Cultural Anthropology: A Global Perspective, 9th Edition by Raymond Scupin TEST BANK

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Chapter 1: Introduction to Anthropology Test Bank Multiple Choice 1. Anthropologists who specialize in ______ anthropology are most likely to study evolution.

A. linguistic B. cultural C. biological D. archaeological Ans: C Learning Objective: 1.1: Compare and contrast the four major subfields of anthropology.

Cognitive Domain: Knowledge Answer Location: Biological Anthropology Difficulty Level: Easy 2. Biological anthropology is most closely aligned with which type of study?

A. natural science B. social science C. humanities D. arts Ans: A Learning Objective: 1.1: Compare and contrast the four major subfields of anthropology.

Cognitive Domain: Knowledge Answer Location: Biological Anthropology Difficulty Level: Easy 3. A primatologist would be most likely to conduct which of the following studies?

A. analysis of fossil samples B. observational analysis of chimpanzee social structure C. DNA analysis of hair samples from two prehistoric sites D. isotopic analysis of a human bone Ans: B Learning Objective: 1.1: Compare and contrast the four major subfields of anthropology.

Cognitive Domain: Application Answer Location: Biological Anthropology Difficulty Level: Medium 4. Osteological studies involve the analysis of the human ______.

A. ancestor B. language C. genome

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D. skeleton Ans: D Learning Objective: 1.1: Compare and contrast the four major subfields of anthropology.

Cognitive Domain: Comprehension Answer Location: Biological Anthropology Difficulty Level: Medium 5. Which type of anthropologist studies past cultures through analysis of their material culture?

A. archaeologists B. biological anthropologists C. cultural anthropologists D. linguists Ans: A Learning Objective: 1.1: Compare and contrast the four major subfields of anthropology.

Cognitive Domain: Knowledge Answer Location: Archaeology Difficulty Level: Easy 6. Pottery, stone tools, and jewelry are examples of ______ studied by archaeologists.

A. ecofacts B. excavations C. artifacts D. middens Ans: C Learning Objective: 1.1: Compare and contrast the four major subfields of anthropology.

Cognitive Domain: Comprehension Answer Location: Archaeology Difficulty Level: Medium 7. What do archaeologists find when they excavate middens?

A. jewels and other spectacular artifacts B. trash left by ancient people C. evidence for ancient rituals D. remains of walls, postholes, and other architectural elements Ans: B Learning Objective: 1.1: Compare and contrast the four major subfields of anthropology.

Cognitive Domain: Application Answer Location: Archaeology Difficulty Level: Medium 8. A classical archaeologist would be most likely to excavate ______.

A. a French library B. a Celtic hillfort C. a Hopi pueblo D. an ancient Greek temple

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Ans: D Learning Objective: 1.1: Compare and contrast the four major subfields of anthropology.

Cognitive Domain: Application Answer Location: Archaeology Difficulty Level: Medium 9. A prehistoric archaeologist would be most likely to excavate ______.

A. a Roman curse tablet B. a codex written in Maya hieroglyphics C. a wall painting from Çatalhöyük D. an Egyptian obelisk Ans: C Learning Objective: 1.1: Compare and contrast the four major subfields of anthropology.

Cognitive Domain: Application Answer Location: Archaeology Difficulty Level: Medium 10. The ______ anthropologist is most likely to explore whether people who speak different languages think in different ways.

A. linguistic B. archaeological C. biological D. cultural Ans: A Learning Objective: 1.1: Compare and contrast the four major subfields of anthropology.

Cognitive Domain: Application Answer Location: Linguistic Anthropology Difficulty Level: Medium 11. Which type of linguistics examines the different versions of language spoken by different groups within a particular culture?

A. structural linguistics B. sociolinguistics C. historical linguistics D. psycholinguistics Ans: B Learning Objective: 1.1: Compare and contrast the four major subfields of anthropology.

Cognitive Domain: Knowledge Answer Location: Linguistic Anthropology Difficulty Level: Easy 12. Which type of anthropologist conducts participant observation fieldwork among present-day societies?

