culture other than the Nuer to practice ghost marriage c. do not recognize marital ties or obligations at all d. practice both polygynous and polyandrous marriage (REMEMBER; answer: c; page 226) 41. Until __________, same-sex marriage was an option for Two-Spirits in many Native American cultures. a. the early decades of the twentieth century b. conversion to Christianity c. federal laws banned the practice d. the mid nineteenth century (REMEMBER; answer: a; page 227) 42. Same-sex marriages __________. a. perform all the same basic functions as heterosexual marriages b. do not perform all the same basic functions as heterosexual marriages c. perform all the same basic functions as heterosexual marriages except for raising children d. perform all the same basic functions as heterosexual marriages except for sharing of economic resources (REMEMBER; answer: a; page 227) 43. Presents given by the husband’s family to the wife’s kin before, during, or after the wedding ceremony. a. dowry b. brideservice c. courtship d. bridewealth (REMEMBER; answer: d; page 228) 44. A period of months or years before or after marriage during which the husband performs labor for his wife’s parents. a. bridewealth b. dowry c. brideservice d. courtship (REMEMBER; answer: c; page 228) 45. Bridewealth is typically __________ in the case of a divorce. a. returned b. destroyed c. divided equally d. kept by the wife’s family (REMEMBER; answer: a; page 228) 46. The amount of bridewealth given reflects what? a. the number of individuals who will be married b. the wealth of the groom’s family and the esteem the groom’s family has for the bride’s family c. the wealth of the bride’s family d. the length of time required to finalize the marriage arrangements (UNDERSTAND; answer: b; page 228) 219 Copyright © 2013 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. 47. Which of the following descriptions of brideservice is false? a. A groom gives all or a portion of animals to his bride’s family. b. A groom performs brideservice for the bride’s family only before marriage. c. A groom helps bride’s family with planting and harvesting crops. d. A groom helps his bride’s family with domestic tasks. (UNDERSTAND; answer: b; page 228) 48. Gifts given by the wife’s family to the married couple or to the husband’s kin before, during, or after the wedding ceremony. a. brideservice b. bridewealth c. dowry d. groomwealth (REMEMBER; answer: c; page 229) 49. The family of the groom might make a demand for dowry payment __________ the wedding. a. before or during b. during or after c. after only d. before, during, or after (REMEMBER; answer: d; page 229) 50. In India, __________ has contributed to the preference of sons over daughters. a. high bridewealth expenses b. male earning potential c. high dowries d. the need for heirs (UNDERSTAND; answer: c; pages 229-230) 51. Today, __________ is illegal in India. a. asking for or receiving dowries b. offering a dowry c. arranging a marriage d. caste exogamous marriage (UNDERSTAND; answer: a; pages 229-230) 52. “Dowry death” is __________. a. the murder or suicide of a new bride because the groom’s family is unhappy with the size of the dowry received b. the murder of a new bride committed by her own parents because they are unable to pay her dowry c. the murder of a new bride committed by her mother-in-law d. the murder of a new bride because she cannot bear children (UNDERSTAND; answer: a; pages 229-230) 53. Dowry requests in India may be __________ in popularity and __________. a. declining, frequency b. rising, size c. declining, shrinking d. rising, declining (REMEMBER; answer: b; page 230) 54. U.S. Census figures indicate a __________ in same-sex households between 1990 and 2009. a. gradual increase b. gradual decrease 220 Copyright © 2013 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. c. sharp increase d. sharp decrease (REMEMBER; answer: c; page 230) 55. Which of the following statements about dowry payments is true? a. The family of the groom may benefit from dowry payment because they can use wealth to achieve greater status. b. The family of the bride may benefit from dowry payment because they can use wealth to achieve greater status. c. Dowry payments usually remain property of the bride. d. Dowry payments always protect the interests of a wife in a patrilineal and patriarchal society. (ANALYZE; answer: b; page 230) 56. The family of the bride may benefit from paying dowry by__________. a. not having to pay for the wedding itself b. receiving payment for a daughter who will not remain part of the family anyway c. converting part of their material wealth into increased status d. the presents they will receive from the groom’s family later (UNDERSTAND; answer: c; page 230) 57. In arranging a marriage, it is more typical for the __________ to make an offer of marriage. a. groom’s family b. bride’s family c. groom’s uncle d. bride’s uncle (UNDERSTAND; answer: a; pages 231-232) 58. Partly as a result of differing expectations from marriage, arranged marriages __________ result in the happiness of the couple. a. never b. often c. always d. The happiness of the couple is not a priority. (REMEMBER; answer: b; pages 232-233) 59. In societies without arranged marriages, preparation for marriage usually involves some form of __________. a. dating b. economic exchange, such as an engagement ring c. courtship d. test of compatibility (REMEMBER; answer: c; page 233) 60. __________ residence is when a married couple lives with or near the husband’s mother’s brother. a. Patrilocal b. Matrilocal c. Neolocal d. Avunculocal (REMEMBER; answer: d; page 234) 61. The residence pattern after marriage found in societies where inheritance follows matrilineal descent and in which men hold wealth, property, and social status is called __________. a. patrilocal b. avunculocal c. uxorilocal 221 Copyright © 2013 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. d. virilocal (REMEMBER; answer: b; page 234) 62. Which term describes a residence pattern in which a newly married couple resides with or near the wife’s parents? a. uxorilocal b. matrilocal c. maternalocal d. virilocal (REMEMBER; answer: a; page 234) 63. __________ is a pattern of residence after marriage in which the couple alternates between living with the wife’s kin and the husband’s kin. a. Matrilocal b. Patrilocal c. Peolocal d. Bilocal (REMEMBER; answer: d; pages 235) 64. The usual pattern of post-marital residence in the United States and Europe is __________. a. bilocal b. neolocal c. patrilocal d. matrilocal (APPLY; answer: b; page 235) 65. Cross-cultural research has shown that societies often engaged in internal warfare tend to be __________. a. matrilocal b. patrilocal c. neolocal d. bilocal (REMEMBER; answer: b; page 236) 66. Many researchers have noted that in patrilineal, patrilocal societies __________ are the greatest source of difficulty for newly married women. a. fathers-in-law b. husbands c. mothers-in-law d. sisters-in-law (UNDERSTAND; answer: c; page 236) 67. The Iban are rice farmers living along rivers of Western __________. a. Borneo b. China c. Palestine d. Thailand (REMEMBER; answer: a; page 237) 68. In Iban culture, when a headman dies, the choice of a new headman is made by __________. a. the headwoman b. community consensus c. the eldest child d. the deceased headman’s will (REMEMBER; answer: b; pages 237-238) 222 Copyright © 2013 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. 69. Marriage preference rule in which a widow marries her deceased husband’s brother. a. serial monogamy b. sororate c. levirate d. ghost marriage (REMEMBER; answer: c; page 238) 70. Marriage between a widower and his deceased wife’s sister. a. serial monogamy b. sororate c. levirate d. ghost marriage (REMEMBER; answer: b; page 238) 71. What do levirate and sororate marriage systems stress? a. strong marriages b. the interchangeability of individuals in lineal descent groups c. the need of a spouse for survival d. family alliances (UNDERSTAND; answer: d; page 238) 72. __________ culture is an exception to the nearly universal rule that young children remain with their mothers after a divorce. a. Kpelle b. Mohawk c. Saudi Arabian d. Trobriand Islander (REMEMBER; answer: c; page 238) 73. Which kinds of societies tend to have the most flexible attitudes toward divorce? a. foraging and horticultural societies b. agricultural and intensive agricultural societies c. pastoral and industrial societies d. foraging and pastoral societies (REMEMBER; answer: a; page 239) 74. Economic deterrents to divorce in some cultures include __________ and __________. a. bridewealth, divorce compensation b. the cost of living for a single person, living with parents c. dowries, bridewealth d. banishment from kin networks, confiscation of property (UNDERSTAND; answer: c; page 239) 75. In which traditional Native American society does a woman signal divorce by waiting for her husband to leave the house, then placing all his belongings outside. a. Diné b. Lakota c. Haida d. Iben (REMEMBER; answer: a; page 239) 76. In extremely patriarchal societies, __________ may be grounds for divorce. a. a wife’s desire for a divorce b. a wife not producing a son 223 Copyright © 2013 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. c. mutual agreement for divorce d. a wife’s family’s request for their daughter’s return (UNDERSTAND; answer: b; page 239) 77. In extreme patriarchal societies, who usually has the right to divorce? a. women b. men c. the bride’s father d. the groom’s father (UNDERSTAND; answer: b; page 239) 78. In Kpelle society, a man who __________ retains the greatest rights over children in case of a divorce. a. pays bridewealth b. performs brideservice c. does not initiate the divorce d. is the client of a chief (UNDERSTAND; answer: a; page 240) 79. In Kpelle society, __________ is a form of marriage in which a poor man engages in a publicly recognized relationship with the wife of a chief. a. polyandry b. adultery c. sororate marriage d. male concubinage (REMEMBER; answer: d; pages 240-241) 80. Though testifying in court is not generally associated with cultural anthropology, cultural anthropologists are often called to testify in cases involving all of the following EXCEPT __________. a. landownership b. family law c. child custody d. dowry negotiations (REMEMBER; answer: d; page 242) ESSAY QUESTIONS 81. How do anthropologists define households? Families? (EVALAUTE) 82. What are the advantages of nuclear families? Who receives these advantages? What are the risks of nuclear families? Who is most likely to suffer from the risks? (EVALUATE) 83. According to U.S. Census information covering the years 1980 to 2009, what are the trends for changes in families in the United States? (ANALYZE) 84. Discuss different explanations for the universal incest taboo. What do most anthropologists believe? (EVALUATE) 85. All marriage systems are both exogamous and endogamous to some degree. What are the formal and informal rules of exogamy and endogamy common in the United States? (APPLY) 224 Copyright © 2013 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. 86. What is polygyny? In what types of society is polygyny usually found? What are the possible purposes and benefits of polygyny? (EVALUATE) 87. Explain Nuer ghost marriages and woman-woman marriages in terms of Nuer patrilineality. (UNDERSTAND) 88. Explain the differences between bridewealth, brideservice, and dowry. In what types of society are each of these likely to be found? (EVALUATE) 89. What is dowry death? What are the cultural and sociological reasons for dowry death? What has the Indian government done to put a stop to dowry death? Have these steps been effective? (EVALAUTE) 90. What are the links between warfare and post-marital residence patterns that have been found crossculturally? What is a likely reason for these correlations? (ANALYZE) 91. Describe several economic deterrents to divorce. (APPLY) 92. How do levirate and sororate marriages differ? What are the benefits of these systems to family members? (ANALYZE) 93. What are the benefits of arranged marriages? Why is divorce often discouraged in arranged marriages? (ANALYZE) 225 Copyright © 2013 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. Test Bank Chapter Ten In this revision of the testbank, I have updated all of the questions to reflect changes in Cultural Anthropology, 3e. There is also a new system for identifying the difficulty of the questions. In earlier editions, the questions were tagged in one of three ways: factual (recall of factual material), conceptual (understanding key concepts), and applied (application of sociological knowledge to a situation). In this revision, the questions are now tagged according to the six levels of learning that help organize the text. Think of these six levels as moving from lowerlevel to higher-level cognitive reasoning. The six levels are: REMEMBER: a question involving recall of key terms or factual material UNDERSTAND: a question testing comprehension of more complex ideas APPLY: a question applying anthropological knowledge to some new situation ANALYZE: a question requiring identifying elements of an argument and their interrelationship EVALUATE: a question requiring critical assessment CREATE: a question requiring the generation of new ideas The 92 questions in this chapter’s testbank are divided into two types of questions. Multiplechoice questions span a broad range of skills (over a third are “Remember” questions and the remainder are divided among four higher levels). Essay questions are the most demanding because they include the three highest levels of cognitive reasoning (from “Analyze” to “Create”) as well as lower levels. Types of Questions Easy to Difficult Level of Difficulty Multiple Choice Remember 38 Understand 19 Apply 15 Analyze 5 Evaluate 3 Create 0 80 Essay 0 1 3 4 2 2 12 Total Questions 38 20 18 9 5 2 92 MULTIPLE CHOICE 1. The story of the leopard woman comes from which country? a. Botswana b. Liberia c. Kenya d. Nigeria (REMEMBER; answer: b; page 246) 2. __________ is the term for the roles that people perform in their households and communities and the values and attitudes that people have regarding men and women. a. Sex 226 Copyright © 2013 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. b. Biology c. Gender d. Constructs (REMEMBER; answer: c; page 246) 3. __________ denotes the biological differences between males and females. a. Gender b. Gender constructs c. Evolutionary psychology d. Sex (REMEMBER; answer: d; page 246) 4. __________ is/are a set of cultural assumptions about gender roles and values. a. Cultural constructs b. Gender c. Sex d. Gender constructs (REMEMBER; answer: d; page 246) 5. In many societies, the contrasting activities performed by women and men are constrained by __________. a. age b. reproductive roles c. education d. intelligence (APPLY; answer: b; page 247) 6. What anatomical difference between men and women appears in the fossil record around 2 million years ago? a. increased sexual dimorphism b. longer legs in males c. wider pelves in females d. bigger brains in males (REMEMBER; answer: c; page 247) 7. Which of the following assumptions regarding the “man the hunter” model is likely false? a. Bipedalism developed to free the hands for tool use. b. Males were the primary hunters. c. Males and females lived together in social groups. d. Human ancestors ate meat. (EVALUATE; answer: a; page 248) 8. Which of these statements are true, according to our current understanding of the fossil record? a. Males have always been the dominant sex. b. Females used to be the dominant sex. c. Males and females used to be relatively egalitarian. d. It is impossible to determine social dominance from the fossil record. (UNDERSTAND; answer: d; page 249) 9. Cultural constructs are powerful influences on __________ in forming gender identity. a. children b. men c. women d. society (REMEMBER; answer: a; page 249) 227 Copyright © 2013 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. 10. The symbol of yin and yang represent the idea of the complementary nature of genders with yin representing __________ and yang representing __________. a. maleness, femaleness b. femaleness, maleness c. heterosexuality, homosexuality d. homosexuality, heterosexuality (REMEMBER; answer: b; page 250) 11. How does gender identity affect language use? a. Women are more interruptive speakers than men. b. Women are more direct speakers than men. c. Women are more deferential speakers than men. d. There is no difference in men’s and women’s speech. (APPLY; answer: c; page 250) 12. A universal expression of gender identity is __________. a. hunting activities b. personality c. bodily adornment d. access to technology (APPLY; answer: c; page 250) 13. Transvestism is defined as __________. a. homosexuality b. gender confusion c. a mental disorder resulting in homophobia d. cross-dressing to look like someone of the opposite gender (REMEMBER; answer: d; page 250) 14. In addition to clothing or hair styles, what behaviors help distinguish men from women? a. body language b. morals c. intelligence d. beliefs (APPLY; answer: a; page 250) 15. All societies have some sort of taboo against __________. a. same-sex marriage b. arranged marriage c. pre-marital sex d. incest (UNDERSTAND; answer: d; page 250) 16. Adultery is most strongly punished in __________. a. some traditional societies b. some industrialized societies c. some Islamic societies d. some Latin-American countries (ANALYZE; answer: c; page 251) 17. __________ teachings view homosexual behavior as contrary to natural law. a. Christian, Judaic, and Islamic b. Hindu and Christian c. Hindu and Buddhist d. Judaic and Buddhist 228 Copyright © 2013 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. (APPLY; answer: a; page 251) 18. The __________ represent a third-gender role in India, translated as “neither man nor woman.” a. two-spirit people b. transvestites c. hijra d. kathoey (REMEMBER; answer: c; page 251) 19. Several horticultural societies in New Guinea, including the Etoro, consider homosexual activity to __________. a. be punishable by death b. inhibit normal development c. enhance a man’s physical growth d. be appropriate only for women (REMEMBER; answer: c; page 251) 20. Several horticultural societies in New Guinea, including the Etoro, consider heterosexual activity to __________. a. be the only permissible type of sexual relationship b. drain men of their life force c. be harmful to women d. blur the distinctions between genders (REMEMBER; answer: b; page 251) 21. In many Native American societies berdaches are __________. a. perfect examples of maleness b. single women past marriageable age c. a third gender d. infertile women (REMEMBER; answer: c; page 252) 22. The term __________ is now often used instead of berdache. a. Two-Spirit b. Man-Woman c. homosexual d. transvestite (REMEMBER; answer: a; page 252) 23. In Native American societies, people became Two-Spirits by __________. a. birth order, third children were chosen if they were male b. birth order, third children were chosen if they were female c. personal inclination only d. personal inclination, spiritual calling, or parental selection (REMEMBER; answer: d; page 252) 24. Which of the following generally is true of Native American Two-Spirits? a. they were social outcasts b. they were prosperous c. they did not have children d. they were considered homosexual within their societies (UNDERSTAND; answer: b; page 253) 25. In the late nineteenth and early twentieth centuries, the number of Two-Spirits declined due to __________. a. loss of their economic value b. a switch to agriculture by Native Americans 229 Copyright © 2013 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. c. contact with and pressure by Euro-American attitudes and practices d. an increase in gender equality in Native American societies (APPLY; answer: c; pages 253-254) 26. The term __________ describes the constellation of rights, duties, attitudes, and behaviors that are culturally associated with each gender. a. gender relations b. gender model c. gender d. gender roles (REMEMBER; answer: d; page 254) 27. The term __________ describes the norms of interaction between men and women, which may reflect differences in the relative status, prestige, and power of women and men. a. gender b. gender relations c. gender roles d. gender model (REMEMBER; answer: b; page 254) 28. Which of the following statements most accurately describes the current anthropological understanding of gender relations? a. All known societies are strongly patriarchal. b. Some societies are matriarchal. c. Although in some societies gender equality generally prevails, most societies are male dominated. d. Although males dominate to a degree in some societies, most societies are basically egalitarian. (ANALYZE; answer: c; page 254) 29. Which of the following is a task usually performed by women cross-culturally? a. clearing fields for planting b. keeping up dwellings c. herding small animals d. fishing as a secondary resource (APPLY; answer: b; page 255) 30. Which of the following is/are tasks with variable gender assignments cross-culturally? a. hunting small animals b. caring for children c. clearing fields for planting d. building a house (APPLY; answer: a; page 255) 31. Which of the following is a task usually performed by men cross-culturally? a. clearing fields for planting b. keeping up dwellings c. herding small animals d. fishing as a secondary resource (APPLY; answer: a; page 255) 32. One prominent theory to explain the origin of gender-based division of labor is that women were restricted from some activities due to __________. a. a lack of physical strength b. a lack of mobility due to their reproductive roles c. religious taboos d. differences in brain organization between males and females 230 Copyright © 2013 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. (ANALYZE; answer: b; page 255) 33. In addition to a gendered division of labor, tasks are often divided by __________. a. age b. education c. social rank d. income (UNDERSTAND; answer: a; page 255) 34. Industrialized societies maintain gendered divisions of labor that are not economic, but based on __________. a. merit b. legal systems c. political systems d. beliefs and attitudes about gender (UNDERSTAND; answer: d; page 256) 35. Which of the following is an example of how gender ideologies affect labor roles? a. Women are thought to make good leaders, because of the value they place on compromise. b. Women are thought to make good nurses because they are innately nurturing. c. Men are thought to make good teachers because they are natural scholars. d. Men are thought to make good business because of the value they place on collaboration. (EVALUATE; answer: b; page 256) 36. Gender equality is most likely to exist in societies where __________. a. men own property but women provide the labor to make it productive b. all individuals make contributions to subsistence and hierarchies are weak or absent c. agriculture is the means of subsistence d. matrilineal kinship systems are the norm (ANALYZE; answer: b; page 257) 37. Egalitarian relationships between genders __________. a. existed in some non-western societies, but were undermined by the effects of colonialism b. have never existed in any known society c. have been most closely realized in European and American traditions d. are unlikely to occur because of biological differences between the sexes (UNDERSTAND; answer: a; page 257) 38. Which of the following contributes to the ability of men to dominate gender relationships? a. a foraging or horticultural society b. patrilocal residence c. small family sizes d. industrialized society (UNDERSTAND; answer: b; page 257) 39. We know more about men’s roles and interests around the world than about women’s because __________. a. women are shy and unwilling to talk to anthropologists b. early travelers, anthropologists, and historians were predominantly male c. women are the submissive sex in nearly all indigenous cultures d. men’s and women’s roles are identical in most traditional cultures (EVALUATE; answer: b; page 258) 40. Who are most likely to engage in activities in the public sphere? a. men b. women c. children 231 Copyright © 2013 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. d. the elderly (UNDERSTAND; answer: a; page 258) 41. A correlation exists between female status and __________. a. legal protections for women in a society b. women’s economic importance in a society c. the existence of advocacy groups for women d. the importance placed on child rearing in a society (REMEMBER; answer: b; page 259) 42. In foraging societies, women’s status __________. a. is always higher than in non-foraging societies b. is higher if they hunt c. is higher in cases where they provide a greater percentage of caloric intake d. is almost always very inferior to men’s status (UNDERSTAND; answer: c; page 259) 43. The __________ are a case of a foraging society with great degrees of gender inequality. a. Ju/’hoansi b. Karenni c. Inuit d. Iroquois (REMEMBER; answer: c; page 260) 44. How has the gendered division of labor changed for the Inuit people of the arctic? a. there are no longer male- or female-typical jobs b. women have higher-paid positions than men c. wage labor positions are now available for both men and women d. they maintain their traditional division of labor, but forage with advanced technology (APPLY; answer: c; page 261) 45. Why are women marginalized in traditional Maasai society? a. they cannot attend school b. they cannot become elders c. they cannot be clan leaders d. they cannot be herders (UNDERSTAND; answer: d; page 262) 46. Which African society combines patrilineal descent and residence with female property rights? a. Maasai b. Igbo c. Turkana d. Ju/’hoansi (REMEMBER; answer: c; page 263) 47. In traditional Iroquois society women controlled __________. a. food production and distribution b. arranged marriages c. all religious ceremonies d. burial rituals (REMEMBER; answer: a; page 264) 48. Igbo women can achieve independence through __________. a. divorce b. being successful traders 232 Copyright © 2013 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. c. inheritance d. women’s networks (REMEMBER; answer: b; page 264) 49. Which of the following staples, produced by men, are primary resources for the Igbo of Nigeria? a. cow’s milk and blood b. pig meat c. yams and cassava d. barley (REMEMBER; answer: c; page 265) 50. Yanomamo women are dominated by men because __________. a. strict religious doctrines demand male dominance b. women have so many children to care for c. women are excluded from all important aspects of food production d. none of these (UNDERSTAND; answer: c; page 265) 51. In Yanomamo society only men may be __________, the only sources for accruing status. a. warriors and plantation owners b. warriors and traders c. warriors and craftsmen d. warriors and shaman (REMEMBER; answer: d; page 265) 52. Complex societies with centralized political systems that maintain some degree of control over local areas within the state are known as __________. a. agrarian states b. feudal states c. foraging states d. pastoral states (REMEMBER; answer: a; page 266) 53. During the early industrial phase in 19th century America, textile workers were young women because __________. a. industrial production was a secondary economic activity and unmarried women contributed the least to household economies b. it was illegal for married women to work outside the home c. industrial production was a very low status occupation and men refused those jobs offered to them d. textile production was unskilled labor (UNDERSTAND; answer: a; page 266) 54. Gender gaps in industrialized society have been justified by the ideology that __________. a. women have fewer financial responsibilities b. men are more skilled workers c. male status would decline if women’s wages were comparable d. women are only interested in working until they are married (APPLY; answer: d; page 267) 55. The constellation of beliefs popular in the late nineteenth and early twentieth centuries that promoted the notion that women were, by nature and biology, suited to the domestic tasks of nurturing and caring for their husbands and children. a. cult of domesticity b. gender gap c. male dominance 233 Copyright © 2013 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. d. gender relations (REMEMBER; answer: a; page 267) 56. An important element in Confucianism was the idea of __________. a. gender equality b. filial piety c. female inheritance in equal proportion to male inheritance d. just warfare (REMEMBER; answer: b; page 267) 57. In traditional Chinese society, __________ often acted as “surrogates for male authority.” a. sons b. local political leaders c. mothers-in-law d. daughters (REMEMBER; answer: c; page 267) 58. In traditional Chinese society __________ was practiced on all but the poorest women. a. female circumcision b. foot binding c. arranged marriage d. child marriage (REMEMBER; answer: b; page 268) 59. The “One-Child Certificate Program” in __________ has caused a significant population imbalance because people prefer to have sons. a. Canada b. Nigeria c. China d. India (REMEMBER; answer: c; page 268) 60. In Southeast Asia, including Malaysia, Singapore, and Taiwan, women are the majority of employees in the __________ sector of the economy. a. agricultural b. light industrial c. heavy industrial d. sales and service (REMEMBER; answer: b; page 268) 61. In the modern history of industrial societies, when men and women have competed for jobs __________. a. women have not replaced men because of their lower pay b. labor and political leaders have sought to limit women’s role in the workplace c. women have been able to expect higher pay d. women have out-competed men because of their more flexible work schedules (APPLY; answer: b; page 269) 62. In the United States, the women’s suffrage movement secured women’s right to vote in __________. a. 1887 b. 1897 c. 1920 d. 1938 (REMEMBER; answer: c; page 269) 234 Copyright © 2013 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. 63. Throughout American history, during __________ large numbers of women have tended to briefly enter the workforce for limited amounts of time. a. wartime b. depressions c. economic booms d. civil rights demonstrations (REMEMBER; answer: a; page 270) 64. As of 2009, __________ of women with children of all ages were working in America. a. 40% b. 50% c. 63% d. 72% (REMEMBER; answer: d; page 270) 65. Over the course of American history women have entered the workforce in which pattern? a. immigrant women, young single women, married women b. young single women, immigrant women, married women c. immigrant women, married women, young single women d. young single women, married women, immigrant women (UNDERSTAND; answer: b; page 270) 66. From 1975 to 2009 the segment of women in the workforce which increased the most was __________. a. women without college educations b. women without children c. women with very young children d. women in managerial positions (APPLY; answer: c; page 270) 67. Which of the following statements is true? a. Women no longer face occupational segregation in the types of jobs for which they are hired. b. Women continue to face occupational segregation in the types of jobs for which they are hired. c. Men and women are hired to equivalent types of jobs. d. Men and women have reversed their gender-typical types of jobs. (ANALYZE; answer: b; page 271) 68. Surveys of various types of employment show considerable __________ in the United States as of 2009. a. income gains by women b. income losses by women c. gendered labor segregation d. reduction of gendered labor segregation (APPLY; answer: c; page 273) 69. __________ is defined as the care and sustenance of people who will be able to contribute productively to society. a. Care giving b. Childcare c. Welfare d. Social reproduction (REMEMBER; answer: d; page 273) 70. Colonialism undermined women’s status in non-Western societies in all of the following ways EXCEPT __________. a. Europeans tended to ignore female leaders in favor of male leaders b. the growth of trade with Europeans tended to strengthen male economic positions 235 Copyright © 2013 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. c. missionaries altered attitudes about the appropriate roles of men and women d. it did not as native women refused to speak with the colonists (UNDERSTAND; answer: d; page 274) 71. In Africa and Asia, studies have suggested that modernization has __________. a. harmed the status of women b. improved the status of women c. had little effect on the status of women d. bypassed women, who still live traditional lives (UNDERSTAND; answer: a; page 274) 72. In assessments of labor contributions, __________ are often ignored. a. women’s incomes b. women’s contribution of domestic labor c. women’s personal savings d. combined family incomes (UNDERSTAND; answer: b; page 274) 73. In industrializing nations young women often benefit from their jobs because __________. a. they may escape intense family control by living outside their households b. they may save enough money to establish their own households c. the skills they acquire help them find more desirable husbands d. young women do not benefit from jobs in industrializing nations (APPLY; answer: a; page 274) 74. Tsetsele Fantan, from the African Comprehensive HIV/AIDS Partnership, identifies all of the following as major reasons for the spread of HIV/AIDS in Botswana EXCEPT __________. a. the social/cultural context b. sexual subordination of women c. economic subordination of women d. the biology of females (REMEMBER; answer: d; page 275) 75. Although full employment was available for women in socialist states such as the former Soviet Union, they still suffered from __________. a. lack of educational opportunities b. occupational segregation c. lack of political representation d. few reproductive rights (REMEMBER; answer: b; page 277) 76. Women’s political representation has __________ in Russia since the dissolution of the Soviet Union. a. been outlawed b. been legalized c. increased d. decreased (REMEMBER; answer: d; page 277) 77. Post-Second World War interest in popular psychology reinforced what type of gender ideologies in the United States? a. Men were inherently aggressive and domineering while women were inherently passive and docile. b. Culture was the most powerful arbitrator of gender identity and parenting could not affect gender roles as other forms of enculturation would win out. c. While gender differences were not inherent, the teaching of gender roles that ran counter to social expectations would lead to unhappiness. 236 Copyright © 2013 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. d. Men and women were seen as similar and equally capable in terms of employment and work, but fundamentally different as parents. (UNDERSTAND; answer: a; page 278) 78. Post-World War II American attitudes toward parenting were __________. a. focused on providing material benefits to children b. influenced by the idea that hands-off parenting was the best way to raise children c. focused on motherhood as the paramount responsibility of women d. strictly authoritarian, with an increased participatory role for fathers (UNDERSTAND; answer: c; page 278) 79. Government statistics show that in the United States in 2000, __________ of households consisted of a married couple. a. 52% b. 65% c. 77% d. 89% (REMEMBER; answer: c; page 278) 80. Women’s advocacy groups such as IFAD have argued that gender inequality is a major cause of __________. a. religious extremism b. population decline c. urbanization d. poverty (UNDERSTAND; answer: d; page 280) ESSAY QUESTIONS 81. Explain the distinction between gender and sex. In what ways do the two intersect? In what ways are they different? (UNDERSTAND) 82. Distinguish between the concepts of gender and sexuality, using transvestites and third-gender roles to explain your answer. (APPLY) 83. What were Two-Spirits in many Native American societies? In a general fashion, describe the role that TwoSpirits played in Native American societies. (ANALYZE) 84. Compare and contrast attitudes regarding homosexual behavior in the United States and Etoro society. (ANALYZE) 85. What are the circumstances under which gender relations tend to be most equal in a society? Under what circumstances do they tend to be the most unequal? (APPLY) 86. Cross-culturally, what types of tasks are more usually performed by men? By women? What types of tasks are more likely to have variable gender assignments across cultures? How might these patterns be explained? (APPLY) 87. What kinds of effects did colonialism have on gender relations in indigenous societies in Africa and the Americas? (ANALYZE) 237 Copyright © 2013 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. 88. How have economic transformations affected gender relations in Ju/’hoansi and Inuit society? Why have the outcomes been different in these two societies? (EVALUATE) 89. Provide an overview of Chinese gender relations from the traditional relations of the nineteenth century to the present. (CREATE) 90. Describe gender roles and relations in traditional Iroquois society. May it be said that different, but balancing rights and obligations assigned to the genders resulted in a high degree of gender equality? (EVALUATE) 91. Contrast the gender roles that are found in traditional pastoral societies, such as the Maasai or Turkana, with those of horticultural societies, such as the Igbo. How are these different levels of gender stratification related to subsistence strategies? (ANALYZE) 92. Trace the changes that have taken place regarding women as members of the workforce in the United States from the beginning of the twentieth century to the present. (CREATE) 238 Copyright © 2013 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. Test Bank Chapter Eleven In this revision of the testbank, I have updated all of the questions to reflect changes in Cultural Anthropology, 3e. There is also a new system for identifying the difficulty of the questions. In earlier editions, the questions were tagged in one of three ways: factual (recall of factual material), conceptual (understanding key concepts), and applied (application of sociological knowledge to a situation). In this revision, the questions are now tagged according to the six levels of learning that help organize the text. Think of these six levels as moving from lower-level to higher-level cognitive reasoning. The six levels are: REMEMBER: a question involving recall of key terms or factual material UNDERSTAND: a question testing comprehension of more complex ideas APPLY: a question applying anthropological knowledge to some new situation ANALYZE: a question requiring identifying elements of an argument and their interrelationship EVALUATE: a question requiring critical assessment CREATE: a question requiring the generation of new ideas The 93 questions in this chapter’s testbank are divided into two types of questions. Multiple-choice questions span a broad range of skills (half are “Remember” questions and the remainder are divided among four higher levels). Essay questions are the most demanding because they include the three highest levels of cognitive reasoning (from “Analyze” to “Create”) as well as lower levels. Types of Questions Easy to Difficult Level of Difficulty Multiple Choice Essay Remember 40 0 Understand 18 0 Apply 11 1 Analyze 7 5 Evaluate 4 5 Create 0 2 80 13 Total Questions 40 18 12 12 9 2 93 MULTIPLE CHOICE 1. __________ is the ability to exert control over the actions of other people and make decisions that affect them. a. Achieved status b. Power c. Wealth d. Status (REMEMBER; answer: b; page 285) 239 Copyright © 2013 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. 2. The term __________ means the possession of economic resources, whether in land, goods, or money. a. power b. ascribed status c. wealth d. prestige (REMEMBER; answer: c; page 285) 3. The social resource reflected in others’ good opinions, respect, and willingness to be influenced. a. power b. achieved status c. ascribed status d. prestige (REMEMBER; answer: d; page 285) 4. __________ is a social position attained by a person’s own efforts and skills. a. Prestige b. Achieved status c. Ascribed status d. Wealth (REMEMBER; answer: b; page 285) 5. What is the term for a social position that a person is born into? a. power b. prestige c. ascribed status d. achieved status (REMEMBER; answer: c; page 285) 6. Which of the following is an example of ascribed status? a. caste b. education c. neighborhood you live in d. career (APPLY; answer: a; page 285) 7. A/An __________ status is one that is given to a person by others at birth rather than one that is earned or necessarily desired. a. class b. ascribed c. low d. legal (REMEMBER; answer: b; page 285) 8. Societies in which people or kinship groups are ordered in a continuum in relation to each other are called __________. a. ranked societies b. egalitarian societies c. hierarchies d. complex societies (REMEMBER; answer: a; page 285) 9. Societies in which all members have equal access to valued resources, including land, social prestige, wealth, and power are referred to as __________. a. democracies b. advanced societies 240 Copyright © 2013 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. c. egalitarian societies d. ranked societies (REMEMBER; answer: c; page 286) 10. Egalitarian societies show differences in prestige among individual members based on factors such as __________. a. wealth b. age c. kin group d. ascribed status (UNDERSTAND; answer: b; page 286) 11. Which of the following societies would you most expect to be egalitarian? a. the Maasai, a pastoralist society in East Africa b. the Igbo, a horticulturalist society in West Africa c. the Mbuti, a foraging society in Central Africa d. industrialized societies in large cities such as Lagos or Nairobi (EVALUATE; answer: c; page 286) 12. In ranked societies the benefits of high rank tend to be __________. a. material b. spiritual c. social d. insubstantial (UNDERSTAND; answer: c; page 286) 13. __________ are societies in which people have differential access to valued resources, including land and property, social prestige, wealth, and political power. a. Ranked societies b. Egalitarian societies c. Socialist societies d. Stratified societies (REMEMBER; answer: d; page 287) 14. Ranked societies __________. a. tend to have rankings that are highly stable over time b. tend to be very dynamic with ranks rising and falling over time c. are very similar to caste systems d. are represented by such nations as Norway and Japan (UNDERSTAND; answer: b; page 287) 15. __________ is/are a feature of many ranked societies. a. Capitalism b. Egalitarian gender relationships c. Primogeniture d. Foraging subsistence (UNDERSTAND; answer: c; page 287) 16. Samoan social and political life is organized around a system of social stratification called __________. a. achieved status b. egalitarian c. equality d. rank (REMEMBER; answer: d; page 287) 241 Copyright © 2013 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. 17. Which of the following statements is false regarding Samoan society? a. Samoan society is based on egalitarian ethics. b. Only women may become the heads of extended families. c. The Samoans are an example of a ranked society. d. Samoan society is organized in part around kinship groups. (APPLY; answer: b; pages 287-288) 18. In Samoan society, the heads of extended families are called “matai” and are __________. a. men b. women c. daughters d. holymen (REMEMBER; answer: a; page 288) 19. The new matai’s first obligation is to __________. a. marry b. settle a dispute c. cultivate a field d. provide a feast for the community (REMEMBER; answer: d; page 288) 20. The Samoan association called “aualuma” can be joined by __________. a. matai b. young boys c. unmarried women d. mothers (REMEMBER; answer: c; page 288) 21. The division of society into two or more groups, or strata, that are hierarchically ordered is called __________. a. social stratification b. a class system c. a caste system d. a ranking system (REMEMBER; answer: a; page 290) 22. __________ are the members of a social group in a stratified society who have privileges denied to the majority of the population. a. Royalty b. Nobility c. Elites d. Leisure classes (REMEMBER; answer: c; page 290) 23. The most powerful means of maintaining a social stratification in a society is __________. a. the use of military force b. ideology c. legal systems d. threats (UNDERSTAND; answer: b; page 290) 24. How does ideology maintain social stratification in the US? a. Despite hardships, people believe that our system is just. b. People believe that there is no way to improve their lot in life. c. Children are brainwashed to believe that the elites in their society are special. 242 Copyright © 2013 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. d. People believe that the elites were chosen by God. (ANALYZE; answer: a; page 290) 25. Functionalist explanations of social stratification emphasize __________. a. inherent biological differences in the abilities of people b. a system of rewards for the more capable who serve in roles that benefit society as a whole c. the use of force by elites against lower social group d. the use of rituals (ANALZYE; answer: b; pages 290-291) 26. One problem with functionalist explanations of social stratification is that __________. a. they assume social stratification will disappear over time, but it does not b. they rely too much on social conflict c. they cannot account for situations in which those who reap greatest benefit are not the most competent members of society d. they ignore the role of women (EVALUATE; answer: c; page 291) 27. One advantage of Marxist theories of social stratification is __________. a. they treat societies as dynamic b. they can be quantitatively proven c. they demonstrate why societies are stable d. it allows for egalitarian principles (EVALUATE; answer: a; page 291) 28. Marxist theories of social stratification rely on __________. a. maximization of benefits for all members of society b. internal conflicts between interest groups c. the role of merit-based advancement in society d. the role of external forces (ANALYZE; answer: b; page 291) 29. Castes are __________ social classes which are endogamous. a. archaic b. hereditary c. religious d. occupational (UNDERSTAND; answer: b; page 292) 30. Caste membership may be indicated by all of the following EXCEPT __________. a. physical separations between castes b. clothing c. occupation d. biology (APPLY; answer: d; page 292) 31. __________ are the most rapidly spreading type of society in the world today. a. Ranked societies b. Egalitarian societies c. Stratified societies based on class d. Stratified societies based on caste (REMEMBER; answer: c; page 292) 32. The caste system in India unites hundreds of distinct groupings into __________ varna, or large groups. a. four 243 Copyright © 2013 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. b. six c. seven d. nine (REMEMBER; answer: a; page 292) 33. In India, __________ are a fifth group, ranked lower and outside the four varna. a. foreigners b. indigenous people c. untouchables d. Muslims (REMEMBER; answer: c; page 292) 34. If there is too great a difference in caste between two people, contact between them can be __________ for the higher caste person. a. stressful b. difficult to maintain c. embarrassing d. ritually polluting (UNDERSTAND; answer: d; page 292) 35. The Indian caste system is not necessarily economic; for example, __________ may be poor. a. untouchables b. Kshatriyas c. Brahmins d. Shudras (APPLY; answer: c; page 293) 36. __________ sometimes work as cooks because any caste may eat food that has been touched by them. a. Shudras b. Brahmins c. Kshatriyas d. Untouchables (APPLY; answer: b; page 293) 37. After __________ discrimination based on the caste system was made illegal, however discrimination is still common. a. the Untouchable revolt of 1973 b. Indian independence in 1947 c. The caste system is still a legal ground for discrimination in India. d. The caste system never played a significant role in politics or social conditions in India. (REMEMBER; answer: b; page 293) 38. The idea that caste in India was __________ was actively encouraged by British colonials because it created the impression of an India without politics. a. inherently unfair b. essentially religious c. a form of oppression d. akin to slavery (UNDERSTAND; answer: b; page 293) 39. Many thousands of untouchables have converted to __________ as a protest against their treatment under the caste system. a. Hinduism b. Islam c. Christianity 244 Copyright © 2013 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. d. Buddhism (REMEMBER; answer: d; page 293) 40. How has the Indian caste system changed over the years? a. it has become more rigid b. laws have been implemented to formally recognize social castes c. there is increased social mobility among castes d. there has been no change in the caste system since its origin (ANALYZE; answer: c; page 293) 41. The economic factors of income, __________, and occupation are often used to define class. a. ancestry b. education c. title d. gender (REMEMBER; answer: b; page 294) 42. How do class and caste systems differ? a. class is an achieved status, while caste is ascribed b. class systems are found only in industrialized nations c. caste systems are ancient and no longer exist in modern society d. caste systems are based on wealth and education (UNDERSTAND; answer: a; page 294) 43. In the economic view of class, each class is __________. a. a closed discreet position with no overlap between different classes b. an open position with some overlap between different classes c. a hereditary position, much like the caste system d. a fully achieved position, with no influence of family history (ANALYZE; answer: b; page 294) 44. Although classes rank people from birth, they are not necessarily lifelong positions for people, who may change position through __________. a. achievement b. advance in age c. ethnic membership d. public recognition for service (APPLY; answer: a; page 294) 45. Karl Marx described a __________ set of class relationships in the nineteenth century than is accurate for today. a. more oppressive b. more complex c. more simple d. less oppressive (APPLY; answer: c; page 294) 46. In North American discourse on class, there are strong pressures __________ although classes do exist and structure people’s lives. a. against discussing class interests b. to put an end to class differences c. to view people’s circumstances as class related d. to deny classes exist (UNDERSTAND; answer: a; page 294) 245 Copyright © 2013 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. 47. __________ is one thing that is revealed about people when they speak. a. Intelligence b. Class c. Race d. Age (APPLY; answer: b; page 294) 48. Research in Belgium by Jef van der Broeck revealed what differences in middle-class and workingclass speech patterns? a. Middle-class speakers use the same amount of sentence complexity as working-class speakers, but a larger vocabulary. b. There was almost no difference in middle-class and working-class speech in Belgium, which is highly unusual. c. Working-class speakers are more likely to use unusual word choices in order to impress others when they feel uncomfortable because of class differences. d. Middle-class and working-class sentence complexity is the same for informal speech, but in formal speech situations, middle-class speakers use more complex sentences. (UNDERSTAND; answer: d; page 295) 49. Why might lower-class speakers continue to use styles of language that are stigmatized? a. Styles of speech serve as a marker for membership into a group. b. They do not have the appropriate education to adopt upper-class patterns of language. c. They have never been exposed to standardized language, and so do not know that their speech is nonstandard. d. Styles of speech are inherited, and cannot be changed by individuals. (ANALYZE; answer: a; page 295) 50. A behavior that represents a rejection of norms associated with the middle class may have __________. a. hidden status b. covert prestige c. hidden prestige d. covert status (REMEMBER; answer: b; page 295) 51. __________ is an ascribed status forced upon people at birth or through involuntary servitude. a. Race b. Ethnicity c. Caste d. Slavery (REMEMBER; answer: d; page 295) 52. Among which societies did slaves traditionally live lives very similar to those of their masters, living in the same houses and eating the same food? a. west African societies b. Native Americans of the Pacific northwest c. the US south d. the Caribbean and South America (REMEMBER; answer: b; page 295) 53. Indentured servants __________. a. are lifelong slaves b. were set free after they have worked off their debt c. were born into slavery based on the status of their parents d. are servants who work voluntarily for a wage (REMEMBER; answer: b; page 296) 246 Copyright © 2013 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. 