A. linguist B. archaeologist C. biological anthropologist

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D. cultural anthropologist Ans: D Learning Objective: 1.1: Compare and contrast the four major subfields of anthropology.

Cognitive Domain: Knowledge Answer Location: Cultural Anthropology Difficulty Level: Easy 13. Which methodology allows anthropologists to write about cultures other than their own as insiders?

A. participant observation B. excavation C. radiocarbon dating D. ethnography Ans: A Learning Objective: 1.1: Compare and contrast the four major subfields of anthropology.

Cognitive Domain: Application Answer Location: Cultural Anthropology Difficulty Level: Medium 14. When your professor assigns you a reading about a particular culture, the reading is called a/an ______.

A. ethnology B. ethnography C. participant observation D. field report Ans: B Learning Objective: 1.1: Compare and contrast the four major subfields of anthropology.

Cognitive Domain: Comprehension Answer Location: Cultural Anthropology Difficulty Level: Medium 15. When your professor assigns you a reading on a particular subject that includes many cultures around the world, the reading is called a/an ______.

A. ethnology B. ethnography C. cultural report D. universal Ans: A Learning Objective: 1.1: Compare and contrast the four major subfields of anthropology.

Cognitive Domain: Comprehension Answer Location: Cultural Anthropology Difficulty Level: Medium 16. When a biological anthropologist is hired by a police department to create an image of a murder victim based on a few fragments of the skull, they are participating in ______ anthropology.

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A. cultural B. archaeological C. linguistic D. applied Ans: D Learning Objective: 1.1: Compare and contrast the four major subfields of anthropology.

Cognitive Domain: Application Answer Location: Applied Anthropology Difficulty Level: Medium 17. Early anthropology emerged from the desire to ______.

A. reconstruct the history of languages B. find ancient treasures C. understand non-Western cultures D. trace human ancestor species Ans: C Learning Objective: 1.1: Compare and contrast the four major subfields of anthropology.

Cognitive Domain: Knowledge Answer Location: Anthropology: The Four Subfields Difficulty Level: Easy 18. Which type of anthropologist uses fossils to trace human ancestry?

A. osteologist B. linguist C. archaeologist D. paleoanthropologist Ans: D Learning Objective: 1.1: Compare and contrast the four major subfields of anthropology.

Cognitive Domain: Comprehension Answer Location: Biological Anthropology Difficulty Level: Medium 19. Which methodology is used by archaeologists to map sites and artifacts?

A. participant observation B. geographic information systems (GIS) C. excavation D. ethnography Ans: B Learning Objective: 1.1: Compare and contrast the four major subfields of anthropology.

Cognitive Domain: Comprehension Answer Location: Archaeology Difficulty Level: Medium 20. Which type of linguistics examines similarities and differences among present-day languages?

A. historical linguistics

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B. sociolinguistics C. structural linguistics D. philosophical linguistics Ans: C Learning Objective: 1.1: Compare and contrast the four major subfields of anthropology.

Cognitive Domain: Comprehension Answer Location: Linguistic Anthropology Difficulty Level: Medium 21. Which quality of the field of anthropology allows anthropologists to discuss bigger picture questions about humanity?

A. a holistic approach B. ethnographic research C. ethnocentrism D. an ahistorical focus Ans: A Learning Objective: 1.2: Describe how the field of anthropology is holistic, interdisciplinary, and global.

Cognitive Domain: Comprehension Answer Location: Holistic Anthropology, Interdisciplinary Research, and a Global Perspective Difficulty Level: Medium 22. An archaeologist may use radiocarbon dating to assess the age of a particular site.

Since this is a methodology borrowed from the natural sciences, it illustrates the ______ quality of anthropology.

A. holistic B. interdisciplinary C. global D. ethnohistorical Ans: B Learning Objective: 1.2: Describe how the field of anthropology is holistic, interdisciplinary, and global.

Cognitive Domain: Application Answer Location: Holistic Anthropology, Interdisciplinary Research, and a Global Perspective Difficulty Level: Medium 23. When an anthropologist asks an elder to tell the story of how her people came to their homeland, the anthropologist is collecting a/an ______.

A. mythology B. ethnohistory C. ethnography D. ethnology Ans: B

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Learning Objective: 1.2: Describe how the field of anthropology is holistic, interdisciplinary, and global.

Cognitive Domain: Comprehension Answer Location: Holistic Anthropology, Interdisciplinary Research, and a Global Perspective Difficulty Level: Medium 24. As members of a culture learn their society’s ways of life, they begin to see other ways of life as less acceptable, leading to ______.

A. cultural relativism B. religion C. ethnocentrism D. universalism Ans: C Learning Objective: 1.3: Explain how the scientific method is used in anthropological explanations.

Cognitive Domain: Knowledge Answer Location: Anthropological Explanations Difficulty Level: Easy 25. How is anthropological knowledge produced?

A. systematic observation based on the scientific method B. personal experience extrapolated cross culturally C. derived from religious beliefs and sacred texts D. culturally constructed beliefs and practices Ans: A Learning Objective: 1.3: Explain how the scientific method is used in anthropological explanations.

Cognitive Domain: Comprehension Answer Location: Evaluating Anthropological Data Difficulty Level: Medium 26. An anthropologist is interested in family relationships among the residents of a particular village. She wants to better understand their patterns of kinship and descent.

She designs a fieldwork project that allows her to observe familial relationships for a period of 1 year. Based on her observations, she hypothesizes that village residents have a different relationship with their mother’s sister than with their father’s sister. This is an example of the ______ method of scientific research.

A. theoretical B. variable C. deductive D. inductive Ans: D Learning Objective: 1.3: Explain how the scientific method is used in anthropological explanations.

Cognitive Domain: Application

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Answer Location: Evaluating Anthropological Data Difficulty Level: Hard 27. An anthropologist is interested in studying ritual and religion. She believes that most rituals originate as ways of addressing practical needs and designs a series of fieldwork projects that allows her to test her hypothesis. She visits eight small-scale societies and collects data about their ritual beliefs, then uses the data to test her hypothesis. This is an example of the ______ method of scientific research.

A. deductive B. inductive C. hypothetical D. verifiable Ans: A Learning Objective: 1.3: Explain how the scientific method is used in anthropological explanations.

Cognitive Domain: Application Answer Location: Evaluating Anthropological Data Difficulty Level: Hard 28. An anthropologist notices that he can trace many cultural practices back to other cultures. Over time, he tests a series of hypotheses and formulates an explanation that posits that the appearance of new cultural traits in societies happens by spreading from another culture. This explanation is an example of a ______.

A. cultural universal B. variable C. theory D. law Ans: C Learning Objective: 1.3: Explain how the scientific method is used in anthropological explanations.

Cognitive Domain: Application Answer Location: Evaluating Anthropological Data Difficulty Level: Medium 29. Anthropologists would use a scientific approach to study which of the following?

A. the adoption of a new type of tool B. the composition of a song C. the initiation ritual of a young man D. the feelings of the people toward the flag Ans: A Learning Objective: 1.4: Discuss how the field of anthropology bridges both the sciences and the humanities.

Cognitive Domain: Application Answer Location: Humanistic-Interpretive Approaches in Anthropology Difficulty Level: Medium

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30. Anthropologists would use a humanistic approach to study which of the following?

A. the history of a language B. the naming ceremony of a baby C. the diet of the poorest members of society D. the medical care received by a pregnant woman Ans: B Learning Objective: 1.4: Discuss how the field of anthropology bridges both the sciences and the humanities.

Cognitive Domain: Application Answer Location: Humanistic-Interpretive Approaches in Anthropology Difficulty Level: Medium 31. Ethnomusicology and ethnopoetics are examples of the ______ approach to anthropology.

A. holistic B. deductive C. scientific D. humanistic Ans: D Learning Objective: 1.4: Discuss how the field of anthropology bridges both the sciences and the humanities.

Cognitive Domain: Comprehension Answer Location: Humanistic-Interpretive Approaches in Anthropology Difficulty Level: Medium 32. The anthropologist’s job is to ______ beliefs and practices within their cultural context.