54. Race is like caste in that it exhibits all of the following EXCEPT __________. a. it is a permanent status b. it is social rather than biological c. members are said to have different ancestral origins d. it has a biological basis (UNDERSTAND; answer: d; page 296) 55. In the United States, races, like castes in India, tend to be __________. a. exogamous b. endogamous c. non-hierarchical d. based on separate ancestries (APPLY; answer: b; page 296) 56. As of 2009, what percentage of married couples in the US were interracial? a. 4% b. 9% c. 12% d. 20% (REMEMBER; answer: a; page 296) 57. Most people in Japan consider the quality of being Japanese to be __________. a. learned b. ascribed c. adopted d. achieved (REMEMBER; answer: b; page 297) 58. The __________ are an ascribed outcast group in Japan who are believed without evidence by most Japanese people to be racially distinct. a. Koreans b. Burakumin c. Ainu d. Hibakusha (REMEMBER; answer: b; page 297) 59. According to research by De Vos and Wagatsuma, __________ is/are the most maliciously stereotyped minority group in Japan. a. the Ainu b. Burakumin c. children of Japanese and non-Asian foreigners d. Koreans (REMEMBER; answer: c; page 297) 60. Which of the following statements is true regarding the concept of White Privilege? a. All white people have high social status and wealth. b. While there are poor and marginalized white groups, their status is based on class, not race. c. While people of color have “race,” white people do not have a racial category. d. There is no such thing as White Privilege. (EVALUATE; answer: b; page 299) 61. In Brazil there is __________ recognition of multiracial background compared to the United States. a. no b. less 247 Copyright © 2013 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. c. greater d. comparable (UNDERSTAND; answer: c; page 300) 62. Brazilians employ about __________ different labels to identify a person’s race. a. 20 b. 50 c. 200 d. 500 (REMEMBER; answer: d; page 300) 63. __________ is a social category based on a complex mix of ancestry, culture, and self-identification. a. Race b. Class c. Ethnicity d. Caste (REMEMBER; answer: c; page 301) 64. In small homogeneous societies, like the ones formerly studied by anthropologists, __________. a. all people shared a basic cultural heritage b. the group was composed of a diverse collection of races c. social groups were organized into complex caste systems d. social groups were organized on the basis of achieved status (UNDERSTAND; answer: a; page 302) 65. __________ refers to various movements that have attempted to define African ethnic, racial, and transnational identity on a continental level. a. Afrocentrism b. Back to Africa c. Pan-Africanism d. Out of Africa (REMEMBER; answer: c; page 302) 66. In addition to an increase in immigration, why has the Hispanic/Latino population grown so quickly in the United States? a. the population maintains fairly high fertility rates b. less social stigma for identifying as Hispanic/Latino c. there are no census categories for Native Americans, so many identify as Hispanic/Latino d. the Hispanic/Latino community has a high rate of interracial marriage (UNDERSTAND; answer: a; page 303) 67. Which ethnic or racial group has experienced the fastest growth in the US? a. Black or African-American b. White c. Native American d. Hispanic or Latino (REMEMBER; answer: d; page 303) 68. In some countries such as __________ stratification of ethnic groups has led to civil war. a. Chile b. former Yugoslavia c. Egypt d. Haiti (REMEMBER; answer: b; page 304) 248 Copyright © 2013 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. 69. Although there are complex causes involved, one of the main reasons for the Yugoslav civil war was __________ as a response to uncertain political and economic circumstances. a. racism b. classism c. ethnic nationalism d. socialism (UNDERSTAND; answer: c; page 304) 70. The ideology of __________ is an important element in the “American Dream.” a. progress b. classlessness c. multiculturalism d. class pride (UNDERSTAND; answer: b; page 305) 71. The widespread nature of __________ is much greater than most Americans realize, given their belief in the ideology of the “American Dream.” a. unemployment b. dissatisfaction at work c. downward mobility d. class warfare (ANALYZE; answer: c; page 305) 72. When American people suffer downward mobility, they __________. a. go against current ideologies b. continue to follow prevailing ideologies c. blame the system, rather than themselves, for failure d. blame their economic hardship on immigration and other government policy (ANALYZE; answer: b; page 305) 73. During the 1970s and 1980s more than __________ of the American population suffered declines in standards of living because of inflation and job loss. a. 10% b. 30% c. 50% d. 80% (REMEMBER; answer: c; page 306) 74. Which of the following groups has the highest likelihood of downward mobility in the US? a. married men with children b. divorced men c. married women d. divorced women with children (APPLY; answer: d; page 306) 75. In which economic sector has US job loss been most severe? a. service jobs b. education c. manufacturing d. government (APPLY; answer: c; page 306) 76. As of 2009, approximately what percentage of Americans lived below the poverty levels? a. 10% b. 14% 249 Copyright © 2013 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. c. 19% d. 25% (REMEMBER; answer: b; page 307) 77. Which group of people has the highest poverty rates in the US? a. African-Americans b. Whites c. Native Americans d. Asians (REMEMBER; answer: c; page 307) 78. The use of __________ is largely responsible for the exposure of underworld trafficking in human organs. a. INTERPOL b. undercover ethnography c. human rights surveys d. medical checks (UNDERSTAND; answer: b; page 308) 79. Which of the following countries was listed as among the most negligent in controlling human trafficking by the U.S. State Department? a. Singapore b. North Korea c. Australia d. New Zealand (REMEMBER; answer: b; page 308) 80. Which of the following countries was listed by the U.S. State Department as having inadequate protections against human trafficking? a. France b. Japan c. Chile d. Mongolia (REMEMBER; answer: b; page 308) ESSAY QUESTIONS 81. Explain the distinctions among prestige, ascribed status, and achieved status, giving examples of each. (ANALYZE) 82. What is an egalitarian society? What political and economic systems tend to be correlates to egalitarianism? (ANALYZE) 83. What is a stratified society? What political and economic systems tend to be correlates to stratification? (ANALYZE) 84. Explain the concept of a ranked society using the Samoans as your example. (APPLY) 85. Contrast functionalist and Marxist explanations for social inequality. What are the strengths and weaknesses of each explanation? (EVALUATE) 86. Compare and contrast caste and class as forms of social stratification. 250 Copyright © 2013 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. (EVALUATE) 87. What is race? How is race integrated into systems such as class and caste? (ANALYZE) 88. Discuss the situation of Burakumin as an outgroup in Japan. (EVALUATE) 89. Define slavery. How does the social concept of slavery fit into the systems of class and caste? (ANALYZE) 90. How is ethnic identity different from race? Outline changes in ethnic identification in the United States in recent times. (CREATE) 91. How do the ideologies of race, ethnicity, class, the “melting pot” and the “American Dream” work to maintain and justify social stratification in the United States? (EVALUATE) 92. Define upward and downward mobility. Using the recent US economic downturn as an example, explain how downward mobility intersects with issues of class and race. (EVALUATE) 93. Discuss human trafficking as a power issue. Show how this global issue relates to concepts of class, wealth, and power. (CREATE) 251 Copyright © 2013 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. Test Bank Chapter Twelve In this revision of the testbank, I have updated all of the questions to reflect changes in Cultural Anthropology, 3e. There is also a new system for identifying the difficulty of the questions. In earlier editions, the questions were tagged in one of three ways: factual (recall of factual material), conceptual (understanding key concepts), and applied (application of sociological knowledge to a situation). In this revision, the questions are now tagged according to the six levels of learning that help organize the text. Think of these six levels as moving from lower-level to higher-level cognitive reasoning. The six levels are: REMEMBER: a question involving recall of key terms or factual material UNDERSTAND: a question testing comprehension of more complex ideas APPLY: a question applying anthropological knowledge to some new situation ANALYZE: a question requiring identifying elements of an argument and their interrelationship EVALUATE: a question requiring critical assessment CREATE: a question requiring the generation of new ideas The 93 questions in this chapter’s testbank are divided into two types of questions. Multiple-choice questions span a broad range of skills (almost half are “Remember” questions and the remainder are divided among four higher levels). Essay questions are the most demanding because they include the three highest levels of cognitive reasoning (from “Analyze” to “Create”) as well as lower levels. Types of Questions Easy to Difficult Level of Difficulty Multiple Choice Essay Remember 36 0 Understand 18 0 Apply 11 3 Analyze 11 4 Evaluate 4 3 Create 0 3 80 13 Total Questions 36 18 14 15 7 3 93 MULTIPLE CHOICE 1. The story of Short Woman comes from the __________. a. Apache b. Nuer c. Cheyenne d. Arapaho (REMEMBER; answer: c; page 312) 2. According to the Short Woman narrative, how do the Cheyenne deal with wrongdoers? 252 Copyright © 2013 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. a. they are banished from the community b. they are publicly chastised for a year c. they must give half of their food to the community d. they are tried by a jury of their peers (UNDERSTAND; answer: a; page 312) 3. Functions of political organizations in society do NOT include __________. a. settling disputes b. organizing activities c. selecting leaders d. developing new technology (ANALYZE; answer: d; page 313) 4. Which branch of anthropology would be concerned with how groups elect their leaders? a. social anthropology b. symbolic anthropology c. political anthropology d. economic anthropology (APPLY; answer: c; page 313) 5. Which of the following is NOT a principle upon which social groups are formed? a. wealth b. sharing c. cohesion d. reciprocity (REMEMBER; answer: a; page 313) 6. __________ introduced the four-part typology of band, tribe, chiefdom, and state. a. Elman Service b. Clifford Geertz c. Leslie White d. Margaret Mead (REMEMBER; answer: a; page 313) 7. The typology of band, tribe, chiefdom, and state is still used because __________. a. all societies fall into one of these three types b. these categories are scientifically demonstrable c. they are useful tools for discussion of societal differences d. they are absolute cases (UNDERSTAND; answer: c; page 313) 8. Which of the following is an accurate statement about Service’s typology of political organization? a. It is ideal, in that features do not overlap from one typology to another. b. The ordering of the types indicates an increasing evolution and advancement of societies. c. It is a useful tool in discussing anthropological cultural differences. d. Since it is a decades-old concept, it has no use in modern-day cultural anthropology. (ANALYZE; answer: c; page 313) 9. Which of the following is an example of influence? a. Tomo is a good hunter and often brings home a lot of meat. As a result, he has many friends who want to share this meat. b. A doctor prescribes cholesterol-lower medicine to you. You don’t think you need this medicine but decide to take it anyway because your doctor probably knows better than you do. c. A police officer pulls you over and tells you to fix your tail light. You decide not to fix it until you have more money. 253 Copyright © 2013 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. d. A chief tells the wealthy members of society to give food to the poorer members of the chiefdom. (ANALYZE; answer: a; pages 313-314) 10. Which of the following best describes a small, loosely organized groups of people held together by informal means? a. bands b. tribes c. chiefdoms d. states (ANALYZE; answer: a; page 314) 11. Most bands pursue a __________ style of subsistence economy. a. pastoral b. foraging c. horticultural d. agricultural (REMEMBER; answer: b; page 314) 12. Which of the following is NOT an example of a band society? a. Saami b. Navajo c. Tiwi d. Mbuti (REMEMBER; answer: b; page 314) 13. Membership in band societies is usually based on __________. a. selection for inclusion b. age c. kinship d. merit (REMEMBER; answer: c; page 315) 14. A society that doesn’t have private property and has leadership based on achievement, rather than family relations, is most likely a __________. a. band b. tribe c. chiefdom d. state (APPLY; answer: a; page 315) 15. In Tiwi society __________ are the fundamental units of organization. a. kin groups b. households c. political parties d. trade networks (REMEMBER; answer: b; page 315) 16. Which of the following statements about band societies is false? a. They are currently located in isolated and marginal areas of the world. b. Their populations range from twenty-five members to several hundred members. c. Their leaders are selected on the basis of personal wealth and property ownership. d. While leaders have some influence, they lack the authority to enforce their will. (UNDERSTAND; answer: c; page 315) 17. Many of the traits of band societies are the result of __________. 254 Copyright © 2013 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. a. the economic need to be nomadic b. the use of reciprocal trade relationships c. clans as the basis of kinship d. democratic decision making (ANALYZE; answer: a; page 315) 18. Which of the following would most likely be a reward for good leadership in band societies? a. greater wealth b. military power c. prestige d. rights of other people (ANALYZE; answer: c; page 315) 19. In a band society, which of the following is most likely to make you a leader? a. inheritance b. elections c. authority from God d. skill in warfare (ANALYZE; answer: d; page 315) 20. The Tiwi kinship system is based on __________. a. nuclear families b. patrilineal clans c. matrilineal clans d. age grades (REMEMBER; answer: c; page 316) 21. __________ are societies with some degree of formalization of structure and leadership, including leaders who meet to settle disputes and plan activities. a. Bands b. Tribes c. Chiefdoms d. States (REMEMBER; answer: b; page 316) 22. In __________ society, all females are married from birth to death. a. Ojibwe b. Ju’/hoansi c. Tiwi d. Ainu (REMEMBER; answer: c; page 316) 23. Which of the following statements accurately describes Tiwi society? a. Women accumulate prestige as they age and accumulate large families. b. Women accumulate prestige only if they are skilled healers. c. Men avoid attempts to accumulate prestige in order to avoid conflict. d. Men use wealth strategically to accumulate prestige. (UNDERSTAND; answer: a; page 316) 24. What is true about the concept of land within the Tiwi society? a. Landholding rights were inherited through good deeds within the society. b. Land was divided into individual, but equal parcels. c. A collective group owned a “country,” and they were responsible for its well- being. d. Since Tiwis are a band society, they are not officially recognized as legal landowners. (UNDERSTAND; answer: c; page 316) 255 Copyright © 2013 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. 25. In the Tiwi kinship system all clans are exogamous. This means that a member of one clan is most likely to marry __________. a. their sibling b. a member of a different clan c. a member of their own clan d. an older individual (APPLY; answer: b; page 316) 26. There is less violence within band societies, compared to other societies, for all of the following reasons EXCEPT __________. a. informal links between band members b. group composition adheres to a rigid structure c. there are no conflicts over property because land is not owned d. disputes can be resolved by leaving one band and joining another (UNDERSTAND; answer: b; page 316) 27. Tribal societies tend to differ from band societies in which of the following ways? a. Tribal leaders have considerable coercive power over members. b. There are more formalized organizational procedures. c. Tribal societies are not egalitarian. d. Tribal chiefs are successful due to an over centralization of power. (UNDERSTAND; answer: b; pages 316-317) 28. Which of the following is NOT an example of a tribal society? a. Hmong b. Mbuti c. Passamaquoddy d. Dani (REMEMBER; answer: b; page 317) 29. Tribal societies usually follow which of the following subsistence patterns? a. foraging only b. horticulture or agriculture c. agriculture only d. foraging, horticulture, or pastoralism (UNDERSTAND; answer: d; page 317) 30. As discussed on page 313, few societies are ideal “types.” However, which of the following list of attributes best fits a tribal society? a. egalitarian, dependent on agriculture, relatively small population, little violence b. foragers, nomadic, little violence, run by an authoritative council c. chiefs with the power to enforce their decisions, foragers, established trade routes, private property d. dependent on agriculture, chiefs with the power to enforce their decisions, storage of a surplus, social stratification (EVALUATE; answer: c; pages 317) 31. Age grades (age sets) are groups of people of approximately the same age within tribal societies who __________. a. are ritual outsiders b. are not yet married c. are given specific socio-political functions d. share birthday celebrations (REMEMBER; answer: c; page 318) 256 Copyright © 2013 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. 32. __________ are sociopolitical groups that link people in a community on the basis of shared interests and skills. a. Associations b. Guilds c. Unions d. Age grades (REMEMBER; answer: a; page 318) 33. The most usual kinship structure in tribal societies is __________. a. bilateral descent b. a kindred c. unilineal descent d. nuclear families (REMEMBER; answer: c; page 318) 34. A __________ is a form of political organization in which tribes and bands join together under common leadership to face an external threat. a. confederacy b. state c. union d. association (REMEMBER; answer: a; page 318) 35. Which of the following is an example of a tribal confederacy? a. The Allies during WWII, when several world powers allied to stop Nazi Germany. b. The French and Indians during the French and Indian War. c. The Iroquois, who were made up of five distinct tribal units. d. The Navajo, who form a cohesive tribal unit across a large geographic space. (ANALYZE; answer: c; page 318) 36. The Iroquois were comprised of __________ nations who acted as a single political unit when dealing with outsiders. a. three b. five c. seven d. twelve (REMEMBER; answer: b; page 318) 37. The kinship system of the Hidatsa of North Dakota was based on __________. a. bilateral membership in two oppositional clans b. patrilineal clans and moieties c. matrilineal clans and moieties d. age grades and seniority (REMEMBER; answer: c; page 319) 38. In Hidatsa society, age grades __________. a. existed only for men b. existed only for women c. served to provide meeting places for people with common interests d. existed for both men and women (REMEMBER; answer: d; page 319) 39. In Hidatsa society male age grades mostly related to __________. a. buffalo hunting b. military service 257 Copyright © 2013 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. c. religious activities d. agricultural activities (REMEMBER; answer: b; page 319) 40. The Black Mouth age set served as a __________ in Hidatsa society. a. priestly order b. craft guild c. police force d. leadership council (REMEMBER; answer: c; page 319) 41. In Hidatsa society all important decisions made by village councils relied on __________. a. material evidence b. unanimous consent of all households c. unanimous agreement by the council elders d. decisions made by the council leader (UNDERSTAND; answer: b; page 320) 42. Chiefdoms are stratified societies organized by __________. a. semi-divine leaders b. reciprocal economic functions that are unequal in benefits c. warfare and conquest d. kinship (REMEMBER; answer: d; page 321) 43. Chiefs have some power to control economic labor and __________. a. kinship alliances of families under them b. distribution of resources c. religious ideology d. family life (REMEMBER; answer: b; page 321) 44. Chiefs are NOT able to __________ in order to gain the compliance of people. a. use bribery b. change legal statutes c. use force d. use persuasion (UNDERSTAND; answer: c; page 321) 45. What is the basic economy of chiefdom societies? a. farming b. pastoralism c. foraging d. expansion (REMEMBER; answer: a; page 322) 46. Which of the following is NOT a cultural correlate of chiefdoms? a. well identified system of ownership or rights over resources b. sedentism c. production of little or no surplus d. well demarked boundaries between kin and/or political groups (UNDERSTAND; answer: c; page 322) 47. Which of the following types of societies are most likely to produce a surplus of agricultural products? a. bands 258 Copyright © 2013 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. b. democracies c. tribes d. chiefdoms (APPLY; answer: d; page 322) 48. One of the few exceptions to chiefdoms as farming societies were the foraging-based chiefdoms of __________. a. coastal regions of Southern Africa b. the Amazon Basin c. Southern India and Bangladesh d. the Pacific Northwest Coast of North America (REMEMBER; answer: d; page 322) 49. Which of the following societies is NOT a chiefdom? a. Amhara of Ethiopia b. Natchez of Mississippi c. Tongan Islanders d. Zulu of South Africa (REMEMBER; answer: a; page 322) 50. Which of the following is NOT a characteristic of a chiefdom society? a. they are a surplus-producing economy b. they are nomadic, relying upon foraging for sustenance c. they are stratified societies, organized by kinship d. they have some degree of centralized authority (UNDERSTAND; answer: b; page 322) 51. Northwest Coastal Native American societies used __________ as a way of demonstrating chiefly generosity. a. caucuses b. celebratory feasts c. rodiyaner d. amhara (UNDERSTAND; answer: b; page 323) 52. Which of the following statements about chiefdom societies is true? a. Most chiefs gain their status through personal achievement. b. Some chiefs do not appear to have benefited economically from their position at all. c. Chiefs are thought to receive power from spiritual powers and, therefore, do not need to be generous to their followers. d. It is almost always the case the chiefdom based societies are united under a single paramount chief who controls clans or kin groups through sub-chiefs. (ANALYZE; answer: b; page 323) 53. In the chiefdoms of Tikopia and Tahiti, chiefs were believed to possess __________ which could be harmful to commoners unless they were careful. a. ghost servants b. magical items c. mana d. karma (REMEMBER; answer: c; page 324) 54. Which of the following tribes is NOT a member of the Iroquois Confederacy? a. Seneca b. Cree 259 Copyright © 2013 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. c. Mowawk d. Onondaga (REMEMBER; answer: b; page 324) 55. __________ selected the first Rodiyaners, or rulers, for each nation in the Iroquois Confederacy. a. The Peacemaker and Hayonhwatha b. Tribal war chiefs c. Females from the member nations d. A council consisting of one shaman from each member nation (UNDERSTAND; answer: c; page 325) 56. The three principles of seniority, gender, and __________ ranked every individual in traditional Tongan society. a. ancestry b. lineage c. craft profession d. sisterhood (REMEMBER; answer: d; page 326) 57. The acquisition of __________ from the British ultimately led to the conversion of Tongan society into a kingdom. a. sugar b. firearms c. windmills d. trade blankets (REMEMBER; answer: b; page 327) 58. Which of the following is NOT an effect of the codification of Tongan law in the mid-nineteenth century? a. It solidified the state’s power and men’s authority over women. b. It enhanced the economic power of chiefly families at the expense of non-chiefly families. c. It buffered chiefs and the king from contact with ordinary people and their demands. d. It upheld the traditional right of fahu, resulting in the independence of women from their husbands. (UNDERSTAND; answer: d; page 327) 59. __________ are highly organized, centralized political systems with a hierarchical structure of authority. a. States b. Bureaucracies c. Empires d. Colonies (REMEMBER; answer: a; page 328) 60. Which of the following is NOT an example of a state society? a. republic b. kingdom c. empire d. sect (REMEMBER; answer: d; page 328) 61. Empires expand through __________. a. population growth b. conquering or annexing neighboring land c. uniting chiefdoms through alliances d. well controlled state trade 260 Copyright © 2013 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. (UNDERSTAND; answer: b; page 328) 62. Which of the following is an example of a head of state? a. army general b. chief executive officer (CEO) c. judge d. president (APPLY; answer: d; page 328) 63. Societies that control the use of force and develop military power are usually called __________. a. bands b. tribes c. chiefdoms d. states (APPLY; answer: d; pages 328-329) 64. Which of the following traits are only found among state-level societies? a. collaborative labor b. bureaucrats help organize projects c. large population aggregations d. complex social organizations (ANALYZE; answer: b; pages 328-329) 65. All of the following are examples of social control in the United States EXCEPT __________. a. the Federal Bureau of Investigation (FBI) b. the Bureau of Alcohol, Tobacco, and Firearms (ATF) c. the Michigan Militia d. the New York City Police Department (APPLY; answer: c; page 329) 66. While elites in state societies control resources, production, and surplus just as chiefs do, a difference between them is __________. a. chiefs personally own all of these economic systems b. elites pay taxes rather than tribute c. elites retain the majority of surplus for their own use d. chiefs directly control their bureaucracies while elites do not (REMEMBER; answer: c; page 329) 67. Regardless of the system of leadership, states show __________ compared to other political systems. a. greater stratification b. less stratification c. less efficiency d. less warfare (ANALYZE; answer: a; page 329) 68. Which of the following is NOT a mechanism of force that state societies use to control an unruly populace? a. An unwritten but generally understood code of manners. b. A system of courts that decide the guilt or innocence of individuals. c. The use of a police force to enforce laws. d. A codified and standardized set of laws. (UNDERSTAND; answer: a; page 329) 69. Which of the following is NOT an example of terrorism? a. the attack on the World Trade Center on September 11, 2001 261 Copyright © 2013 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. b. car bombings carried out by the