A. construct B. interpret C. hypothesize D. deduce Ans: B Learning Objective: 1.4: Discuss how the field of anthropology bridges both the sciences and the humanities.

Cognitive Domain: Knowledge Answer Location: Humanistic-Interpretive Approaches in Anthropology Difficulty Level: Easy 33. Students who are not anthropology majors often wonder if they really need to study anthropology. Which of the following best describes why students of other disciplines should still take anthropology courses?

A. Anthropology is rarely offered before college, so students should take advantage of the chance to study something new.

B. Anthropologists make a lot of money, so students should give it a chance.

C. Anthropologists know a little bit about everything, so students will learn about their own majors in anthropology courses.

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D. Anthropologists learn skills that are applicable in many disciplines, so even nonmajors will walk away with knowledge that will help them in their lives and careers.

Ans: D Learning Objective: 1.5: Describe why students should study anthropology.

Cognitive Domain: Comprehension Answer Location: Why Study Anthropology?

Difficulty Level: Easy 34. Anthropology’s ______ perspective teaches students to value cultural diversity.

A. scientific B. holistic C. humanistic D. cross-cultural Ans: D Learning Objective: 1.5: Describe why students should study anthropology.

Cognitive Domain: Knowledge Answer Location: Why Study Anthropology?

Difficulty Level: Easy 35. Anthropology’s emphasis on the ______ trains students to think critically.

A. humanistic approach B. global diversity C. scientific method D. arts and sciences Ans: C Learning Objective: 1.5: Describe why students should study anthropology.

Cognitive Domain: Knowledge Answer Location: Why Study Anthropology?

Difficulty Level: Easy

True/False 1. Modern anthropologists focus on non-Western cultures.

Ans: F Learning Objective: 1.1: Compare and contrast the four major subfields of anthropology.

Cognitive Domain: Knowledge Answer Location: Anthropology: The Four Subfields Difficulty Level: Easy 2. Anthropologists specialize in one subfield, but receive training in all four major subfields.

Ans: T Learning Objective: 1.2: Describe how the field of anthropology is holistic, interdisciplinary, and global.

Cognitive Domain: Knowledge

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Answer Location: Holistic Anthropology, Interdisciplinary Research, and a Global Perspective Difficulty Level: Easy 3. Human knowledge is based on objective reality.

Ans: F Learning Objective: 1.3: Explain how the scientific method is used in anthropological explanations.

Cognitive Domain: Comprehension Answer Location: Anthropological Explanations Difficulty Level: Medium 4. It is better to use a scientific approach than a humanistic approach in anthropology.

Ans: F Learning Objective: 1.4: Discuss how the field of anthropology bridges both the sciences and the humanities.

Cognitive Domain: Comprehension Answer Location: Humanistic-Interpretive Approaches in Anthropology Difficulty Level: Medium 5. Scientists and humanists each contribute meaningfully to our understanding of humankind.

Ans: T Learning Objective: 1.4: Discuss how the field of anthropology bridges both the sciences and the humanities.

Cognitive Domain: Knowledge Answer Location: Humanistic-Interpretive Approaches in Anthropology Difficulty Level: Easy

Short Answer 1. Compare and contrast the contribution that each of the four major subfields of anthropology makes to an understanding of humankind.

Ans: Anthropology combines the natural sciences, social sciences, and humanities to examine humankind as a whole. Biological anthropology incorporates the “nature” aspect of humanity, including genetics and human evolution. Archaeology studies the history of human societies, while cultural anthropology looks at modern-day societies.

Linguistics includes the enormously important role of language in humanity. Each subfield includes methodologies and theories designed to elicit more information about humans, but they do so by investigating different aspects of humanity.

Learning Objective: 1.1: Compare and contrast the four major subfields of anthropology.

Cognitive Domain: Analysis Answer Location: Anthropology: The Four Subfields Difficulty Level: Hard

Scupin, Anthropology, 9e SAGE Publishing, 2021

2. Which type of anthropologist would you become and why? Your answer should include specific explanations of why you would choose your particular subfield as well as why you would reject the others.

Ans: Varies, but students should select one of the four subfields (or one of the more specific specialties within one of the subfields) of anthropology. Their responses should show that they understand what each of the four subfields requires and state a preference that reflects their own personalities or personal preferences. For example, I would choose archaeology, because I love learning about ancient cultures. The idea of being the first one to touch an artifact in the thousands of years since it was deposited is exciting. I wouldn’t want to be a biological anthropologist because there’s more natural science involved than I prefer and I don’t want to have to memorize every bone in the human body. I don’t think I’d like to be a cultural anthropologist because I’m a bit shy, and I don’t think I’d like to have to go out and live among a group of people I’ve never met before. Linguistics sounds kind of interesting, because language matters a lot in society, but I think overall archaeology is for me.

Learning Objective: 1.1: Compare and contrast the four major subfields of anthropology.

Cognitive Domain: Analysis Answer Location: Anthropology: The Four Subfields Difficulty Level: Hard 3. Would the inductive or deductive methods of scientific research be more useful in debunking ethnocentric beliefs? Justify your answer.

Ans: Either answer is acceptable as long as it is supported by strong arguments, which may include comparing and contrasting the two methods and applying each to an example of ethnocentrism. Answers should demonstrate an understanding of the inductive method, deductive method, and ethnocentrism.

Learning Objective: 1.3: Explain how the scientific method is used in anthropological explanations.

Cognitive Domain: Analysis Answer Location: Evaluating Anthropological Data Difficulty Level: Hard 4. Analyze the differences in the use of the term “progress” as it relates to the sciences versus the humanities. Why can we refer to modern knowledge of science as more advanced than in the past, but not of the arts?

Ans: Varies, but should demonstrate an understanding that scientific knowledge has accumulated throughout time, while the humanities reflect important things about the societies that have produced them. It is not appropriate to talk about modern art, music, and other forms of symbolic representations as more advanced or sophisticated than that in the past, but our understanding of scientific principles and methods are more sophisticated.

Learning Objective: 1.4: Discuss how the field of anthropology bridges both the sciences and the humanities.

Cognitive Domain: Analysis Answer Location: Humanistic-Interpretive Approaches in Anthropology Difficulty Level: Hard

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5. Discuss how a background in anthropology would be beneficial to your future career.

Ans: Varies based upon students’ future plans, but may include critical thinking skills, an open mind, learning about non-Western cultures, a grounding in evolution, or any other benefits that an anthropological education provides.

Learning Objective: 1.5: Describe why students should study anthropology.

Cognitive Domain: Application Answer Location: Why Study Anthropology?

Difficulty Level: Medium

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Chapter 2: The Record of the Past Test Bank Multiple Choice 1. Project objectives are set out and strategies for recovering relevant data are outlined in a(n) ______.

A. research design B. fossil locality C. design sample D. archaeological record Ans: A Learning Objective: 2.1: Explain how archaeological research is used to answer questions about past societies.

Cognitive Domain: Knowledge Answer Location: Answering Questions Difficulty Level: Easy 2. Andreas is an anthropologist planning a research project. He specifies what investigative methods will be used, the extent of excavation for a site, and how materials will be analyzed.

Andreas is preparing a ______.

A. faunal succession B. relative dating C. midden deposit D. research design Ans: D Learning Objective: 2.1: Explain how archaeological research is used to answer questions about past societies.

Cognitive Domain: Application Answer Location: Answering Questions Difficulty Level: Hard 3. How do a majority of contemporary archaeologists and paleoanthropologists spend their time working?

A. predicting the future B. digging for fossils C. exploring lost cities D. researching on a computer Ans: D

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Learning Objective: 2.1: Explain how archaeological research is used to answer questions about past societies.

Cognitive Domain: Analysis Answer Location: Answering Questions Difficulty Level: Medium 4. Which student is an ideal candidate to pursue a career in archaeology?

A. a student who likes to travel and solve mysteries B. a student who wants to understand the past C. a student who collects fossils and makes pottery D. a student who desires to study life and living organisms Ans: B Learning Objective: 2.1: Explain how archaeological research is used to answer questions about past societies.