Irish Republic Army c. package bombs delivered by the Unabomber d. the assassination of Osama Bin Laden (APPLY; answer: d; page 330) 70. According to Robert Carneiro’s theory of state formation, __________ was the critical factor in the formation of early states. a. the need for a military b. massive social organization for irrigation works c. environmental circumscription d. the emergence of religious priesthoods (REMEMBER; answer: c; page 331) 71. In situations where there is no environmental circumscription, Carneiro suggests that __________ explains the emergence of states. a. expansion of trade b. unequal distribution of resources across a landscape c. consolidation of chiefly power by one family d. divine right (UNDERSTAND; answer: b; page 331) 72. Which of the following could be considered the best evidence to support Robert Camiro’s theory of environmental circumscription? a. Many early state-level societies are found near lakes, rivers, and oceans. b. Violence and warfare accelerated prior to early state formation. c. Early states relied almost exclusively on agriculture. d. Some state-level societies formed in river valleys. (EVALUATE; answer: d; page 331) 73. Which of the following could be considered the best evidence to support Karl Wittfogel’s hydraulic hypothesis? a. Many early state-level societies are found near lakes, rivers, and oceans. b. Violence and warfare accelerated prior to early state formation. c. Early states relied almost exclusively on agriculture. d. Some state-level societies formed in river valleys. (EVALUATE; answer: a; page 331) 74. __________ are states ruled by religious leaders. a. Divinely mandated governments b. Theocracies c. Kleptocracies d. Oligarchies (REMEMBER; answer: b; page 332) 75. Some early states made use of __________ in order to consolidate the power of rulers. a. religious sacrifice of prisoners of war b. kinship alliances with commoners c. brother-sister marriages d. propaganda (REMEMBER; answer: c; page 332) 76. The tendency for groups to split into opposing groups over political differences, or __________, can lead to turmoil, violence, and even revolution. a. culture wars b. rebellion 262 Copyright © 2013 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. c. factionalism d. class warfare (REMEMBER; answer: c; pages 333-334) 77. Which of the following is NOT an example of factionalism? a. the demolition of the Berlin wall b. the declaration of independence for the United States c. the American Civil War d. the disintegration of Yugoslavia (APPLY; answer: a; pages 333-334) 78. What does the result of the factionalist movement within the Hopi culture in 1906 say about societies? a. Disruption in societies linked by kinship, marriage, or social association are usually resolved without violence. b. Only state societies have a structure that allows for conflicts to be resolved without bloodshed. c. Conflicts in tribal societies are always influenced by the encroachment of state societies. d. A lack of a police force is but one example of how tribal societies are inferior to state societies. (EVALUATE; answer: a; page 334) 79. Which of the following is NOT an example of a successful factionalist campaign? a. the Civil Rights Movement b. the Mexican Revolution c. the United States Confederacy d. the American Revolution (APPLY; answer: c; pages 334-335) 80. All of the following are examples of Elitist tactics that are used to maintain political and social control EXCEPT __________. a. using a police force to quell revolutionist movements b. using public forums to allow all voices to be heard c. separating society based upon skin color or race d. genocide, or ethnic cleansing (APPLY; answer: b; pages 334-335) ESSAY QUESTIONS 81. What political and economic trends can be seen in societies that undergo transitions from simpler to more complex political systems such as tribal to chiefdom or chiefdom to state? Create a made-up society and describe how social transition would come about as a result of these political and economic changes. (CREATE) 82. What cultural correlates may be expected to be present in societies with band level organization? Can you think of a group or subculture in our own society with these same attributes? (APPLY) 83. What cultural correlates may be expected to be present in societies with tribal organization? Can you think of a group or subculture in our own society with these same attributes? (APPLY) 84. What cultural correlates may be expected to be present in societies which are chiefdoms? Can you think of a group or subculture in our own society with these same attributes? (APPLY) 263 Copyright © 2013 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. 85. What cultural correlates may be expected to be present in societies with a state level political organization? Given these attributes, why do you think state-level societies fail? What about this political system is unstable? (CREATE) 86. Explain rebellion, revolution, and terrorism in terms of movements for social change. In what ways are these methods both effective and ineffective? (EVALUATE) 87. Briefly explain the political and economic characteristics of the Incan Empire of Peru and Ecuador. How does this example fit Elman Service’s ideal state level society? (ANALYZE) 88. Discuss two theories that attempt to explain the emergence of early states. Which do you think best explains state formation? (EVALUATE) 89. Describe the transition of Tongan society from chiefdoms to a kingdom. What role did outsiders play? What role did Tongans play? (EVALUATE) 90. What are age grades? How were age grades used by the Hidatsa of the Dakotas to serve social functions? Can you think of example from our own society that serves this same social function? What other ways might a society fill this social function? (CREATE) 91. Why do you think political systems change? How do these changes occur? Use an example discussed in this chapter to support your answer. (ANALYZE) 92. Societies have gone through many social and political transitions in human history. What kinds of social changes do you think that globalization will lead to in the future? How will this affect our current concept of societal “types,” including bands, tribes, chiefdoms, and states? (ANALYZE) 93. Discuss the roles that kinship and social associations play in each type of political system. Why do you think the role of family differs in different societies? (ANALYZE) 264 Copyright © 2013 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. Test Bank Chapter Thirteen In this revision of the testbank, I have updated all of the questions to reflect changes in Cultural Anthropology, 3e. There is also a new system for identifying the difficulty of the questions. In earlier editions, the questions were tagged in one of three ways: factual (recall of factual material), conceptual (understanding key concepts), and applied (application of sociological knowledge to a situation). In this revision, the questions are now tagged according to the six levels of learning that help organize the text. Think of these six levels as moving from lower-level to higher-level cognitive reasoning. The six levels are: REMEMBER: a question involving recall of key terms or factual material UNDERSTAND: a question testing comprehension of more complex ideas APPLY: a question applying anthropological knowledge to some new situation ANALYZE: a question requiring identifying elements of an argument and their interrelationship EVALUATE: a question requiring critical assessment CREATE: a question requiring the generation of new ideas The 92 questions in this chapter’s testbank are divided into two types of questions. Multiple-choice questions span a broad range of skills (over half are “Remember” questions and the remainder are divided among two higher levels). Essay questions are the most demanding because they include the two of the highest levels of cognitive reasoning (from “Analyze” to “Evaluate”) as well as lower levels. Types of Questions Easy to Difficult Level of Difficulty Multiple Choice Essay Remember 47 0 Understand 31 1 Apply 0 2 Analyze 2 3 Evaluate 0 6 Create 0 0 80 12 Total Questions 47 32 2 5 6 0 92 MULTIPLE CHOICE 1. Recognition and rewards for observing social norms. a. dominance hierarchies b. positive sanctions c. negative sanctions d. postconflict reconciliation (REMEMBER; answer: b; page 340) 2. __________ are rewards and punishments expressed through praise, ridicule, gossip, and the like. 265 Copyright © 2013 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. a. Formal sanctions b. Dominance hierarchies c. Informal sanctions d. Negative sanctions (REMEMBER; answer: c; page 341) 3. Evolutionary perspectives on intergroup conflict and conflict resolution emphasize the role of __________ in primate groups. a. negative sanctions b. dominance hierarchies c. formal sanctions d. subordination (REMEMBER; answer: b; page 341) 4. A speeding ticket is best described as __________. a. a formal sanction b. an informal sanction c. an offense d. ostracism (UNDERSTAND; answer: a; page 341) 5. Which of the following is NOT an example of postconflict reconciliation expressed among primates? a. submissive vocalizations b. fear grimace c. a kiss d. an embrace (UNDERSTAND; answer: b; page 341) 6. __________ are rewards and punishments administered by persons in authority, the state, or the law. a. Negative sanctions b. Positive sanctions c. Informal sanctions d. Formal sanctions (REMEMBER; answer: d; page 341) 7. Punishments for offending social norms. a. dominance hierarchies b. positive sanctions c. negative sanctions d. postconflict reconciliation (REMEMBER; answer: c; page 341) 8. A method of conflict avoidance is __________. a. yelling b. direct aggression c. behavioral displays d. politeness (REMEMBER; answer: d; page 342) 9. Which of the following nonverbal communication cues indicate subordination? a. direct eye contact b. erect posture c. a raised head d. smiling (UNDERSTAND; answer: d; page 343) 266 Copyright © 2013 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. 10. In traditional __________ society song duels were a method of resolving conflict without violence. a. Maasai b. Inuit c. Igbo d. Hmong (REMEMBER; answer: b; page 343) 11. Nonthreatening verbal and nonverbal behaviors that convey respect or subordination to others. a. deference b. politeness strategies c. peacemakers d. subordinate behaviors (REMEMBER; answer: a; page 343) 12. __________ are behaviors designed to mute antagonisms and avoid overt hostility by affirming common bonds and recognizing another person’s rights and feelings. a. Deference b. Politeness strategies c. Peacemakers d. Subordinate behaviors (REMEMBER; answer: b; page 343) 13. Among the Ju/’hoansi who attempts to squelch conflicts from erupting into dangerous combat? a. mostly children b. friendly peacemakers c. older males d. mothers (REMEMBER; answer: b; page 343) 14. Ethnographic comparisons of apologies in Japan and Western societies show __________. a. a more explicit recognition of people’s effects on each other in Japan b. a more explicit recognition of people’s effects on each other in Western societies c. almost exactly the same use of apology in both places d. fewer cases of acceptance of apologies in Japan (ANALYZE; answer: a; pages 343-344) 15. Which of the following was a common precipitating factor in song duels among Inuit peoples? a. territory conflicts b. hunting disputes c. sexual jealousy d. parenting conflicts (UNDERSTAND; answer: c; pages 343-344) 16. The practices of qakr and ashti within parent-child relationships are part of __________ social norms. a. Iranian b. Maori c. Japanese d. Inuit (REMEMBER; answer: a; page 344) 17. The Semai of Malaysia view men and women __________. a. as good and evil polar opposites b. as occupying male public and female domestic spheres c. as being the same in terms of social personality 267 Copyright © 2013 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. d. as behaving according to different rules of morality (UNDERSTAND; answer: c; page 344) 18. In Iran, __________ is the intention of a hurt or slighted parent to withdraw from interaction with a child. a. qahr b. ashti c. becharaa d. mana (REMEMBER; answer: a; page 344) 19. In Iran, __________ is a stage of mediation and reconciliation between a parent and a child. a. qahr b. ashti c. becharaa d. mana (REMEMBER; answer: b; page 344) 20. Among the Semais, the community will attend meetings called __________ in order to air grievances and allow all parties to voice their concerns and opinions. a. qahr b. ashti c. becharaa’ d. mana (REMEMBER; answer: c; page 345) 21. Psychologist Clayton Robarchek found that the greatest fear of individuals in Semai society is __________. a. embarrassment b. tigers c. evil magic d. conflict (REMEMBER; answer: d; page 345) 22. In Semai society which of the following is true of becharaa? a. Conflicts are rarely resolved during these meetings. b. They allow parties accused of wrongdoing to be tried and convicted. c. They can last for several days and nights. d. No one acts as a headman or leader during these meetings. (UNDERSTAND; answer: c; page 345) 23. Semai bacharaa are designed to defuse conflicts through lengthy __________. a. questioning b. talk c. physical competition d. song duels (UNDERSTAND; answer: b; page 345) 24. Although people tend to support kin in Semai becharaa, __________ tend(s) to produce community solidarity. a. weak kinship ties b. patrilineal kinship c. bilateral kinship d. matrilineal kinship (UNDERSTAND; answer: c; page 345) 268 Copyright © 2013 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. 25. A major cause of the civil war in the Democratic Republic of Congo is control of __________. a. oil b. diamonds c. water d. arable land (REMEMBER; answer: b; page 345) 26. Toraja society etiquette directs conflict toward __________, where conflict is considered to be a normal and predictable event. a. daily interactions b. market transactions c. ritual occasions d. family gatherings (REMEMBER; answer: c; page 346) 27. Expression of anger outside __________ is considered dangerous and threatening to community stability in Toraja society. a. the household b. ritual ceremonies c. the extended family d. the village (UNDERSTAND; answer: b; page 346) 28. A Toraja pattern of behavior that regulates conflict is __________. a. avoidance of people with whom there are disputes b. formalized arguments that serve as courts c. band level community size d. shouting matches which are limited to the village’s public square (UNDERSTAND; answer: a; page 346) 29. Reciprocal relationships are a point of difficulty in Toraja society because __________. a. only the extended family can be depended on b. very high rates of interest are always charged for favors c. great value is placed on self-sufficiency d. a person who is denied a request experiences great shame (UNDERSTAND; answer: d; page 346) 30. The Taita of Kenya relate anger with __________. a. envy b. violence c. emotional freedom d. illness (REMEMBER; answer: d; page 347) 31. The Taita believe that __________ may easily become ill. a. a person who is angry b. a person who has anger directed at them c. a person who suppresses anger d. a person who does not get angry (UNDERSTAND; answer: b; page 347) 32. Among the Taita, if a person becomes ill, a healing ceremony is conducted in which the person who is angry with the ill person __________. a. is identified by a diviner and punished 269 Copyright © 2013 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. b. is paid damages by the ill person’s family to pacify his or her anger c. must admit his or her anger and ritually cast it out d. apologizes to the ill person and begs for forgiveness (UNDERSTAND; answer: c; page 347) 33. The public nature of the Taita healing ceremony reinforces social values regarding anger and forgiveness by __________. a. placing blame for wrongdoing on the ill person b. placing blame for wrongdoing on the angry person c. placing blame for wrongdoing on both the ill person and the angry person d. placing blame on the community as a whole for not recognizing the problem earlier (UNDERSTAND; answer: c; page 347) 34. __________ is a belief system that functions as a mechanism of social control by channeling anger towards others. a. Witchcraft b. Sorcery c. Magic d. Feuding (REMEMBER; answer: a; page 347) 35. Witchcraft can help control anger toward others in what way? a. People do not get angry because they fear having spells cast on them. b. People interact with each other less because they fear witches. c. People control their anger because they fear they may harm others with it. d. People mask their anger to avoid witch hunts. (UNDERSTAND; answer: c; page 347) 36. Among the Western Apache in Arizona, accusations of witchcraft are often shaken off by what tactic? a. Those accused may claim they were drunk and therefore not responsible for their anger. b. The accused may volunteer to undergo physical trials to prove their innocence. c. Those accused may move to a different village until the charges are forgotten in their home village. d. Those accused can shift blame to their meddling wives if male, or mothers-in-law if female. (UNDERSTAND; answer: a; page 347) 37. A common pattern of accusation of witchcraft in Western Apache society is __________. a. brothers accusing sisters b. village leaders accusing new arrivals in the village c. men accusing mothers-in-law d. married women accusing younger, unmarried women (REMEMBER; answer: c; page 347) 38. One possible reason for the high rate of accusations of witchcraft by men against their mothers-in-law in Western Apache society is __________. a. the patrilocal residence pattern b. the inability of couples to divorce c. the prevalence of arranged marriage d. the matrilocal residence pattern (UNDERSTAND; answer: d; page 347) 39. In most cultures and societies, how are conflicts within families commonly dealt with? a. conversational give and take b. disrespect towards elders c. aggressive and caustic attacks against one another d. politeness and passivity 270 Copyright © 2013 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. (REMEMBER; answer: a; page 348) 40. Although polygynous and polyandrous marriage systems often cause jealousies and competition between co-spouses, in __________ marriage systems co-wives often become friends and allies. a. matrilocal b. patrilineal, patrilocal c. arranged d. matrilineal, matrilocal (UNDERSTAND; answer: b; page 348) 41. In India, the patriarchal system places new, young wives into conflict with __________. a. co-wives b. husbands c. mothers-in-law d. fathers-in-law (UNDERSTAND; answer: c; page 348) 42. __________ tends to be highest in strongly patriarchal societies. a. Divorce b. Polygynous marriage c. Household size d. Domestic violence (UNDERSTAND; answer: d; page 349) 43. In __________ a jealous husband or rejected suitor may seek revenge against a woman by throwing acid on her face and body. a. Kenya b. Greece c. Pakistan d. Vietnam (REMEMBER; answer: c; page 349) 44. In __________ “dowry death” is a phenomenon in which young brides are murdered so that the family may seek remarriage, and another dowry, for their son. a. Saudi Arabia b. India c. Malaysia d. Uganda (REMEMBER; answer: b; page 349) 45. Reform movements in countries like India and Pakistan are underway to __________. a. modernize law codes and address other traditional crimes against women b. reify traditional law codes c. outlaw traditional law codes to reduce crimes against women d. reduce punishments for crimes against women (UNDERSTAND; answer: a; page 349) 46. Siblings may compete against each other for favor in their families when __________. a. there is property to inherit b. primogeniture is the rule of inheritance c. polyandrous marriage patterns are common d. there are no automatic rules for inheritance (UNDERSTAND; answer: d; page 349) 271 Copyright © 2013 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. 47. In rural India, conflict among whom is considered inappropriate and violates the ethics of family solidarity? a. brothers b. sisters c. parents d. grandparents (REMEMBER; answer: a; page 349) 48. Who is often blamed for causing friction in a household in rural Indian communities? a. brothers b. wives c. mothers d. husbands (REMEMBER; answer: b; page 349) 49. Who is responsible for the mediation of family disputes in kin groups such as lineages and clans? a. parents b. grade sets c. the heads of lineages and clans d. arbitrators from outside the family (REMEMBER; answer: c; page 349) 50. Violent conflicts in band societies are rarely over which of the following? a. property b. jealousies c. marriage rights d. sexual relations (REMEMBER; answer: a; page 349) 51. In order to minimize conflicts over resources, __________ is used to regulate behaviors of persons in other people’s territory. a. social etiquette b. wardenship c. police enforcement d. private ownership (REMEMBER; answer: a; page 349) 52. Among the Eastern Pomos, taking resources from someone else’s land was NOT considered theft as long as which of the following was true? a. permission was granted b. it was not observed by an outsider c. they were not plant resources d. distant kin were the offenders (UNDERSTAND; answer: a; page 349) 53. Who generally mediates disputes in tribal societies? a. young hunters b. a council of village elders c. individuals from distant villages d. groups of related women (REMEMBER; answer: b; page 350) 54. A common cause of violence in tribal societies is __________. a. vengeance and feuding b. political maneuvering 272 Copyright © 2013 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. c. disputes over leadership succession d. trade warfare (UNDERSTAND; answer: a; page 350) 55. Aggression against others based on the principle of revenge. a. vengeance b. conflict avoidance c. blood feud d. dominance hierarchies (REMEMBER; answer: a; page 350) 56. In order to reduce the incidence of blood feuding, the Nuer of East Africa employed __________ as recognized mediators in feuds. a. non-Nuer mediators b. leopard-skin chiefs c. clan leaders d. elderly women (REMEMBER; answer: b; page 350) 57. The usual settlement for a dispute mediated by a leopard-skin chief involved __________. a. changes of land ownership b. admissions of guilt and apologies by both sides c. the payment of cattle d. the arrangement for a peaceful court hearing (UNDERSTAND; answer: c; page 350) 58. The only power that leopard-skin chiefs can use to enforce their decisions is __________. a. the threat of war with the chief’s tribe b. the threat of supernatural harm c. the threat of a blood feud d. the threat of exile for a number of years (REMEMBER; answer: b; page 350) 59. Warfare in band societies is usually limited to __________ and rarely has a great social impact because of its limited size. a. duels b. raids to increase the prestige of a war leader c. blood feuds d. territorial skirmishes (UNDERSTAND; answer: c; page 351) 60. What is armed aggression and hostilities between groups called? a. reconciliation b. warfare c. deference d. witchcraft (REMEMBER; answer: b; page 351) 61. Which of the following is NOT true of tribal warfare? a. It can occur due to territorial trespasses. b. Killings and counter-killings are major contributing factors. c. Territory expansion is not usually the ultimate goal. d. It generally has economic motives. (ANALYZE; answer: d; pages 351-352) 273 Copyright © 2013 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. 62. Participation in tribal warfare tends to be based on __________. a. whether a person is in their period of military service b. voluntary association c. conscription d. patriotism (UNDERSTAND; answer: b; page 352) 63. The primary goal(s) of tribal warfare were __________. a. territorial gain b. slaves and wealth c. social and ritual d. the destruction of the enemy population (REMEMBER; answer: c; page 352) 64. In the Pomo tribal society, the principle goal after conflict ended was to __________. a. restore harmonious relationships b. humiliate the losers c. enforce communal sharing d. continue violent behaviors toward the losers (REMEMBER; answer: a; page 352) 65. One of the most formalized systems of dispute management in conflicts between different Native American tribes was the __________ Confederacy. a. Sioux b. Iroquois c. Lakhota d. Choctaw (REMEMBER; answer: b; page 352) 66. The Pomo of California referred to war leaders as __________. a. chiefs b. militia leaders c. captains d. good bad men (REMEMBER; answer: d; page 353) 67. In Pomoan warfare, hostilities were concluded by __________. a. a payment of beads from the victor to the defeated community b. a payment of beads from the defeated to the victorious community c. a payment of pigs by the defeated community to be used for funerals by the victors d. the ransoming back of captives by the defeated community (UNDERSTAND; answer: a; page 353) 68. Warfare in many New Guinean societies was directly related to concepts of __________. a. masculinity b. kinship c. sexuality d. property (REMEMBER; answer: a; page 353) 69. Sambia ethics demanded that family members __________. a. avenge a killing of one of their own b. forgive their enemies c. hand over all weapons d. move away from the enemy tribe 274 Copyright © 2013 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. (REMEMBER; answer: a; page 354) 70. The Major Crimes acts of 1885 allowed federal courts to claim jurisdiction over which group of people who committed seven specific crimes? a. Chinese Americans b. Anglo Americans c. Native Americans d. African Americans (REMEMBER; answer: c; page 354) 71. One traditional practice to deal with chronic wrongdoers that some Native American legal systems have reintroduced is __________. a. physical trials to determine guilt or innocence b. banishment c. the seizure of relatives’ property d. public corporal punishment (REMEMBER; answer: b; page 355) 72. What have the Dine reintroduced in response to the adversarial nature of the American court system? a. rehabilitation centers for criminals b. peacemaker courts conducted by mediators c. more lenient sentences for plea bargains d. community confessionals (UNDERSTAND; answer: b; page 355) 73. The primary goals of warfare in state societies are __________. a. economic and political b. national and international c. governed by rules of warfare d. territorial expansion and revenge (REMEMBER; answer: a; page 356) 74. Unlike warfare in other types of societies, warfare in state societies __________. a. is conducted by professional specialists b. is conducted with careful limits on who is involved and harmed c. involves combatant soldiers on a voluntary basis d. rarely results in a clear victorious and defeated party (UNDERSTAND; answer: a; page 357) 75.