Cognitive Domain: Application Answer Location: Answering Questions Difficulty Level: Hard 5. Which type of information do paleontologists and geologists contribute to an archeological study?

A. identifying the age of mineral deposits and floral and faunal remains B. theorizing the ways tools or artifacts may have been used C. translating written documents D. assessing the value of artifacts that are found Ans: A Learning Objective: 2.2: Define paleoanthropology and discuss what we can learn about the past from fossil evidence.

Cognitive Domain: Analysis Answer Location: Paleoanthropological Study Difficulty Level: Medium 6. ______ is the study of ancient environments.

A. Paleoanthropology B. Paleoecology C. Taphonomy D. Dendrochronology Ans: B Learning Objective: 2.2: Define paleoanthropology and discuss what we can learn about the past from fossil evidence.

Cognitive Domain: Knowledge Answer Location: Paleoanthropological Study Difficulty Level: Easy

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7. Darya digs up the bones of an ancient fish that have been preserved in sediment. What has she found?

A. midden B. context C. fossil D. artifact Ans: C Learning Objective: 2.2: Define paleoanthropology and discuss what we can learn about the past from fossil evidence.

Cognitive Domain: Application Answer Location: Fossils and Fossil Localities Difficulty Level: Hard 8. Which factor is necessary for interpreting fossil localities?

A. volume of material culture B. status and location of middens C. features of the sites D. taphonomy of the sites Ans: D Learning Objective: 2.2: Define paleoanthropology and discuss what we can learn about the past from fossil evidence.

Cognitive Domain: Comprehension Answer Location: Fossils and Fossil Localities Difficulty Level: Medium 9. Tereza is working with a team of archaeologists. She found a fossil locality and is in charge of excavating for buried deposits. While excavating, Tereza will be careful to ______.

A. record fossils’ contexts B. plan a research design C. look for ecofacts D. take a geophysical survey Ans: A Learning Objective: 2.2: Define paleoanthropology and discuss what we can learn about the past from fossil evidence.

Cognitive Domain: Application Answer Location: Fossils and Fossil Localities Difficulty Level: Hard 10. What does archaeology offer to cultural anthropology?

A. processes of cultural systems B. record of past human behavior C. prepared research designs D. taphonomy of cultural sites Ans: B

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Learning Objective: 2.3: Discuss what the archaeological record can tell us about past societies.

Cognitive Domain: Analysis Answer Location: Archaeological Research Difficulty Level: Medium 11. Which of the following is an artifact that would disappear quickly in the archaeological record?

A. stone dagger B. porcelain vase C. wooden table D. glass sculpture Ans: C Learning Objective: 2.3: Discuss what the archaeological record can tell us about past societies.

Cognitive Domain: Comprehension Answer Location: The Archaeological Record Difficulty Level: Medium 12. What is the difference between an artifact and a fossil?

A. Artifacts are objects made by humans.

B. Fossils are preserved modifications of objects.

C. Artifacts are buried in sediment that hardens.

D. Fossils are non-moveable artifacts.

Ans: A Learning Objective: 2.3: Discuss what the archaeological record can tell us about past societies.

Cognitive Domain: Analysis Answer Location: The Archaeological Record Difficulty Level: Medium 13. Lucija is at an archaeological site of an ancient burial ground. She knows the archaeological term for the graves dug into the ground is a(n) ______.

A. artifact B. ecofact C. midden D. feature Ans: D Learning Objective: 2.3: Discuss what the archaeological record can tell us about past societies.

Cognitive Domain: Application Answer Location: The Archaeological Record Difficulty Level: Medium 14. What is lost when laypersons remove artifacts from sites?

A. middens B. contexts C. geophysical surveys

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D. remote sensing Ans: B Learning Objective: 2.3: Discuss what the archaeological record can tell us about past societies.

Cognitive Domain: Comprehension Answer Location: The Archaeological Record Difficulty Level: Medium 15. A ______ is a systematic examination of a particular area, region, or country to locate archaeological sites or fossil localities.

A. context B. remote sensing project C. survey D. palynology Ans: C Learning Objective: 2.4: Recall the basic techniques used to locate archaeological sites and fossil localities.

Cognitive Domain: Knowledge Answer Location: Locating Sites and Fossil Localities Difficulty Level: Easy 16. What is the difference between systematic and unsystematic surveys?

A. Systematic approaches avoid the challenges of difficult terrain.

B. Systematic approaches correspond with ancient land uses.

C. Unsystematic approaches divide an area into a grid or transect.

D. Unsystematic approaches may produce a biased sample of remains.

Ans: D Learning Objective: 2.4: Recall the basic techniques used to locate archaeological sites and fossil localities.

Cognitive Domain: Analysis Answer Location: Locating Sites and Fossil Localities Difficulty Level: Medium 17. Sensing methods for geophysical surveys work best in settings with which kind of feature?

A. uniform surrounding soils B. buried metal objects C. buried geological features D. a leaking hose Ans: A Learning Objective: 2.4: Recall the basic techniques used to locate archaeological sites and fossil localities.

Cognitive Domain: Comprehension Answer Location: Subsurface Archaeological Testing and Geophysical Surveys Difficulty Level: Medium

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18. Which technology greatly enhanced the practice of remote sensing?

A. magnetometer B. drones C. GPR D. satellites Ans: B Learning Objective: 2.4: Recall the basic techniques used to locate archaeological sites and fossil localities.

Cognitive Domain: Comprehension Answer Location: Remote Sensing Difficulty Level: Medium 19. What survey method can detect features buried under six feet of sand?

A. electrical resistivity meters B. ground penetrating radar C. space imaging radar D. light detection and ranging Ans: C Learning Objective: 2.4: Recall the basic techniques used to locate archaeological sites and fossil localities.

Cognitive Domain: Knowledge Answer Location: Remote Sensing Difficulty Level: Easy 20. Kirill is analyzing data taken from light detection and ranging (LIDAR). He uses ______ to integrate survey information and LIDAR data to plot transportation routes in the Amazon jungle.

A. taphonomy B. magnetometers C. GPR D. GIS Ans: D Learning Objective: 2.4: Recall the basic techniques used to locate archaeological sites and fossil localities.

Cognitive Domain: Application Answer Location: Remote Sensing Difficulty Level: Hard 21. How does excavation work typically begin at a site?

A. A detailed site plan is prepared.

B. A grid is placed over the site.

C. A datum point references the position.

D. Midden deposits are excavated.

Ans: A

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Learning Objective: 2.5: Summarize the basic techniques of archaeological excavation.

Cognitive Domain: Comprehension Answer Location: Archaeological Excavation Difficulty Level: Medium 22. Why is the age of fossils, artifacts, and archaeological sites important?

A. to assess technological innovations B. to understand trade patterns C. to detect features in vegetation D. to reconstruct fossil fragments Ans: A Learning Objective: 2.6: Compare and contrast how archaeologists and paleoanthropologists date their discoveries.

Cognitive Domain: Comprehension Answer Location: Dating Methods Difficulty Level: Medium 23. Why are certain dating techniques more typically associated with archaeological research than paleoanthropological research?

A. Archaeological research only uses relative dating.

B. Paleoanthropological research requires numerical dating.

C. Some methods are specific to particular kinds of materials.

D. Only one method is needed for accurate dating for archaeology.

Ans: C Learning Objective: 2.6: Compare and contrast how archaeologists and paleoanthropologists date their discoveries.

Cognitive Domain: Analysis Answer Location: Relative Dating Difficulty Level: Medium 24. What is the difference between relative and numerical dating techniques?

A. Numerical dating uses the principle of faunal correlation.

B. Numerical dating is based on changes in popularity.

C. Relative dating assigns a specific age to an artifact.

D. Relative dating allows for evaluation through time.

Ans: D Learning Objective: 2.6: Compare and contrast how archaeologists and paleoanthropologists date their discoveries.

Cognitive Domain: Analysis Answer Location: Relative Dating Difficulty Level: Medium 25. Someone has given Luis a fossil but can’t give him any details about its stratigraphic context.

How can Luis date this fossil?