__________ is the only nation in the world that does not have a standing army. a. Switzerland b. Thailand c. Costa Rica d. Belgium (REMEMBER; answer: c; page 357) 76. Wars in the African nations of Liberia, Sierra Leone, Ivory Coast, Rwanda, and Burundi have broken out in the last two decades primarily due to control over which of the following? a. central governments b. resources c. territory d. port cities (UNDERSTAND; answer: a; page 357) 275 Copyright © 2013 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. 77. In South Africa, __________ have been held in the attempt to heal divisions in South African society from the apartheid period. a. Truth and Reconciliation Hearings b. amnesties for African National Congress members c. purges of the police and military forces d. new elections (REMEMBER; answer: a; page 358) 78. __________ produce damage to society that lasts for generations after the conflict has ended. a. Wars b. Civil wars c. Corruption investigations d. Nuclear warfare (REMEMBER; answer: b; page 358) 79. Underlying many Middle Eastern conflicts is the geopolitics of __________. a. oil b. diamonds c. water d. arable land (REMEMBER; answer: a; page 358) 80. __________ anthropologists have been heavily involved in aiding indigenous peoples to seek redress for harms done to them by states and corporations. a. Cultural b. Biological c. Legal d. Linguistic (REMEMBER; answer: c; page 361) ESSAY QUESTIONS 81. Explain the role of conflict and the avoidance of conflict in dominance hierarchies among primates. (UNDERSTAND) 82. Define the four types of social sanctions used to maintain social norms. Give examples of each of the four. (APPLY) 83. What behaviors and practices are used to avoid conflict in daily life? Give examples of these practices in the context of Japanese and Western society. (EVALUATE) 84. Describe how conflicts are resolved in Semai society in Malaysia. (EVALUATE) 85. What is the role of reciprocity in conflict avoidance? Use the Toraja culture as an example. (EVALUATE) 86. How may witchcraft and other supernatural beliefs play a role in conflicts? In conflict avoidance and management? (ANALYZE) 87. How do gender status, household composition, and kinship patterns influence patterns of interfamily violence cross-culturally? 276 Copyright © 2013 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. (EVALUATE) 88. Explain violence resulting from revenge and blood feuds in Nuer society. What role do leopard-skin chiefs play? (ANALYZE) 89. Give an overview of warfare as generally practiced by tribal societies. What are the goals and outcomes of such warfare? (EVALUATE) 90. In what ways did colonization and trade affect patterns of warfare among North American indigenous societies? (ANALYZE) 91. How are wars between states different from wars as practiced by any other form of society? How does civil war affect violence in state societies? (EVALUATE) 92. What role do legal anthropologists play in conflict management in cultures around the world? Give examples. (APPLY) 277 Copyright © 2013 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. Test Bank Chapter Fourteen In this revision of the testbank, I have updated all of the questions to reflect changes in Cultural Anthropology, 3e. There is also a new system for identifying the difficulty of the questions. In earlier editions, the questions were tagged in one of three ways: factual (recall of factual material), conceptual (understanding key concepts), and applied (application of sociological knowledge to a situation). In this revision, the questions are now tagged according to the six levels of learning that help organize the text. Think of these six levels as moving from lower-level to higher-level cognitive reasoning. The six levels are: REMEMBER: a question involving recall of key terms or factual material UNDERSTAND: a question testing comprehension of more complex ideas APPLY: a question applying anthropological knowledge to some new situation ANALYZE: a question requiring identifying elements of an argument and their interrelationship EVALUATE: a question requiring critical assessment CREATE: a question requiring the generation of new ideas The 92 questions in this chapter’s testbank are divided into two types of questions. Multiple-choice questions span a broad range of skills (over half are “Remember” questions and the remainder are divided among three higher levels). Essay questions are the most demanding because they include the three highest levels of cognitive reasoning (from “Analyze” to “Create”) as well as lower levels. Types of Questions Easy to Difficult Level of Difficulty Multiple Choice Essay Remember 53 0 Understand 19 4 Apply 7 1 Analyze 1 2 Evaluate 0 4 Create 0 1 80 12 Total Questions 53 23 8 3 4 1 92 MULTIPLE CHOICE 1. According to the Dine creation story, all people live in the __________ world. a. second b. fourth c. lower d. lowest (REMEMBER; answer: b; page 365) 2. The number __________ is sacred for the Dine and many other Native Americans. 278 Copyright © 2013 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. a. two b. three c. four d. seven (REMEMBER; answer: c; page 365) 3. __________ is thoughts, actions, and feelings based on belief in the existence of spirit beings and supranormal forces. a. Religion b. Superstition c. Magic d. Sorcery (REMEMBER; answer: a; page 366) 4. __________ is the most potent and sacred of all Dine symbols of life. a. Blood b. Corn c. The eagle d. The raven (REMEMBER; answer: b; page 366) 5. The term “supernatural” may not be the most fitting term to describe religion, as some societies __________. a. do not know the meaning of the word “supernatural” b. do not understand nature c. regard the spirit realm as ever-present and a part of the natural world d. think the spirit realm hardly ever communicates with humans (UNDERSTAND; answer: c; page 366) 6. Religions include __________ that teach people ethical values and attitudes. a. superstitions b. rituals c. worldviews d. practices (REMEMBER; answer: c; page 366) 7. Anthropologists analyze religious beliefs and rituals using __________ and __________ perspectives, reviewing objective conditions and subjective experiences. a. narrative, personal b. etic, emic c. emic, etic d. ethnographic, statistical (REMEMBER; answer: b; page 366) 8. In the Dine creation story, the first man and woman were created from __________. a. a white and a yellow eagle b. clay and water c. a white and a yellow ear of corn d. two buckskin blankets (REMEMBER; answer: c; page 366) 9. __________ is/are invocations, prayers, prophecies, songs of praise, and curses that are powerful means of transmitting messages about the world and also how the world was created. a. Religion b. Religious specialists 279 Copyright © 2013 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. c. Ceremonies d. Religious speech (REMEMBER; answer: d; page 367) 10. In __________ societies, relationships between deities or spirit-beings tend to reflect the human relationships in that society. a. democratic b. egalitarian, stateless c. Buddhist d. modern (REMEMBER; answer: b; page 367) 11. Ranked pantheons of deities are most usually found in __________ societies. a. egalitarian b. non-hierarchical c. stateless d. hierarchical (REMEMBER; answer: d; page 367) 12. The household unit in classical Greece and Rome was represented by __________. a. special priests b. married male and female deities c. child deities d. kitchen goddesses (REMEMBER; answer: b; page 367) 13. __________ are governments by god. a. Theocracies b. Priestly tyrannies c. Cults of personality d. Pantheons (REMEMBER; answer: a; page 367) 14. Monotheistic religions are prevalent in societies that __________. a. are tribal b. are egalitarian c. have a supreme ruler d. have ritual specialists (REMEMBER; answer: c; page 367) 15. Although rituals have symbolic meanings, performing rituals is aimed at __________. a. teaching moral values b. obtaining practical results c. training religious specialists d. proving the existence of deities (UNDERSTAND; answer: b; page 367) 16. Which of the following has NOT been suggested as a reason for the origins of religion in anthropology? a. explaining the world b. emotional release c. social control d. divine revelation (UNDERSTAND; answer: d; pages 368-369) 280 Copyright © 2013 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. 17. A __________ is the religious worldview of a people, including beliefs about the origin of the world, the pantheon of deities that exist, and their relationship to the spirit realm. a. cosmology b. religion c. belief system d. superstition (REMEMBER; answer: a; page 369) 18. Which of the following is NOT an explanation for religion as a human universal? a. social cohesion b. economic adaptation c. social control d. science cannot explain everything in the world around us (APPLY; answer: d; page 369) 19. The Tsembagas of Papua New Guinea practice a complex set of rituals concerning __________. a. warfare b. food acquisition c. weather d. funeral rites (UNDERSTAND; answer: a; page 370) 20. __________ is belief in the existence of souls. a. Religion b. Animatism c. Polytheism d. Animism (REMEMBER; answer: d; page 371) 21. Belief in the existence of numerous deities that have specific attributes, powers, and functions is called __________. a. monotheism b. animatism c. polytheism d. animism (REMEMBER; answer: c; page 371) 22. __________ is the belief that all things are endowed with some spirit form or essence. a. Animatism b. Animism c. Monotheism d. Polytheism (REMEMBER; answer: a; page 371) 23. What is the term for belief systems that hold to the existence of one supreme deity who has powers and knowledge that affect all aspects of life? a. animism b. monotheism c. animatism d. polytheism (REMEMBER; answer: b; page 371) 24. Hinduism is a __________ religion. a. polytheistic b. monotheistic 281 Copyright © 2013 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. c. animist d. animatistic (REMEMBER; answer: a; page 371) 25. Semi-divine or human __________ are lesser religious beings who are important in stories and myths. a. demons b. souls c. heroes d. angels (UNDERSTAND; answer: c; page 371) 26. Animists believe that even __________ possess spirits. a. women b. children c. animals d. inanimate objects (UNDERSTAND; answer: d; page 371) 27. The Hopi believe in __________, or powerful spirits who can bring rain. a. gods b. goddesses c. kachinas d. kivas (REMEMBER; answer: c; page 372) 28. In Japan, the keeping of tablets which record the lives of dead male and female relatives and the performance of commemorative rituals for these tablets is known as __________. a. Buddhism b. Confucianism c. animatism d. ancestor worship (REMEMBER; answer: d; page 372) 29. One nation where ancestor worship is a common feature of religion is __________. a. Iran b. Uruguay c. Japan d. Morocco (REMEMBER; answer: c; page 372) 30. Which of the following societies considers ancestral spirits to bring rain? a. Japanese b. Hopi c. Dani d. Ju/’hoansi (REMEMBER; answer: b; page 372) 31. The __________ consider ancestral spirits to be harmful, while the __________ consider them to be beneficial. a. Ju/’hoansi, Hopi b. Hopi, Ju/’hoansi c. Japanese, Dani d. Hopi, Dani (REMEMBER; answer: a; page 372) 282 Copyright © 2013 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. 32. What is the term for a force, power, or essence that endows people, animals, other living things, and possibly inanimate objects with special qualities or powers? a. ghosts b. mana c. totemism d. animism (REMEMBER; answer: b; page 372) 33. What is the term for a belief system in which people believe they are descendents of spirit beings? a. polytheism b. ancestor worship c. animatism d. totemism (REMEMBER; answer: d; page 372) 34. Which of the following leads groups of related people or kin networks to worship their own particular deity? a. secret societies b. polytheism c. totemism d. animism (REMEMBER; answer: c; page 372) 35. The concept of mana was first described in __________ societies. a. Polynesian b. Mexican c. South African d. Australian Aboriginal (REMEMBER; answer: a; page 372) 36. Taboos are __________. a. bad behaviors b. restrictions on which people may have contact with religiously powerful objects c. rulings on behaviors passed down from priests or shaman d. the punishments for breaking religious rules decreed by theocratic governments (REMEMBER; answer: b; page 373) 37. An example of a secret society would be __________. a. Catholic monasteries b. Christian seminaries c. Australian Aboriginal men who are allowed to handle special ritual objects d. Islamic madrasas (UNDERSTAND; answer: c; page 373) 38. Which of the following is best described as a taboo? a. Avoiding the ghosts of dead ancestors. b. Performing certain rituals only on certain occasions. c. Avoiding certain foods at certain times such as during pregnancy. d. Failing to perform the correct rituals for honoring dead ancestors. (UNDERSTAND; answer: c; page 373) 39. A __________ is a person who has special gifts to make contact with the spirit world, often in a state of trance. a. medium b. faith healer 283 Copyright © 2013 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. c. priest d. prophet (REMEMBER; answer: a; page 374) 40. Persons with the power to predict the future through messages and omens from the spirit world are termed __________. a. mediums b. shamans c. religious specialists d. diviners (REMEMBER; answer: d; page 374) 41. __________ are part-time religious specialists who make contact with the spirit world through prayer, ritual, and trance. a. Oracles b. Diviners c. Shamans d. Mediums (REMEMBER; answer: c; page 375) 42. __________ are religious practitioners who acquire spirit power to diagnose the spirit cause of illness and effect cures. a. Shamans b. Diviners c. Healers d. Mediums (REMEMBER; answer: c; page 374) 43. In Korea female shamans are called __________. a. kut b. witches c. totemic healers d. mudang (REMEMBER; answer: d; page 375) 44. Full-time religious specialists are called __________. a. monks b. priests c. shamans d. mediums (REMEMBER; answer: b; page 375) 45. What is the term for activities, including religious speech, ceremonies, and behaviors, that are demonstrations of belief? a. worship b. totemism c. rituals d. sacred rituals (REMEMBER; answer: c; page 375) 46. The Nuna and Bwa peoples of Burkina Faso utilize the __________ in their rituals. a. visual and performing arts b. rites of passage c. gifts from the gods d. Judeo-Christian creation story 284 Copyright © 2013 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. (UNDERSTAND; answer: a; page 376) 47. __________ are activities, places, or objects that are connected to the spirit realm and are imbued with power. a. Totemic rituals b. Shamanistic rituals c. Priestly rituals d. Sacred rituals (REMEMBER; answer: d; page 376) 48. Which of the following would be best described as a secular ritual? a. Christmas b. Independence Day c. Easter d. Lent (APPLY; answer: b; page 376) 49. Which of the following is NOT a specific end toward which a ritual is aimed? a. purification b. sanctification c. veneration d. codification (APPLY; answer: d; page 376) 50. Thanksgiving in the United States is an example of a __________. a. ritual b. rite of renewal c. secular ritual d. feasting ritual (REMEMBER; answer: b; page 376) 51. __________ are rituals performed with the goal of renewing the bounty of the earth. a. Calendric rituals b. Rites of passage c. Rites of renewal d. Sacred rituals (REMEMBER; answer: c; page 376) 52. The Aztecs of central Mexico believed their sun god thrived on human blood. Therefore, a daily human sacrifice was made, which nearly led to __________. a. the spread of blood-borne pathogens b. the downfall of the Aztec Empire c. the Spanish losing in battle against the Aztecs d. the Mayans to reign supreme (APPLY; answer: b; page 377) 53. Offerings that honor spirits by giving up something important are known as __________. a. sacrifices b. prayers c. rituals d. shamans (REMEMBER; answer: a; page 377) 54. Arnold van Gennep classified rites of passage as a three-step process. The correct order of this process is which of the following? 285 Copyright © 2013 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. a. separation, reincorporation, and transition b. separation, transition, and reincorporation c. transition, separation, and reincorporation d. separation, intensification, and transition (REMEMBER; answer: b; page 378) 55. Puberty rites are also known as __________. a. calendric rites b. rites of renewal c. initiation rites d. purification rites (REMEMBER; answer: c; page 378) 56. In some cultures, such as Amish, puberty is a period during which deviant behavior is permitted in order to __________. a. show the harmful side effects of such behaviors b. ease tensions in societies that expect strict codes of behavior to be followed thereafter c. catch young people in compromising positions and correct them d. embarrass young people (UNDERSTAND; answer: b; page 378) 57. A funeral pyre is also known as __________. a. a gathering after a funeral b. an above-ground cremation c. a waste of time d. a cemetery (REMEMBER; answer: b; page 379) 58. Western Apache girls undergo the nai’es ceremony at what point? a. marriage b. first menstruation c. first pregnancy d. the death of their mother (REMEMBER; answer: b; page 380) 59. The most direct form of communication with the spirit realm is through __________. a. an oracle b. a shaman c. a healer d. possession (REMEMBER; answer: d; page 381) 60. In Latino populations, a traditional spiritual disease that healers treat is susto, which is believed to be __________. a. spirit possession b. illness brought on by jealousy c. soul loss d. similar to mononucleosis (REMEMBER; answer: c; page 381) 61. In Korea, spirit possession more commonly affects women who __________. a. have agreed to arranged marriages b. experience tensions and conflicts in their home life c. have been unable to have children d. are shamans 286 Copyright © 2013 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. (REMEMBER; answer: b; page 381) 62. One explanation for the value of spirit possession is that it provides __________. a. a vehicle for emotional release b. a reason for community wide rituals c. a rational for the punishment of social deviants d. a means for religious specialists to make a living (UNDERSTAND; answer: a; page 381) 63. In Brazilian __________ ceremonies, mediums who are possessed by spirits provide advice and guidance to clients. a. orisha b. trance c. macumba d. susto (REMEMBER; answer: c; page 381) 64. After her husband’s death, a widow in what type of society is NOT expected to remarry? a. matriarchal b. unilineal c. patrilineal d. patriarchal (APPLY; answer: d; page 381) 65. Maasai women in Tanzania have experienced a rise in __________ as the economic situation has changed and gender roles have become more rigid. a. male on female violence b. female on male violence c. spirit possessions d. secular rituals (UNDERSTAND; answer: c; page 382) 66. Most spirit causes for disease are __________. a. incurable b. metaphors for imbalance c. deadly d. never studied by anthropologists (UNDERSTAND; answer: b; page 382) 67. Witches are in many ways the opposite of __________. a. priests b. mediums c. shamans d. healers (UNDERSTAND; answer: d; page 383) 68. Witchcraft is also called __________. a. sorcery b. terrifying c. voo doo d. magic (REMEMBER; answer: a; page 383) 69. What is the term for magic that operates on the principle of “like causes like”? a. witchcraft 287 Copyright © 2013 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. b. contagious magic c. imitative magic d. shamanism (REMEMBER; answer: c; page 384) 70. What is the term for magic that operates on the principle that positive and negative qualities can be transferred through proximity or contact? a. witchcraft b. contagious magic c. imitative magic d. shamanism (REMEMBER; answer: b; page 384) 71. An example of benign imitative magic is __________. a. spirit possession b. witchcraft c. couvade d. spirit healing (APPLY; answer: c; page 384) 72. A belief in witchcraft may be a vehicle for __________. a. explaining observations made of the natural world b. the expression of anger of envy c. more serious crimes against humanity d. other, more complex religious beliefs to take hold later (UNDERSTAND; answer: b; page 384) 73. __________ are revitalization movements attempting to rid society of foreign elements and return to what is conceived to be a prior state of cultural purity. a. Fundamentalist movements b. Messianic movements c. Nativistic movements d. Millenarian movements (REMEMBER; answer: c; page 385) 74. Cargo cults relied upon the principle of __________ in following ritualized behaviors modeled on Europeans by which they expected to receive wealth from divine entities. a. witchcraft b. sorcery c. contagious magic d. imitative magic (UNDERSTAND; answer: d; page 386) 75. Buddhism, Christianity, and Islam began as __________. a. fundamentalisms b. cults c. revitalization movements d. political movements (ANALYZE; answer: c; pages 387-388) 76. Siddhartha Gautama, Jesus, and Muhammad are all __________. a. revitalizationists b. nativistic c. prophets d. fundamentalists 288 Copyright © 2013 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. (APPLY; answer: c; pages 387-388) 77. Fundamentalism has arisen as a movement, especially in Christianity and Islam, as a reaction to __________. a. increasingly global and heterogeneous interpretations of sacred texts b. persecutions of religious worship c. syncretic movements d. newer messianic religions (UNDERSTAND; answer: a; page 388) 78. The attempt to convert a person or group from one religion to another is called __________. a. conversion b. proselytism c. post-conversion d. fundamentalism (REMEMBER; answer: b; page 388) 79. The majority of Muslims are known as __________. a. Shi’ite b. Orthodox c. Islamic d. Sunni (REMEMBER; answer: d; page 389) 80. Fundamentalism is on the rise in Christian and Muslim groups. This can be attributed to __________. a. the moral decline in society b. the realization that most people in the world are either Christian or Muslim c. a response to perceived social crises d. a contagious psychological disorder (UNDERSTAND; answer: c; page 390) ESSAY QUESTIONS 81. How do anthropologists study religion? What kinds of questions about the relationship between religion and society are they interested in asking? (UNDERSTAND) 82. In what ways do religions mirror the societies in which they are practiced? Frame your answer in terms of a comparison of animatism, polytheism, ancestor worship, and monotheism using examples of societies that practice each. (EVALUATE) 83. Compare and contrast the idea of mana in Polynesian societies with the idea of luck in western societies. (ANALYZE) 84. What roles do different types of religious practitioners play in administering to the physical and psychological needs of the ill? (UNDERSTAND) 85. What social purposes do religious rituals serve? What personal purposes do they serve? (ANALYZE) 86. Explain rites of passage in terms of Van Gennep’s three step process by using an example from a society with which you are familiar. 289 Copyright © 2013 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. (APPLY) 87. What is magic? Witchcraft? How do they serve to explain events and reinforce social norms? (EVALUATE) 88. Give five functions of religion in society with an example for each. (UNDERSTAND) 89. What were cargo cults? What were the rituals and practices of cargo cults in general and what assumptions underlay them? What happened to cargo cults? (UNDERSTAND) 90. What are revitalization movements? Explain the distinctions between nativistic, messianic, and millenarian movements. (EVALUATE) 91. Discuss globalization’s influence on the global spread of fundamentalism. (CREATE) 92. How are Islam, Christianity, and Judaism different from one another? (EVALUATE) 290 Copyright © 2013 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. Test Bank Chapter Fifteen In this revision of the testbank, I have updated all of the questions to reflect changes in Cultural Anthropology, 3e. There is also a new system for identifying the difficulty of the questions. In earlier editions, the questions were tagged in one of three ways: factual (recall of factual material), conceptual (understanding key concepts), and applied (application of sociological knowledge to a situation). In this revision, the questions are now tagged according to the six levels of learning that help organize the text. Think of these six levels as moving from lower-level to higher-level cognitive reasoning. The six levels are: REMEMBER: a question involving recall of key terms or factual material UNDERSTAND: a question testing comprehension of more complex ideas APPLY: a question applying anthropological knowledge to some new situation ANALYZE: a question requiring identifying elements of an argument and their interrelationship EVALUATE: a question requiring critical assessment CREATE: a question requiring the generation of new ideas The 93 questions in this chapter’s testbank are divided into two types of questions. Multiple-choice questions span a broad range of skills (over half are “Remember” questions and the remainder are divided among two higher levels). Essay questions are the most demanding because they include the three highest levels of cognitive reasoning (from “Analyze” to “Create”) as well as lower levels. Types of Questions Easy to Difficult Level of Difficulty Multiple Essay Choice Remember 52 0 Understand 27 4 Apply 1 0 Analyze 0 2 Evaluate 0 5 Create 0 2 80 13 Total Questions 52 31 1 2 5 2 93 MULTIPLE CHOICE 1. The story of Mataora relates the origins of the Maori art of __________. a. painting b. tattooing c. song chanting d. wood carving (REMEMBER; answer: b; page 396) 291 Copyright © 2013 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. 