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A. faunal correlation B. faunal succession C. radio carbon dating D. FUN trio techniques Ans: A Learning Objective: 2.6: Compare and contrast how archaeologists and paleoanthropologists date their discoveries.

Cognitive Domain: Application Answer Location: Faunal Succession Difficulty Level: Hard 26. ______ is the study of pollen grains.

A. Seriation B. Palynology C. Dendrochronology D. Taphonomy Ans: B Learning Objective: 2.6: Compare and contrast how archaeologists and paleoanthropologists date their discoveries.

Cognitive Domain: Knowledge Answer Location: Palynology Difficulty Level: Easy 27. What elements are measured in the FUN trio tests?

A. hydrogen, thorium, and potassium B. carbon, argon, and oxygen C. fluorine, uranium, and nitrogen D. francium, ununseptium, and nickel Ans: C Learning Objective: 2.6: Compare and contrast how archaeologists and paleoanthropologists date their discoveries.

Cognitive Domain: Comprehension Answer Location: Relative Dating Methods of Bones Difficulty Level: Medium 28. Why are the FUN trio tests and obsidian hydration considered relative dating?

A. effect of oxygen accumulation B. order in stratigraphic layers C. decay of isotopes over time D. influence of environmental factors Ans: D Learning Objective: 2.6: Compare and contrast how archaeologists and paleoanthropologists date their discoveries.

Cognitive Domain: Analysis

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Answer Location: Relative Dating Methods of Bones Difficulty Level: Medium 29. How does seriation differ from other relative dating methods?

A. It is based on the study of archaeological materials.

B. It uses geological and chemical principles.

C. It ignores the influence of environmental conditions.

D. It provides both relative and numerical dating.

Ans: A Learning Objective: 2.6: Compare and contrast how archaeologists and paleoanthropologists date their discoveries.

Cognitive Domain: Analysis Answer Location: Obsidian Hydration Difficulty Level: Medium 30. How has the dating method of dendrochronology changed from the 18th century?

A. More accurate counts of tree rings can be obtained.

B. Master dendrochronology sequences can be built.

C. The method is outdated and no longer used.

D. It is used in conjunction with faunal succession.

Ans: B Learning Objective: 2.6: Compare and contrast how archaeologists and paleoanthropologists date their discoveries.

Cognitive Domain: Analysis Answer Location: Numerical Dating Methods Difficulty Level: Medium 31. How are dendrochronology and palynology similar?

A. They both depend on stratigraphic layers.

B. They both are part of faunal succession.

C. They both measure plant features.

D. They both use radioactive isotopes.

Ans: C Learning Objective: 2.6: Compare and contrast how archaeologists and paleoanthropologists date their discoveries.

Cognitive Domain: Analysis Answer Location: Palynology Difficulty Level: Medium 32. Riya wants to date some charcoal that was found during her excavation of a village archaeological site. What method should she use?

A. thermoluminescence dating B. obsidian hydration C. dendrochronology

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D. carbon-14 dating Ans: D Learning Objective: 2.6: Compare and contrast how archaeologists and paleoanthropologists date their discoveries.

Cognitive Domain: Application Answer Location: Radioactive Decay and Carbon-14 Dating Difficulty Level: Hard 33. ______ is based on the decay of a radioactive isotope of uranium.

A. Fission-track dating B. FUN trio testing C. Palynology D. Thermoluminescence dating Ans: A Learning Objective: 2.6: Compare and contrast how archaeologists and paleoanthropologists date their discoveries.

Cognitive Domain: Knowledge Answer Location: Potassium-Argon and Fission-Track Dating Difficulty Level: Easy 34. How does thermoluminescence dating differ from other methods based on radioactive decay?

A. It is a method of relative dating.

B. It is based on trapped electrons in minerals.

C. It is used to date artifacts in the recent past.

D. It coordinates with taphonomy.

Ans: B Learning Objective: 2.6: Compare and contrast how archaeologists and paleoanthropologists date their discoveries.

Cognitive Domain: Analysis Answer Location: Thermoluminescence Dating Difficulty Level: Medium 35