2. Philosophies about what has beauty and value in art are called __________. a. taste b. culture c. aesthetics d. creativity (REMEMBER; answer: c; page 396) 3. According to Richard Anderson all of the following are key characteristics of art EXCEPT __________. a. it is an artifact of human or higher primate creation b. it is intended to affect the senses c. it is stylistically groundbreaking and unlike previous works d. it is realistic (REMEMBER; answer: b; page 396) 4. Art objects are made by __________. a. humans and gorillas b. humans and chimps c. humans and elephants d. humans only (UNDERSTAND; answer: d; page 396) 5. Aesthetic conventions are __________. a. biological b. cultural c. universal d. apply only to paintings (UNDERSTAND; answer: b; page 397) 6. __________ art portrays the world accurately. a. Representational b. Formalist c. Instrumental d. Mimetic (REMEMBER; answer: d; page 397) 7. __________ art imitates, idealizes, or symbolizes form and experience. a. Representational b. Formalist c. Instrumental d. Mimetic (REMEMBER; answer: a; page 397) 8. __________ art attempts to have a beneficial effect on society, enriching people’s lives, teaching moral lessons, and providing insights for improving and changing the world. a. Representational b. Formalist c. Instrumental d. Mimetic (REMEMBER; answer: c; page 397) 9. The core aesthetic value of art __________ from culture to culture. a. varies little b. varies a lot c. is not comparable d. is irrelevant 292 Copyright © 2013 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. (UNDERSTAND; answer: b; page 397) 10. Yoruba aesthetics demand that humans should be shown __________. a. exactly as the model looks in real life b. engaged only in ritual activities c. without the physical flaws of ordinary people d. only if they are social elites (REMEMBER; answer: c; page 397) 11. Anthropologically speaking, art is required to exhibit what? a. symbolism b. skill c. abstractness d. ethnicity (UNDERSTAND; answer: b; page 397) 12. __________ art is abstract art that focuses on the formal qualities of art – color, composition, sound, words, or movements. a. Representational b. Formalist c. Instrumental d. Mimetic (REMEMBER; answer: b; page 398) 13. Yoruba art is an encapsulation of their ideas about __________. a. beauty, goodness, and morality b. social justice and an idealized society c. the afterlife of good people d. social ills and how they should be corrected (REMEMBER; answer: a; page 398) 14. Abstract art is usually __________. a. mimetic b. representational c. formalist d. aesthetic (UNDERSTAND; answer: c; page 398) 15. Which of the following societies have traditionally used tattooing as a form of body art? a. Yoruba b. Inuit c. Australian Aboriginal d. Aztec (REMEMBER; answer: b; page 398) 16. People who particularly have a lot of body art are __________. a. agriculturalist societies b. horticulturalist societies c. nomadic societies d. industrial societies (UNDERSTAND; answer: c; page 399) 17. Which of the following societies have traditionally used scarification as a form of body art? a. Maori b. Inuit 293 Copyright © 2013 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. c. Navajo d. Yoruba (REMEMBER; answer: d; page 399) 18. In the Aztec Empire, clothing and jewelry served the function of all of the following EXCEPT __________. a. differentiating groups within the social hierarchy b. differentiating men from women c. differentiating some occupations from others d. differentiating age (REMEMBER; answer: d; page 400) 19. Inuit tattoos are __________. a. private b. to announce something about the bearer c. for the Gods d. done as a puberty ritual (UNDERSTAND; answer: b; page 400) 20. In the Suriname Maroon society of Saramaka, male and female carvings on calabash gourds are different __________. a. in that females are professional artists while men are not b. in the kinds of tools each uses as well as the kinds of designs each carves c. because males travel widely and adopt new styles from neighboring societies d. because men are professional artists while women are not (REMEMBER; answer: b; page 401) 21. All __________ women carve and decorate some of their own calabashes. a. Samaka b. Diné c. Aztec d. Maya (REMEMBER; answer: a; page 401) 22. Navajo healers use __________ as part of healing ceremonies. a. carved wooden bowls b. sand paintings c. body painting d. human sculptures carved from stone (REMEMBER; answer: b; page 401) 23. Helen Frankenhaler was a __________ painter. a. realist b. abstract impressionist c. mixed media d. pointillist (REMEMBER; answer: b; page 402) 24. After healing rituals, Navaho sand paintings are __________. a. preserved in lacquer and kept under the sick person’s bed b. carefully recorded on paper c. ritually destroyed d. left to slowly disappear (REMEMBER; answer: c; page 402) 294 Copyright © 2013 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. 25. __________ were made in Europe about 30,000 years ago and are thought to represent pregnant women. a. Cave paintings b. Willendorf sculptures c. Venus figurines d. Spirit sticks (REMEMBER; answer: c; page 403) 26. Which of the following has been suggested as a possible reason why Venus figurines were made? a. They were gifts given by men or women to their lovers. b. They were self-portraits made by women while pregnant. c. They were attempts at magical birth control. d. They were portraits of pregnant women made by their husbands (UNDERSTAND; answer: b; pages 403-404) 27. Incan quipus were almost certainly used __________ but also may have had artistic dimensions as well. a. as storage boxes b. for record keeping c. as alters d. as temporary shelters (REMEMBER; answer: b; page 404) 28. One of the greatest problems with __________ is the inability of anthropologists to know what creators thought about their artistic creations. a. ethnographic studies of art b. ethnographic studies of dance c. archaeological studies of art d. formal art from other cultures (UNDERSTAND; answer: c; page 404) 29. Among the __________ of British Columbia, songs come spontaneously to people when they are called by the spirits to be healers or other religious practitioners. a. Tiwi b. Crow c. Yoruba d. Gitksan (REMEMBER; answer: d; page 405) 30. In Navajo society, songs __________. a. are not meant to last and be preserved but, rather, to be created and expressed b. are carefully preserved property passed from generation to generation within families c. never used in ritual, but commonly used during menial tasks d. reserved for use in ritual settings only (UNDERSTAND; answer: a; page 405) 31. All of the following are areas of study for ethnomusicologists EXCEPT __________. a. symbols, including language b. musical instruments c. communication, including folklore d. house structures (UNDERSTAND; answer: d; page 405) 32. If you were a Diné and had a song that you sang on the way to class every day, you would __________. a. write it down quickly b. sing it on other occasions too 295 Copyright © 2013 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. c. feel it enhanced the action of walking to class d. not sing it again (APPLY; answer: c; page 405) 33. Often ethnic songs can be used to __________. a. increase tension through competition b. reduce tension through competition c. entertain others d. create individuality (UNDERSTAND; answer: b; page 406) 34. In the Trobriand Islands of Melanesia, __________ is accompanied by intense singing by men. a. eating b. working c. mourning d. marriage (REMEMBER; answer: c; page 406) 35. The Inuit understand artistic expression in songs to __________. a. be a characteristic of gifted individuals blessed by spirits b. allow the expression in inner feelings in a way ordinary words cannot c. be the artistic area in which women excel d. be reserved for use in song duels (REMEMBER; answer: b; page 406) 36. West African music in general __________. a. is not accompanied by singing b. places greater stress on tonal qualities than rhythm c. is slow and stately in order to stress the dignity of the performance d. places equal stress on every note (REMEMBER; answer: d; page 406) 37. The anthropologist Anya Royce identifies dance as __________. a. a social drama b. the second oldest art form after cave painting c. not truly an art form d. a corollary to the art of music (REMEMBER; answer: a; page 406) 38. Hand gestures by Indian and Balinese dancers identify all of the following EXCEPT __________. a. the dancer’s social status b. the dancer’s marital status c. characters or events in sacred narratives and folktales d. a dancer’s place of birth (REMEMBER; answer: c; page 407) 39. Music, song, and dance performances must be understood __________. a. through the cultural contexts in which they occur b. in accordance to rigorous aesthetic standards c. in formalist terms d. as a single art form (UNDERSTAND; answer: a; page 407) 40. Oral literature includes __________. a. the stories people tell about their lives 296 Copyright © 2013 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. b. stories about the sacred past c. secular histories d. anything spoken within a group can be used (REMEMBER; answer: d; page 408) 41. __________ tell of a primordial world that existed before this one and of the events that led to the formation of our present world. a. Folktales b. Sacred narratives c. Fables d. Histories (REMEMBER; answer: b; page 408) 42. Secular stories that relate events that teach moral lessons or entertain listeners are __________. a. sacred narratives b. fairy tales c. folktales d. biographies (REMEMBER; answer: c; page 408) 43. The phrase “once upon a time” is a __________ of English tales. a. cliché b. stylistic feature c. narrative event d. proverbial device (UNDERSTAND; answer: b; page 408) 44. Stylistic devices in folktales serve to __________. a. free the storyteller to ad lib parts of the story b. relieve dramatic tension in the story c. cue listeners that they are hearing a particular type of artistic event d. make storytelling easy (UNDERSTAND; answer: c; page 408) 45. The Akan of Ghana sometimes use proverbs to do all of the following EXCEPT __________. a. indirectly give advice b. make requests c. criticize other people’s behavior d. teach ritual dances (REMEMBER; answer: d; page 408) 46. A traditional Zuni performance sets stories off as __________. a. artistic events b. ceremonies c. rituals d. formal speeches (REMEMBER; answer: a; page 408) 47. “An egg never sits on a hen” is an example of a __________. a. proverb b. folktale c. sacred narrative d. ritual speech (UNDERSTAND; answer: a; pages 408 - 409) 297 Copyright © 2013 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. 48. Riddles are used __________ as well as to entertain. a. to confuse b. to impart cultural knowledge c. to prove intellectual ability d. to ask for advice (REMEMBER; answer: b; page 409) 49. The __________ of oral narratives and written narrative share few, if any, common elements across cultures. a. narrative structures b. cadence c. length d. characters (UNDERSTAND; answer: a; page 410) 50. Current trends in music have resulted in __________. a. the abandonment of traditional music forms in favor of western music in most of the world b. hybridization of traditional music as musicians from different parts of the world and traditions collaborate c. a strong preference for European classical forms of music in most of the world d. a decrease in average IQ (UNDERSTAND; answer: b; page 411) 51. Ownership of art from both dominant and traditional cultures is often used to express all of the following EXCEPT__________. a. aesthetic values b. economic success c. social status d. power (UNDERSTAND; answer: d; page 411) 52. The western style of performing music in concert halls has been noted by Shannon to __________. a. divorce ethnic and traditional music from its “lived” context b. make it possible to concentrate on the music more completely c. improve the sound quality of music that otherwise may be poorly performed d. be largely unsuccessful and unpopular (REMEMBER; answer: a; page 411) 53. In the early twentieth century western art connoisseurs referred to non-western art as __________ art. a. non-western b. tribal c. primitive d. basic (REMEMBER; answer: c; page 411) 54. __________ is taught and played in every country of the world. a. European classical music b. European pop music c. European rap music d. European folk music (REMEMBER; answer: a; page 411) 55. African and Asian artistic traditions have __________ Western art since the nineteenth century. a. influenced b. not influenced 298 Copyright © 2013 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. c. been influenced by d. not been influenced by (UNDERSTAND; answer: a; page 411) 56. Ethnic artists are now regarded by museums as what? a. part of their tribes b. individuals c. followers of “primitivism” d. too primitive to put in permanent collections (REMEMBER; answer: b; page 411) 57. Some indigenous communities have found their art forms __________. a. impractical in the modern world b. to be the basis of new religious movements c. a way to become prosperous as commercial demand for them has increased d. naïve compared to western art forms (UNDERSTAND; answer: c; page 412) 58. For many ethnic groups in multi-cultural nations, __________ has remained an important identity marker. a. sculpture b. folklore c. dance d. weaving (REMEMBER; answer: c; page 412) 59. The Asmat of Indonesian New Guinea have relied on dance as a way to maintain their cultural identity because __________. a. they are now city dwellers who live in apartments b. Islamic law forbids the traditional human forms used to decorate houses c. dance is the most distinctive of Asmat art forms d. they are too poor to afford the materials needed for other art forms (REMEMBER; answer: b; page 412) 60. The Zapotec of Mexico engage in __________ at social gatherings when non-Zapotec persons are present in order to reinforce their ethnic identity. a. Zapotec language singing b. traditional Zapotec riddles and joking c. body painting d. traditional Zapotec dancing (REMEMBER; answer: d; page 412) 61. The __________ is an example of a Native American tradition that has spread to other areas and become associated with Native Americans in general. a. powwow b. Sari c. rug d. war dance (REMEMBER; answer: a; page 412) 62. The Kuna of Panama sell __________, called molas, worldwide because they were popularized by tourists in the 1960’s. a. wooden statues b. embroidered blouses c. drawings of mythical creatures 299 Copyright © 2013 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. d. leather shoes (REMEMBER; answer: b; page 412) 63. Powwows have contributed to __________ because styles of dance and dress have spread to new groups and resulted in the appearance of new artistic expression. a. dilution of Native American identity b. historical loss c. Pan-Indian identity d. preservation of distinct local dance and dress styles (UNDERSTAND; answer: c; page 412) 64. Global market forces have led to a diversification of Inuit __________ because of its increased popularity with collectors. a. sculpture b. music c. musical instruments d. decorated leather goods (REMEMBER; answer: a; page 412) 65. __________ is an example of a traditional art form that has lost much of its original meaning due to tourist interest and commodification. a. Yoruba sculpture b. Zapotec dancing c. Hawaiian hula dancing d. West African music (REMEMBER; answer: c; page 413) 66. Globalization has changed some __________ relations in native societies. a. gender b. age c. sex d. animal (UNDERSTAND; answer: a; page 413) 67. The first Navajo adaptation to market forces was __________. a. silversmithing b. the production of larger sized blankets c. the mass production of pottery d. the switch to commercially dyed wool (REMEMBER; answer: b; page 413) 68. By the __________ Navajo blankets were making their way into national trade networks. a. 1850s b. 1860s c. 1880s d. 1920s (REMEMBER; answer: c; page 413) 69. Pueblo __________ weave blankets; on the other hand, Navajo __________ weave blankets. a. men, women b. women, men c. children, elderly d. elderly, children (REMEMBER; answer: a; page 413) 300 Copyright © 2013 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. 70. Lower status Toraja have benefited most from tourism because __________. a. they have been able to compete against higher status Toraja for tourist’s attention b. they act as middlemen between high status Toraja and tourists c. they have more experience with tourists as a result of working in cities d. high status Toraja refuse to let their funerals be viewed (REMEMBER; answer: a; page 413) 71. The art items we most associate with the Diné have their origins in __________. a. prehistoric times b. around the Contact period (with the Spanish) c. the 1870’s d. the 1900’s (UNDERSTAND; answer: c; page 413) 72. A change that Navajo arts has undergone as a response to market forces is the __________. a. beginning of weaving as a Navajo art b. emergence of full-time artist specialists c. contracting of non-Navajo artists to produce Navajo art d. switch from hand weaving to machine weaving of Navajo blankets (UNDERSTAND; answer: b; page 414) 73. Although a national market for Navajo goods brought some prosperity, the Navajo also became __________. a. uninterested in maintaining their ethnic identity b. more interested in producing non-Navajo art c. unable to afford materials for artistic goods as prices increased d. vulnerable to market fluctuations in prices (REMEMBER; answer: d; page 414) 74. As the popularity of Navajo goods has increased in the twentieth century, Navajo artisans have been harmed by __________. a. new taxes on their products b. foreign production of fake Navajo goods c. the loss of sheep herds and dependence on factory processed wool d. tariffs on the export of reservation produced goods (UNDERSTAND; answer: b; page 415) 75. In Indonesia, Toraja __________ have attracted great interest from tourists. a. puberty rites b. marriage ceremonies c. funerals d. houses (REMEMBER; answer: c; page 415) 76. Toraja society is __________, and tourism has led to competition among formerly harmonious segments of society. a. ranked b. egalitarian c. heterogeneous d. non-violent (REMEMBER; answer: a; page 415) 77. Today, an estimated __________ of all families in the art producing towns of the Oaxacan Valley in Mexico make a living by producing wooden carvings. a. 5% 301 Copyright © 2013 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. b. 20% c. 30% d. 50% (REMEMBER; answer: b; page 416) 78. As the popularity of ethnic art has grown in the global market, many artists have __________ as a way to protect themselves against market fluctuations. a. invested their profits in land b. moved to the United States and Europe c. diversified production to include non-traditional arts and motifs d. switched to factory production (REMEMBER; answer: c; page 416) 79. What is the term for art produced by a particular group of people that comes to express and symbolize their ethnic identity? a. symbolic expression b. identity art c. representational art d. ethnic art (REMEMBER; answer: d; page 416) 80. Javanese wayang are __________ that are used to transmit stories from Hindu epics. a. paintings b. embroidered blankets c. puppet shows d. choral singing concerts (UNDERSTAND; answer: c; page 417) ESSAY QUESTIONS 81. What are the four key characteristics suggested by anthropologist Richard Anderson to define art? Discuss why these characteristics are important in defining art. (UNDERSTAND) 82. What are the four aesthetic paradigms in western art? How do they differ in their approaches to artistic representation? (UNDERSTAND) 83. Discuss the aesthetics of Yoruba art (including music and dance) in terms of the values it emphasizes. (UNDERSTAND) 84. What are the connections between art and ritual? How are the two mutually reinforcing? Why do you think such connections are so strong between art and ritual? (UNDERSTAND) 85. What are the earliest forms of art known and where do they come from? Outline two theories that address the origins of art. Which do you prefer and why? (ANALYZE) 86. Oral literature and folktales are among the most cross-culturally prevalent forms of art. Explain why given the functions of these art forms in society and the particular artistic skills needed to perform them. (EVALUATE) 87. How have global commerce and tourism affected the arts of the Diné? (EVALUATE) 302 Copyright © 2013 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. 88. What impacts has tourism had on Toraja society in Indonesia? (EVALUATE) 89. Using examples, discuss how body art, including clothing, intersects with gender, status and religion. (EVALUATE) 90. What are the commonalities and differences between oral and written literature? (ANALYZE) 91. What role do proverbs and riddles play in societies? Why are these considered art too? (EVALUATE) 92. Discuss how art is viewed in American society by comparing and contrasting art found at MOMA with that found at the National Gallery. (CREATE) 93. How does clothing act as art and social identity in Western society? Why does this happen and what role does capitalism play in it? (CREATE) 303 Copyright © 2013 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. Test Bank Chapter Sixteen In this revision of the testbank, I have updated all of the questions to reflect changes in Cultural Anthropology, 3e. There is also a new system for identifying the difficulty of the questions. In earlier editions, the questions were tagged in one of three ways: factual (recall of factual material), conceptual (understanding key concepts), and applied (application of sociological knowledge to a situation). In this revision, the questions are now tagged according to the six levels of learning that help organize the text. Think of these six levels as moving from lower-level to higher-level cognitive reasoning. The six levels are: REMEMBER: a question involving recall of key terms or factual material UNDERSTAND: a question testing comprehension of more complex ideas APPLY: a question applying anthropological knowledge to some new situation ANALYZE: a question requiring identifying elements of an argument and their interrelationship EVALUATE: a question requiring critical assessment CREATE: a question requiring the generation of new ideas The 92 questions in this chapter’s testbank are divided into two types of questions. Multiple-choice questions span a broad range of skills (over a third are “Remember” questions and the remainder are divided among four higher levels). Essay questions are the most demanding because they include the three highest levels of cognitive reasoning (from “Analyze” to “Create”) as well as lower levels. Types of Questions Easy to Difficult Level of Difficulty Multiple Choice Essay Remember 36 0 Understand 19 0 Apply 9 2 Analyze 12 5 Evaluate 4 2 Create 0 3 80 12 Total Questions 36 19 11 17 6 3 92 MULTIPLE CHOICE 1. Thomas Jefferson’s letter to Meriwether Lewis assumes __________. a. Native American groups would be hostile to the Lewis and Clark expedition b. Native American groups would help the Lewis and Clark expedition c. the territory the Lewis and Clark expedition would be passing through belonged to the United States d. the territory The Lewis and Clark expedition would be passing through was a foreign nation (ANALYZE; answer: c; page 421) 2. The longest lasting state in the world is __________. 304 Copyright © 2013 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. a. China b. Thailand c. Iceland d. Zimbabwe (REMEMBER; answer: a; page 421) 3. In order to more fully control internal and influence external circumstances, elites have procured wealth through __________. a. industrialization b. plantations c. taxation d. expansion (UNDERSTAND; answer: d; page 421) 4. Early state societies in North Africa, the Middle East, China, Mexico, and __________ engaged in expansion through conquest. a. England b. Australia c. Canada d. Peru (REMEMBER; answer: d; page 421) 5. Which of the following was one of the most important advantages that made European colonialism so successful? a. the internal combustion engine b. the ability to travel long distances c. Christianity d. centralized, state societies (UNDERSTAND; answer: b; page 422) 6. __________ are settlements of foreign nationals with controlling interests in indigenous territories. a. Missions b. Estates c. Colonies d. Imperial centers (REMEMBER; answer: c; page 422) 7. Which of the following is an example of imperialism? a. The Peruvians expanded control of surrounding regions by requiring these communities to provide the government with certain resources as tribute. b. The Greeks created port settlements overseas and exerted control over trade within these regions. c. The Spanish created missions in the New World and required native populations to live and work at these religious centers. d. Early American settlers took over Native American lands and claimed them as their own. (APPLY; answer: a; page 422) 8. Colonies are politically and economically __________ in relation to their home countries. a. subordinate b. dominant c. disconnected d. equal (REMEMBER; answer: a; page 422) 9. Which of the following is an example of a maritime enclave? 305 Copyright © 2013 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. a. The Peruvians expanded control of surrounding regions by requiring these communities to provide the government with certain resources as tribute. b. The Greeks created port settlements overseas and exerted control over trade within these regions. c. The Spanish created missions in the New World and required native populations to live and work at these religious centers. d. Early American settlers took over Native American lands and claimed them as their own. (APPLY; answer: b; page 422) 10. Which of the following is an example of missionism? a. The Peruvians expanded control of surrounding regions by requiring these communities to provide the government with certain resources as tribute. b. The Greeks created port settlements overseas and exerted control over trade within these regions. c. The Spanish created religious settlements in the New World and required native populations to live and work at these religious centers. d. Early American settlers took over Native American lands and claimed them as their own. (APPLY; answer: c; page 422) 11. Which of the following is NOT true of colonies? a. they are created by invasion b. they are maintained as colonies only until they are ready for independence c. a majority of the population is ruled by a minority from abroad d. they are ruled in accordance with the interests of the colonizing power (UNDERSTAND; answer: b; pages 422-423) 12. Which of the following statements about imperialism is true? a. it relies solely upon conquest through military means for territorial expansion b. it is the result of the use of all forces that contribute to the construction and maintenance of trans-colonial empires c. it implies that only colonial politics were observed, since the imperial centers were too distant d. it relies solely upon commercial strategies as a means for territorial expansion (EVALUATE; answer: b; pages 422-423) 13. The three main types of colonies are __________. a. maritime enclaves, settlement colonies, and refueling stations b. missions, settlement colonies, and forts c. exploitation colonies, maritime enclaves, and settlement colonies d. imperial conquests, settlement colonies, and maritime enclaves (REMEMBER; answer: c; page 423) 14. In __________ the colonized country remains formally independent, but the colonizing country has some degree of influence over commercial and political policies. a. settlement colonies b. exploitation colonies c. maritime enclaves d. missionism (REMEMBER; answer: c; page 423) 15. __________ result from military invasions that support permanent settlement by the invaders’ citizens. a. Settlement colonies b. Exploitation colonies c. Maritime enclaves d. Missionism (REMEMBER; answer: a; page 423) 306 Copyright © 2013 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. 16. __________ are dominated by military and merchant representatives of the home country who control economic resources there. a. Settlement colonies b. Exploitation colonies c. Maritime enclaves d. Missionism (REMEMBER; answer: b; page 423) 17. __________ is a term for settlements designed for the purpose of religious conversion. a. Settlement colonies b. Exploitation colonies c. Maritime enclaves d. Missionism (REMEMBER; answer: d; page 424) 18. Which of the following statements concerning missionism is NOT accurate? a. Missionaries of multiple religious affiliations worked with one another for equal influence. b. Religious missionaries have aided processes of state consolidation and cultural transformation. c. European missionism was often accompanied by education and social, economic, and political control. d. European missionaries believed it was the duty of indigenous peoples to work for the White Man. (EVALUATE; answer: a; page 424) 19. Resettlement policies in colonized areas were designed to do all of the following EXCEPT __________. a. make resistance to colonizers more difficult b. move indigenous peoples off desirable land c. accelerate the process of forced assimilation d. share all land and resources with the indigenous population (ANALZYE; answer: d; page 424) 20. From the beginning of the slave trade until its end, approximately how many Africans were taken from Africa as slaves? a. 2 million b. 7 million c. 10 million d. 13 million (REMEMBER; answer: c; page 425) 21. The first colonial power to engage in slave trading along the coast of West Africa was __________. a. England b. Spain c. France d. Portugal (REMEMBER; answer: d; page 425) 22. One result of slave-based economies in the New World was __________. a. the accumulation of capital and resources that made the industrial revolution possible b. the inhibition of colonial migration to the Americas for lack of jobs there c. a focus on non-agricultural economic practices in the New World such as manufacturing d. a more egalitarian distribution of wealth amongst world superpowers (APPLY; answer: a; page 425) 23. The European colonial slave trade was based upon __________, which made it initially possible. a. pre-existing plantation based economies if West Africa b. the slave-based Kingdom of Benin 307 Copyright © 2013 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. c. pre-existing indigenous forms of slavery in West Africa d. a market for slave labor in Europe (UNDERSTAND; answer: c; page 425) 24. Which of the following is NOT a change experienced by areas of Africa affected by the slave trade? a. a strengthening of patrilineal systems b. competition among elites for control of the slave trade c. the disruption of community and kin networks for subsistence and labor d. it ended all “ethnic” or “tribal” conflicts, political instability, and civil wars in African countries (ANALYZE; answer: d; page 426) 25. While __________ disintegrated as a result of elite competition for control of the slave trade, __________ gained strength as a result of cooperative control by elites. a. the Yoruba; the Kingdom of Kongo b. the Kingdom of Kongo; the Ashanti c. the Ashanti; the Yoruba d. the Yoruba; the Ashanti (REMEMBER; answer: b; page 426) 26. The slave trade strengthened principles of __________ descent. a. matrilineal b. patrilineal c. cognatic d. bilineal (REMEMBER; answer: b; page 426) 27. Which of the following is an example patrilineal descent? a. a man leaves all of his property to his eldest grandson b. a woman leaves all of her property to her eldest grandson c. a man leaves all of his property to his youngest daughter d. a woman leaves all of her property to her youngest daughter (APPLY; answer: a; page 426) 28. In North America, early contact with English, French, and Dutch ships expanded into trade networks in which __________ was/were supplied by Native Americans. a. food b. furs c. precious metals d. ivory (REMEMBER; answer: b; page 427) 29. One of the reasons that indigenous cultures often enthusiastically entered into trade relations was because __________ was/were available from European traders. a. money b. silver c. metal goods d. ceramics (REMEMBER; answer: c; page 427) 30. Which of the following results did NOT occur within Native American tribes as a result of the trade system between European settlers and Native Americans? a. The roles of women shifted as their labor was necessary to prepare pelts for the fur trade. b. A shift in gender roles and concepts such as personal wealth and private property developed. c. Conflicts arose as competition increased amongst indigenous peoples for remaining lands and resources. d. Communities which were formerly permanent around trading outposts became increasingly nomadic. 308 Copyright © 2013 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. (ANALYZE; answer: d; pages 427 – 428) 31. As Native Americans entered into trade networks, ownership of lands became the trend, which often led to __________. a. purchase of extra land by elites b. conflict and warfare over land c. shifts toward agriculture as the primary form of subsistence d. recognition of Native American ownership by colonial governments (UNDERSTAND; answer: b; page 428) 32. Trade relations that led to the settlement of formerly nomadic peoples near trading posts were most common in __________. a. Spanish California b. New England c. the Gulf Coast d. the Arctic and Canada (REMEMBER; answer: d; page 428) 33. Most of the deaths of indigenous people in the Americas attributed to Euro-American contact were caused by __________. a. food shortages and overconsumption by Europeans b. warfare between indigenous tribes c. an economic system shift away from subsistence farming to trapping d. diseases of European origin (UNDERSTAND; answer: d; page 428) 34. The population of North America has been estimated to have been as high as __________ before European contact. a. 2 million b. 7 million c. 10 million d. 12 million (REMEMBER; answer: b; page 428) 35. By the end of the nineteenth century, the Native American population of the United States was approximately __________. a. 1.2 million b. 700,000 c. 400,000 d. 250,000 (REMEMBER; answer: d; page 428) 36. Which of the following is NOT a contributing factor that resulted in depopulation as a result of contact between European and indigenous peoples? a. the spread of diseases of North American origin b. warfare between indigenous tribes c. European’ desires for settlement d. displacement of the indigenous peoples (ANALYZE; answer: a; page 428) 37. The original goal of Spanish conquests was to __________, but later the goals shifted to __________. a. locate a route to the Indies; finding gold and silver b. find gold and silver; conquering land for establishing plantations c. conquer land to establish plantations; capturing areas for diamond mining d. find gold and silver; converting indigenous people to Christianity 309 Copyright © 2013 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. (REMEMBER; answer: b; page 429) 38. The pre-Columbian population of Mexico is estimated to have been __________ in 1519. a. 12 million b. 16 million c. 24 million d. 30 million (REMEMBER; answer: d; page 429) 39. The indigenous population of Mexico fell by __________ in the first fifty years after Spanish conquest. a. 40% b. 55% c. 80% d. 90% (REMEMBER; answer: d; page 429) 40. Originally residing in __________, the Lakota were a loose alliance of nations at the time of their first contact with French traders. a. South Dakota b. Quebec c. Minnesota d. Michigan (REMEMBER; answer: c; page 429) 41. What became the central economic activity for the Lakota nations by as early as the seventeenth century? a. farming and selling crops b. selling and trading firearms c. trapping and trading d. organizing warfare (REMEMBER; answer: c; page 429) 42. A consequence of the enormous native loss of life due to conquest and disease in Spanish America was __________. a. an economic depression caused by lack of labor b. a shift to agriculture and away from mining c. the importation of African slaves d. land grants to any Spaniards who would settle in the Spanish Americas (UNDERSTAND; answer: c; page 429) 43. How did the Lakota prosper from trade after they moved onto the plains? a. they specialized in hunting buffalo for hides b. they acted as middlemen between American traders and Native groups further west c. they raised horses and traded them to the Americans d. they monopolized all trade with American traders and locked all other plains Indians out (UNDERSTAND; answer: b; pages 429-430) 44. The fact that the horse became a measure of wealth for the Lakota people illustrates which of the following? a. Without a monetary-based economy, the Lakota used the horse as a means of currency. b. As the Lakota territory grew in size, horses were required as a means for transportation. c. European innovations and values influenced the Lakota to amass horses for trade. d. The trade economy resulted in the replacement of the values of equality with the pursuit of wealth and status. (ANALYZE; answer: d; page 430) 310 Copyright © 2013 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. 45. The economics of buffalo hunting for the skin trade resulted in __________ amongst wealthier men so that processing could keep pace with buffalo killed. a. the hiring of workers b. the acquisition of multiple wives c. the use of factory-style processing methods d. low-quality methods of hide tanning (UNDERSTAND; answer: b; page 430) 46. As multiple wives were acquired by wealthy men, what was the resulting age disparity between women and their husbands? a. The women became increasingly younger and the men became comparatively older. b. There was no age disparity, as a man married a woman of his age. c. Younger men became wealthy and married older women. d. Younger men became wealthy and married younger women. (UNDERSTAND; answer: a; page 430) 47. The __________ system in the Spanish colonies granted the use of land and the labor of any indigenous people on it to soldiers, priests, and settlers. a. Peonage b. Hacienda c. Feudal d. Encomienda (REMEMBER; answer: d; page 430) 48. __________ were estates in the Spanish Americas directly owned by Spanish settlers. a. Haciendas b. Encomiendas c. Mitas d. Estates (REMEMBER; answer: a; page 430) 49. In the Spanish Americas, indigenous people who __________ became free laborers with little choice but to accept work as sharecroppers or in mines. a. committed petty crimes b. were born after 1610 c. were dispossessed of their lands d. moved to urban areas (UNDERSTAND; answer: c; pages 430 – 431) 50. How were the indigenous people treated by the missionaries during the Spanish colonization of the Americas? a. they were educated in literature and theology by Jesuit priests b. they were taught the tenets of Buddhist philosophy c. they were treated brutally and forced into virtual slavery by Roman Catholic missionaries d. they were granted political freedom and asylum under the Spanish crown (UNDERSTAND; answer: c; page 431) 51. According the U.S. Census figures, in 2010 the number of Native Americans has reached nearly 2.9 million or about __________ of the estimated pre-European contact population. a. 20% b. 25% c. 33% d. 50% (REMEMBER; answer: c; page 431) 311 Copyright © 2013 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. 52. The Spanish used the traditional Incan __________ system to obtain conscripted labor for mines. a. military b. mita c. census d. tax (REMEMBER; answer: b; page 431) 53. An emphasis upon the spiritual rewards of Christianity, along with the advantages of protection bestowed upon converts was the focus of which missionary group? a. the British Protestants b. the Spanish Roman Catholics c. the Jesuits d. the Knights Templar (UNDERSTAND; answer: a; page 432) 54. The Jesuits believed __________, and this drove them towards missionary ventures. a. indigenous peoples were not really human b. that indigenous peoples suffered from intellectual deficiencies brought on by their religious leaders and the devil c. all indigenous peoples were capable of limited understanding of Christianity d. colonial ventures were immoral (UNDERSTAND; answer: b; page 432) 55. Which of the following was NOT a method used by missionaries to gain control over the indigenous population? a. Making conversion an economic and political advantage by giving money to converts at trading posts. b. Settling previously nomadic communities at permanent settlements near ports and trading posts. c. Favoring converted Indians through trade and military alliances. d. Absolving all converts of sin and teaching them to be proud of their culture and heritage. (EVALUATE; answer: a; pages 432 – 433) 56. One introduction to Native Americans by missionaries was __________. a. the eight hour work day b. religious holidays c. the concept of sin d. the concept of heaven (UNDERSTAND; answer: c; pages 432-433) 57. Missionary criticisms of premarital sexual relations, divorce, and non-strict child rearing practices tended to increase __________ in indigenous societies. a. Christian conversions b. matrilineal practices c. loose kin ties d. patriarchy (UNDERSTAND; answer: d; page 433) 58. Which of the following methods was NOT used by schoolteachers in an effort to reorient indigenous cultures? a. attempting to integrate native custom and European culture b. making children ashamed of their parents and their heritage c. encouraging children to identify with their teachers d. condemning indigenous religious ceremonies and practitioners (ANALYZE; answer: a; page 433) 312 Copyright © 2013 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. 59. An 1887 order issued by the U.S. Bureau of Indian Affairs stated, “The instruction of the Indians in the vernacular is not only of no use to them, but is detrimental to the cause of their education and civilization, and no school will be permitted on the reservation in which the English language is not exclusively taught” (Commissioner of Indian Affairs 1887, xxii). This quote illustrates which of the following? a. English was taught to the Native Americans only as a means of creating a national standard for language. b. European culture was considered superior to Native American traditions, knowledge, and language. c. The existence of multiple Native American languages required the need for a standard language. d. The reservation system and treatment of Native Americans by the U.S. government was fair and just. (EVALUATE; answer: b; page 433) 60. Mandatory boarding school attendance for the children of indigenous societies resulted in which of the following? a. the loss of the concept of family b. a cultural shift in gender roles c. a loss of language and cultural knowledge d. a decline in food supply due to loss of child labor (ANALYZE; answer: c; page 433) 61. Colonial authorities recognized “native law,” or __________, in order to secure greater control over indigenous populations. a. tribal courts b. customary law c. kangaroo courts d. mediation proceedings (REMEMBER; answer: b; page 434) 62. In Africa, both English and French colonial authorities __________ which forced men to seek work away from their villages, disturbing the cohesiveness of communities and kin networks. a. demanded taxes in cash b. confiscated land c. banned pastoralism d. turned agricultural lands over to women (REMEMBER; answer: a; page 434) 63. In order to increase the markets for goods produced in home countries among indigenous peoples, colonizing nations had to __________. a. demonstrate the benefits of the goods b. create cash economies c. pay more liberal wages to indigenous workers d. create incentives for settlers to relocate to colonized areas (UNDERSTAND; answer: b; page 434) 64. Which of the following was a negative result of the creation of cash economies in colonies? a. The social cohesiveness of local communities was disturbed due to migration for work. b. Indigenous peoples resorted to armed conflict in retaliation to a taxation system. c. The roles of women in their communities shifted because there was no need for their services. d. The desire for wealth led to warfare and conflict between indigenous tribes. (ANALYZE; answer: a; page 434) 65. Which of the following principles was NOT used as a justification for colonial rule and land acquisition? a. Indigenous land was considered “unoccupied wasteland” that could be appropriated to the government. b. Indigenous people did not “own” their land because they did not transform it through labor. c. Europeans could take lands they conquered simply by self-declared “right of discovery.” d. Eradication and genocide of indigenous, pagan populations was a sacred mission of Christianity. 313 Copyright © 2013 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. (ANALYZE; answer: d; page 434) 66. The British claimed lands based on their principle __________, which allowed them to take the lands of many indigenous communities who were not farmers. a. that written deeds were the only relevant documents showing ownership b. that some crops must be planted on private land c. that to own land one must improve it through labor d. that national governments have the right to seize any private property (REMEMBER; answer: c; page 434) 67. Sir Hubert Murray’s statement in the 1933 that “we are not trying to make the brown man white; we are trying to make him a better brown man than he was before” is an example of __________. a. pacification b. white man’s burden c. missionary opinion d. manifest destiny (APPLY; answer: b; page 435) 68. Which of the following statements does NOT illustrate the concept of the “white man’s burden”? a. Colonial governments have a duty of association and collaboration towards subject races. b. Natives deserved to be civilized by the guidance and superiority of the white men. c. Missionaries in the Americas were saving the natives and doing God’s work by saving them. d. European colonizers have a duty to uphold the customs and traditions of the local indigenous people. (APPLY; answer: d; page 435) 69. Which of the following examples was NOT a pacification tactic used by colonial administrators? a. Establishing posts in interior districts in order to deepen their control and create multiple centers of influence. b. Permitting the preservation of indigenous customs so long as they did not contribute to disorder and resistance. c. Instilling fear and obedience by bringing swift and abrupt change to the lives of indigenous people. d. Demonstrating benevolence and creating goodwill by returning prisoners to their communities. (APPLY; answer: c; pages 435-436) 70. __________ was the American belief that the United States must inevitably and naturally extend it’s borders all the way to the Pacific Ocean. a. White man’s burden b. Expansionism c. Colonialism d. Manifest destiny (REMEMBER; answer: d; page 436) 71. What did the U.S. government do when settlers ignored treaties and intruded on Native American lands? a. it removed the settlers as quickly as possible b. it claimed Native American aggression had instigated the episode c. it claimed they could do nothing d. it unilaterally cancelled treaties by an act of Congress (UNDERSTAND; answer: c; page 436) 72. Which of the following is NOT an example of a land-grabbing tactic utilized by European colonizers? a. Using the procedural legality of signing treaties with native leaders and establishing reservations. b. Giving Native Americans full financial compensation for their land territories. c. Resorting to intimidation and threat of military force, while offering no justification for their actions. d. Forcing native representatives to sign land-cession agreements in exchange for debt forgiveness. 314 Copyright © 2013 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. (ANALYZE; answer: b; pages 436-438) 73. The 2006 federal court ruling concerning the Aboriginal Noongar people resulted in which of the following? a. The Noongar people maintained their cultural identity and traditions even though they had been displaced from their lands. b. The Noongar were allowed to take possession of their lands because native title supersedes “freehold title.” c. The Noongar were financially compensated for being displaced from their lands when white settlement began. d. The Noongar had title to 2,300 square miles of exclusively rural land. (REMEMBER; answer: a; page 437) 74. The “Stolen Generation” refers to which of the following? a. The local practice of taking half of all land and food from the Aboriginal population. b. The practice of placing Aboriginal children in institutions and denying them contact with their families. c. The practice of placing Aboriginal children into slavery if the parents could not pay land taxes. d. The loss of an entire generation of Aborigines due to contact with diseases of European origin. (UNDERSTAND; answer: b; pages 437- 438) 75. According to Nelson Mandela’s excerpt, which movement was noted as a step of great political significance? a. the South African Indian Congress b. the United Nations Treaty of Johannesburg c. the American Civil Rights Movement d. the Campaign for the Defiance of Unjust Laws (REMEMBER; answer: d; page 441) 76. Which of the following is the best example of xenophobia? a. The Spanish attempted to convert Native Americans to Catholicism throughout North and South America in the 16th and 17th centuries. b. In recent decades, Aboriginal populations have restored many aspects of their national identity. c. India freed itself from colonial rule in 1947. d. Throughout its history, the United States has shifted the borders of Native American reservations to exploit locally available resources. (APPLY; answer: d; page 442) 77. Which large colonized country was one of the first to free itself from colonial rule in 1947? a. Australia b. Pakistan c. Argentina d. India (REMEMBER; answer: d; page 442) 78. Which of the following was NOT an outcome for indigenous peoples as a result of the independence movement that preceded the post-colonial era? a. All indigenous peoples obtained equal social, economic, and political rights in their new nations. b. The indigenous people observed a loss of cultural diversity as indigenous ways were considered incorrect. c. They remained marginalized groups under pressure to conform to nationalist practices. d. Xenophobic reactions led to internal competition and intertribal genocide. (ANALYZE; answer: a; page 442) 79. The post-colonial era, in which most colonized areas have received their independence, can be considered to have begun in __________. 315 Copyright © 2013 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. a. the 1980’s b. late 1970’s c. the mid 1960’s d. the early 1950’s (REMEMBER; answer: c; page 442) 80. Which process has served to integrate national societies throughout the world in the post-colonial era? a. The migration of peoples to foreign countries and to urban areas within their own countries. b. The beginning of separatist movements that advocate racial separation from the larger group. c. The practice of housing separate ethnic groups in specific urban areas, or ghettos. d. Allowing all citizens of a particular country to vote in national elections. (ANALYZE; answer: a; page 442) ESSAY QUESTIONS 81. In what ways were the colonial strategies of Spain, England, and France different? How did these differences affect the policies of these nations towards indigenous peoples in the Americas? (ANALYZE) 82. What are the three categories of colonies and what are their economic and political purposes? Give an example of each. (APPLY) 83. Discuss the political, economic, and social impacts of the slave trade on Africa. How do these issues affect modern-day Africa? (APPLY) 84. How did the fur trade alter Native American societies that participated in it? What were the reasons that Native American peoples were motivated to participate in the trade? (ANALYZE) 85. Summarize the Spanish strategies used to conquer and administer colonies in the Americas to their economic advantage. How did the issues of landholdings, mining, intermarriage, and the mission system affect these strategies? (ANALYZE) 86. What roles have missionaries played in colonialism? How have these roles varied over time and by religion? (EVALUATE) 87. How was education used by the British and then Australian governments to strengthen their control over Aboriginal peoples? (ANALYZE) 88. Define the term “white man’s burden” and describe its essential philosophical components. What connection do pacification and the idea of a “sacred trust” have to the idea of a white man’s burden? (EVALUATE) 89. What means did the United States use to acquire Native American lands? What role did the reservation system play in this taking of land? (ANALYZE) 90. How have post-colonial governments generally dealt with indigenous peoples? What do you think are the reasons for this? How can indigenous people re-gain their rights? (CREATE) 316 Copyright © 2013 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. 91. Describe the process of globalization. When did it begin and how did it progress? What do you think are the positive and negative consequences of globalization? How has globalization affected your life? (CREATE) 92. Some argue that the media is destroying the traditions of non-Western peoples around the world. Compare the global media to colonialism. Do you agree that the media is responsible for this erosion of local traditions? (CREATE) 317 Copyright © 2013 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. Test Bank Chapter Seventeen In this revision of the testbank, I have updated all of the questions to reflect changes in Cultural Anthropology, 3e. There is also a new system for identifying the difficulty of the questions. In earlier editions, the questions were tagged in one of three ways: factual (recall of factual material), conceptual (understanding key concepts), and applied (application of sociological knowledge to a situation). In this revision, the questions are now tagged according to the six levels of learning that help organize the text. Think of these six levels as moving from lower-level to higher-level cognitive reasoning. The six levels are: REMEMBER: a question involving recall of key terms or factual material UNDERSTAND: a question testing comprehension of more complex ideas APPLY: a question applying anthropological knowledge to some new situation ANALYZE: a question requiring identifying elements of an argument and their interrelationship EVALUATE: a question requiring critical assessment CREATE: a question requiring the generation of new ideas The 93 questions in this chapter’s testbank are divided into two types of questions. Multiple-choice questions span a broad range of skills (over half are “Remember” questions and the remainder are divided among one higher level). Essay questions are the most demanding because they include the three highest levels of cognitive reasoning (from “Analyze” to “Create”) as well as lower levels. Types of Questions Easy to Difficult Level of Difficulty Multiple Choice Essay Remember 60 0 Understand 20 2 Apply 0 1 Analyze 0 3 Evaluate 0 6 Create 0 1 80 13 Total Questions 60 22 1 3 6 1 93 MULTIPLE CHOICE 1. The present day global economy was initiated __________. a. decades ago b. centuries ago c. only recently d. with the advent of steam travel (REMEMBER; answer: b; page 450) 2. Globalization is a process that includes all of the following EXCEPT __________. 318 Copyright © 2013 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. a. the increased movement of people across borders b. the exchange of information on a global scale through new technologies c. obtaining goods that are made in many parts of the world d. benefits for most cultural minorities (UNDERSTAND; answer: d; page 451) 3. Rural to urban migration has tended to be __________. a. labor migration b. refugee migration c. transnational migration d. nonexistent (UNDERSTAND; answer: a; page 451) 4. __________ are cultural or ethnic groups who have become minorities in their native lands due to migrations of other peoples into their territories or due to the historical configuration of a nation-state made up of diverse groups. a. Minorities b. Racial minorities c. Cultural minorities d. Ethnic minorities (REMEMBER; answer: c; page 451) 5. Labor migration has increased in the twentieth century in part due to __________. a. warfare b. industrialization c. the ability of refugees to seek asylum d. faster maritime transportation (UNDERSTAND; answer: b; page 451) 6. In 2006 the nation which produced the largest number of refugees was __________. a. Angola b. Iraq c. Burundi d. Afghanistan (REMEMBER; answer: d; page 451) 7. Labor migration usually occurs when __________. a. cities can no longer provide enough jobs b. the need for agricultural workers is reduced c. the need for agricultural workers increases d. populations increase (REMEMBER; answer: b; pages 451-452) 8. In 2009 the nation that accepted the most refugees was __________. a. the United States b. Germany c. Pakistan d. Armenia (REMEMBER; answer: c; page 452) 9. A typical pattern of labor migration in Malaysia and Mexico for poor rural families is __________. a. for entire families to move to cities b. for young, unmarried daughters to be sent to work in factories c. for sons to be sent to work in factories d. for men to move to agricultural areas with larger populations and sharecrop 319 Copyright © 2013 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. (REMEMBER; answer: b; page 452) 10. Most workers for multinational corporations in Malaysia are not union members because __________. a. unions are illegal b. unions rarely are able to improve working and wage conditions for workers c. unions accept only males, but most workers are female d. three years of steady employment are required for union membership but most workers are hired on sixmonth contracts (REMEMBER; answer: d; page 452) 11. To attract multinational corporations, the Malaysian government __________. a. pays union fees for workers b. builds facilities in which low-skilled, assembly-line tasks can be performed c. grants tax benefits and reduces tariffs for multinationals d. encourages population growth to ensure an adequate number of potential workers (REMEMBER; answer: c; page 452) 12. Maquiladoras assemble __________. a. furniture b. automobiles c. precut garment pieces d. kitchen appliances (REMEMBER; answer: c; page 453) 13. In Mexico maquiladoras__________. a. use workers who receive little or no job security and low wages b. produce components to be exported and assembled in other countries c. pay high local taxes d. encourage workers’ unions (REMEMBER; answer: a; page 453) 14. In 2008, the maquiladoras employed more than __________ people. a. 200,000 b. 100,000 c. 500,000 d. 400,000 (REMEMBER; answer: a; page 453) 15. Women are preferred employees in maquiladora factories because __________. a. they need to provide for their children b. they have flexible schedules c. they are willing to accept lower wages d. they are more educated on average than men (REMEMBER; answer: c; page 453) 16. In Latin American countries, __________ is the typical pattern for poor young women who migrate from rural to urban areas. a. first working in factories b. first working as a domestic laborer c. first getting married d. first working in the service sector (REMEMBER; answer: b; page 453) 17. One reason that transnational labor migration rarely alleviates poverty in the country of origin is that __________. 320 Copyright © 2013 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. a. populations continue to expand much faster than people leave b. the best educated and most highly skilled segments of society usually migrate c. labor migrants rarely send money back to their home country d. there is no relationship between migration and poverty (UNDERSTAND; answer: b; page 454) 18. In the United States, the second largest source of immigration is from __________. a. Latin America b. Asia c. Europe d. Sub-Saharan Africa (REMEMBER; answer: b; page 454) 19. In 2008, people from which world region constituted most of the United States’ foreign-born population? a. Asia b. Middle East c. Africa d. Latin America and Caribbean (REMEMBER; answer: d; page 454) 20. Which of the following is true of transnational labor migration? a. Countries that produce the largest numbers of refugees also tend to produce the largest numbers of labor migrants. b. Labor migrants rarely possess any job skills or education and so cannot secure good jobs after they migrate. c. Labor migration tends to damage the economies of both the country of origin and the country of destination. d. Most migrants plan to return to their home country after a period of employment, but few actually do return. (UNDERSTAND; answer: d; pages 454-455) 21. One of the reasons that few labor migrants return home is __________. a. their standard of living is greatly improved in the new country b. most labor migrants manage to become middle class c. few manage to save enough money because of the higher costs of living d. few want to return home (REMEMBER; answer: c; pages 454-455) 22. Groups of labor migrants in new countries may eventually be a source of which of the following? a. political instability b. poverty c. homogenization d. ethnogenesis (REMEMBER; answer: d; page 455) 23. Which of the following is NOT typically a reason for the formation of new ethnic groups from labor migrants in new countries? a. achievement of political power b. marginalization into certain, usually poor neighborhoods c. distinct markers of cultural identity d. stereotyping of migrants by dominant groups (UNDERSTAND; answer: a; page 455) 24. Ethnic groups are formed because of rejection from __________. 321 Copyright © 2013 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. a. government agencies b. members of the dominant group c. one’s own family d. other immigrant groups (REMEMBER; answer: b; page 455) 25. Which of the following statements about ethnic identity and groups is true? a. Ethnic groups usually form only following migration to a new country. b. Ethnic identity is a single, stable concept. c. Dominant groups often impose new definitions of ethnic identity on migrants. d. Ethnic groups are formed and transformed in response to interactions with other people. (UNDERSTAND; answer: d; page 455) 26. Attempts by Australia to suppress tribalism in favor of a national identity in Papua New Guinea have contributed to __________. a. increased highland tribal warfare b. a military dictatorship c. economic collapse d. a theocratic government based on animist beliefs (REMEMBER; answer: a; page 455) 27. British economic practices during the colonial period in Sudan __________. a. placed Sudan on a footing for an industrial economy b. created new ethnic groups c. solidified traditional ethnic identities d. weakened the role of religion in Sudan (UNDERSTAND; answer: b; page 456) 28. In Sudan, Hausa immigrants recruited to work plantations, created the ethnic identity __________ in part in order to escape the disparaging ethnic label __________. a. Fellata, Takari b. Joama, Fellata c. Takari, Fellata d. Takari, Joama (REMEMBER; answer: c; page 456) 29. An important element of the created ethnic identity of Takari is __________. a. a West African ancestry b. Hausa ancestry c. Islam mixed with animist beliefs in possession and spirits d. fundamentalist Islam (REMEMBER; answer: d; page 456) 30. British policies such as __________ were designed to force African populations in their colonies to participate in plantation labor and building projects. a. land confiscation b. taxes payable only in cash c. keeping the families of tribal leaders as hostages d. the introduction of factories (REMEMBER; answer: b; page 456) 31. The processes by which immigrants maintain social, economic, religious, and political ties to both their immigrant communities and their communities back home. a. pan-ethnicity b. sectarianism 322 Copyright © 2013 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. c. transnationalism d. dual citizenship (REMEMBER; answer: c; page 456) 32. One feature of transnationalism that is quite distinct from older patterns of migration and immigration is __________. a. the ability to claim citizenship in new countries b. the ability to maintain close contacts with home countries c. the loss of strong ethnic identities over time d. true “melting pot” societies replacing older, multicultural societies (UNDERSTAND; answer: b; pages 456-457) 33. Global capitalism has created transnationalism by __________. a. shifting capital and labor across borders b. reinforcing old ethnic boundaries c. concentrating multiple ethnic groups in urban centers d. by increasing the importance of nationalism (UNDERSTAND; answer: a; page 457) 34. One universal characteristic of nationalism is __________. a. participatory government b. the existence of a nation-state for the nationalists c. the creation of a fictive past d. an abandonment of other ethnic identities (REMEMBER; answer: c; page 457) 35. Which of the following statements about the processes states utilize to resolve relationships between a central identity and disparate ethnic groups is FALSE? a. A state may choose a dominant ethnic identity, equating the national culture with this particular ethnic group. b. A state may maintain a pluralistic attitude toward cultural differences. c. A state may assert a uniformity of culture, subsuming and homogenizing differences. d. A state’s strategies to consolidate ethnic identities does not change over time. (UNDERSTAND; answer: d; pages 457-458) 36. Indonesia has used __________ as a tool in attempting to strengthen national identity. a. a strong welfare system b. decentralization of decision making c. Islamization d. linguistic unity (REMEMBER; answer: c; page 458) 37. A national Indonesian language based on __________ is taught throughout the country and used in all public contexts. a. Malay b. Samoan c. Timorese d. Dutch (REMEMBER; answer: a; page 458) 38. The Indonesian government has privileged the __________ as the ethnic identity presumed to be the national norm. a. Timorese b. Burmese c. Chinese 323 Copyright © 2013 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. d. Javanese (REMEMBER; answer: d; page 458) 39. According to Bernard Nietschmann, Indonesia has used “nation destroying” as a strategy in nation building; what does he mean by this? a. the conquest of neighboring states b. the forced relocations of populations to places originally inhabited by other ethnic groups c. the dissolution of a federal Indonesia into an island confederacy d. the creation and imposition of cultural uniformity (UNDERSTAND; answer: b; pages 458-459) 40. Before Belgian colonial rule, the Hutus and Tutsis of Rwanda were not ethnic groups but __________. a. clans b. distinct tribal groups c. political strata d. linguistic groups (REMEMBER; answer: c; page 459) 41. Indirect rule of colonies is best described by which of the following? a. military rule from the home country without interference from civilian government b. using certain indigenous leaders in the colony as proxy rulers c. training native bureaucrats to work in the colonial government d. a civilian colonial government that is free to act without orders from the home country (REMEMBER; answer: b; page 459) 42. The 1994 genocide in Rwanda can be best understood as __________. a. a longstanding and traditional rivalry between two ethnic groups b. an invasion by Burundi designed to unify both portions of the former Belgian colony c. a conflict over limited food resources during a period of drought induced stress d. an internal struggle for political power between two post-colonial groups (UNDERSTAND; answer: d; pages 459-460) 43. Cultural pluralism is usually tolerated in Western nations as long as __________. a. the ethnic groups do not attempt to amass significant political power b. the ethnic groups are large and self-sustaining without immigration c. the ethnic groups are productive members of the society d. the ethnic groups are from former colonies (REMEMBER; answer: a; pages 460-461) 44. Which of the following is a reason that anti-immigration attitudes may spread? a. Multi-linguistic nations have a track record of failure. b. The lower and middle classes perceive themselves as suffering economically because of immigrants. c. Most immigrants have a past record of criminal behavior that endangers order in the new country. d. Most immigrants do not share prevailing heritage, values, and attitudes. (UNDERSTAND; answer: b; page 461) 45. How do Indonesia and Malaysia compare with respect to multi-culturalism? a. Both Indonesia and Malaysia have suppressed multiple ethnic identities in favor of a strong national identity. b. Both Indonesia and Malaysia have political systems in which ethnic groups are well represented and share power. c. Malaysia has offered greater protections to ethnic identity than has Indonesia although both have dominant ethnic groups. d. Indonesia has offered greater protections to ethnic identity than has Malaysia although both have dominant ethnic groups. 324 Copyright © 2013 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. (REMEMBER; answer: c; page 461) 46. Some theorists, including Jonathon Friedman, have suggested that a new global identity is emerging that is based primarily on __________. a. religion b. race c. nationality d. class (REMEMBER; answer: d; page 461) 47. Which of the following is NOT a reason why class is important, according to global identity theorists? a. Lower classes tend to fragment along ethnic lines and compete against each other. b. The power of states to “manufacture consent” declines as economic and political elites operate according to increasing transnational interests. c. Immigrants tend to remain closely linked to their home countries. d. In global popular culture, the world’s middle classes tend to eat food from the same restaurants, watch the same movies, and buy the same books and other consumer goods. (UNDERSTAND; answer: d; pages 461-462) 48. __________ has/have made important contributions to the emergence of global identity. a. Increasing poverty b. The mass media c. Increasing wealth d. Nationalism (REMEMBER; answer: b; page 462) 49. An estimated 75 percent of email and 80 percent of computer data around the world are transferred in what language? a. Chinese b. Arabic c. English d. Spanish (REMEMBER; answer: c; page 462) 50. In the late twentieth century, indigenous communities’ struggles for self-determination around the world have __________. a. suffered b. become unnecessary c. been ignored d. been revitalized (REMEMBER; answer: d; page 462) 51. __________ refers to peoples who lived in areas previous to the arrival of colonial settlers. a. Original b. Indigenous c. Primitive d. Ancient (REMEMBER; answer: b; page 462) 52. Which of the following statements about state policies toward indigenous peoples in the United States and Canada is false? a. U.S. and Canadian governments recognize indigenous groups as sovereign nations. b. U.S. and Canadian governments grant themselves but not sovereign indigenous groups the right to unilaterally dissolve treaties. c. U.S. and Canadian governments are empowered by their own laws and constitutions. 325 Copyright © 2013 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. d. U.S. and Canadian governments limit their own abilities to override treaty rights because treaties are legally ratified agreements backed by international law. (UNDERSTAND; answer: d; pages 462-463) 53. In the United States, Native American reservations __________. a. run their own foreign policies b. cannot be entered by non-residents without visas c. cannot participate in voting for state and federal elections d. have tax immunity (REMEMBER; answer: d; page 463) 54. What is the status of Native Hawaiians in the United States? a. Native Hawaiians have the same legal status as Native Americans. b. Native Hawaiians will receive the same legal status as Native Americans in 2014. c. Native Hawaiians have asked for a similar legal status to that of Native Americans but have not received it. d. Native Hawaiians have asked for their status as recognized indigenous people to be removed. (REMEMBER; answer: c; page 464) 55. In the United States, Native Americans control about __________ of the land in the country and in Canada about __________. a. 2%, 10% b. 15%, 23% c. 10%, 15% d. 8%, 10% (REMEMBER; answer: a; pages 464-465) 56. NAGPRA, passed by the U.S. congress in 1979, gave Native Americans __________. a. control over Native American culture and skeletal remains b. access to higher education c. non-voting representatives in congress d. control of the Bureau of Indian Affairs (REMEMBER; answer: a; page 466) 57. NAGPRA has resulted in all of the following EXCEPT __________. a. some conflicts between Native Americans and archaeologists b. an increased interest in cultural resource conservation by Native American groups c. repatriation of many cultural items and human remains from museums to Native American groups d. an increase in looting, illegal removal of remains from archaeological sites for the purpose of resale and profit (UNDERSTAND; answer: d; pages 466-467) 58. In Mexico, the ejidos of indigenous peoples are __________. a. agreements with the Mexican government b. communal land holdings c. leaders who consult with the Mexican government on issues affecting indigenous peoples d. community owned businesses that produce traditional crafts for the tourism industry (REMEMBER; answer: b; page 467) 59. In recent decades, the policies of the Mexican government __________. a. have increased the competitiveness of indigenous farmers b. have returned considerable land to the control of indigenous groups c. have favored wealthy farmers and ranchers over indigenous farmers d. have resettled indigenous people out of urban areas (REMEMBER; answer: c; page 467) 326 Copyright © 2013 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. 60. The uprising against the Mexican government in Chiapas during the 1990s was a Mayan reaction to all of the following EXCEPT __________. a. the expansion of wealthy ranchers into Mayan land b. the flooding of Mayan land for hydroelectric projects c. agreements between the Mexican government and pharmaceutical companies for exploitation of forest resources d. public projects to develop and generate electricity from hydropower that led to water shortages on indigenous lands (REMEMBER; answer: d; pages 467-468) 61. Because they __________ the Zapatistas of Chiapas were particularly effective against the Mexican government. a. won militarily b. controlled considerable wealth c. utilized the Internet and mass media d. received help from the United States (REMEMBER; answer: c; page 468) 62. Most remaining Indian communities in Brazil are located in __________. a. isolated coastal communities b. isolated regions of the Amazon c. small islands of the coast d. the southern highlands (REMEMBER; answer: b; page 468) 63. All of the following EXCEPT __________ pose serious threats to Amazonian Indians, both by pushing them off their land and by killing them. a. multinational corporations b. the Brazilian government c. settlers d. cattle ranchers (REMEMBER; answer: d; pages 468-469) 64. About __________ of the 500,000 currently known plant species live in the Amazonian rainforest. a. 6% b. 16% c. 20% d. 25% (REMEMBER; answer: b; page 469) 65. Which of the following best describes the role of FUNAI in Brazil? a. FUNAI “discovers” unknown communities of indigenous peoples. b. FUNAI encourages contact with indigenous peoples by offering them manufactured goods. c. FUNAI halts development of land belonging to indigenous peoples. d. FUNAI keeps track of self-identified Indian people living in small villages, cities and towns. (REMEMBER; answer: a; page 469) 66. The Brazilian government agency FUNAI has supported the position of indigenous groups in __________ disputes. a. language and culture b. pension c. territorial d. compensation (REMEMBER; answer: c; page 469) 327 Copyright © 2013 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. 67. The largest indigenous reservation in the world is the 20.5 million square acre __________ reservation in the Amazon. a. Yuquai b. Korubu c. Fulani d. Yanomami (REMEMBER; answer: d; page 469) 68. According to some estimates, there are between 80 to 90 indigenous tribes living in all of the following countries EXCEPT __________. a. Colombia b. Brazil c. Peru d. Ecuador (REMEMBER; answer: a; page 471) 69. Most European colonial efforts in America did not include large numbers of __________, which has made the delineation of who is “indigenous” or “tribal” more complex. a. natural resources b. settlers c. money d. casualties (UNDERSTAND; answer: b; page 473) 70. The Kenyan and Tanzanian governments took thousands of square miles of land from the Maasai in order to create __________. a. a wildlife reserve b. military training camps c. farmland d. a national forest (REMEMBER; answer: a; page 474) 71. The Nigerian government has granted licenses to the Shell Oil Company for drilling on land claimed by whom? a. the Dinka b. the Barabaig c. the Maasai d. the Ogonis (REMEMBER; answer: d; page 476) 72. In Papua New Guinea, the traditions of most communities stress the responsibility of __________ to redress wrongs committed against their members. a. kin b. the Australian government c. sorcerers d. people known as “big men” (REMEMBER; answer: a; page 477) 73. According to customary international law, customary rights include all of the following EXCEPT __________. a. the right to maintain languages and cultural practices b. the right to obtain welfare, health, educational, and social services c. the right to repatriate skeletal remains and cultural items d. the right to self-determination 328 Copyright © 2013 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. (REMEMBER; answer: c; page 478) 74. The United Nations predicts that __________ million people worldwide will lose their homes due to the effects of climate change. a. 5 b. 50 c. 75 d. 575 (REMEMBER; answer: d; page 478) 75. Temperatures are increasing in __________ at faster rates than elsewhere on the planet. a. the Arctic b. forest regions c. coastal areas d. desert or semi-desert lands (REMEMBER; answer: a; page 479) 76. Between 1990 and 2005, about how much of the world’s total forest area was lost? a. 0.5% b. 1% c. 2% d. 3% (REMEMBER; answer: d; page 479) 77. Which of the following is NOT an effect of climate change on the Pacific island nation of Kiribati? a. Sea water often inundates people’s fields, damaging crops. b. The traditional economy based on domestication of pigs was disrupted. c. Some fish and marine species are disappearing. d. The capital island is overcrowded because many people have already left the smaller islands. (UNDERSTAND; answer: b; page 480) 78. Quechua farmers living in the Peruvian Andes implemented a strategy allowing them to safeguard the preservation of what native crop? a. potatoes b. corn c. squash d. quinoa (REMEMBER; answer: a; page 481) 79. Ecotourism often has what type of effect on indigenous groups? a. a positive one because ecotourism limits development on indigenous lands b. a positive one because indigenous people often benefit financially as the caretakers of areas where ecotourism thrives c. a negative one because conservation laws and restrictions often force indigenous people off land d. neither a positive nor a negative one because ecotourism rarely encroaches of indigenous lands (REMEMBER; answer: c; page 482) 80. Initiatives aimed at conservation have __________. a. demonstrated that the occupation and activity of indigenous peoples leads to a reduction in biodiversity b. protected the rights of indigenous peoples to remain on their land c. forced indigenous peoples to leave their land d. generated income for indigenous peoples through the development of ecotourism (UNDERSTAND; answer: c; pages 483-484) ESSAY QUESTIONS 329 Copyright © 2013 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved. 81. What are the reasons for continuing increases of rural to urban migration? (ANALYZE) 82. How has the maquiladora program in Mexico operated to maximize profits for companies that participate in it? (EVALUATE) 83. Explain the role of British colonial rule in creating the current mix of ethnic identities in Sudan. (UNDERSTAND) 84. How have transnational migration and new technologies operated in concert to make transnationalism possible in ways it was not before the 20th century? (APPLY) 85. Discuss post-colonial Indonesia in the context of the following: Islamization, national identity building, state expansion, and nationalism and pluralism. (EVALUATE) 86. Why did the genocide in of 1994 occur in Rwanda? (UNDERSTAND) 87. What is a global identity? How do migration, ethnogenesis, communications and media play a role? (EVALUATE) 88. What are the major problems and dangers facing indigenous people in Brazil? What role has the Brazilian government played during the twentieth century in this issue? Be sure to mention urban Indians in your answer. (ANALYZE) 89. How have ethnic and tribal divisions affected post-colonial African nations such as Kenya, Sudan, and Nigeria? (ANALYZE) 90. What are the promises and dangers to indigenous peoples of ecotourism? (EVALUATE) 91. What is the Declaration on the Rights of Indigenous Peoples? What does it guarantee? For whom? (EVALUATE) 92. What are three ways in which the impacts of climate change on indigenous societies will be especially harmful? (CREATE) 93. Describe the ways in which some indigenous groups are implementing innovative strategies allowing them to maintain their lands, food supplies and resources in the face of climate change. (EVALUATE) 330 Copyright © 2013 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved.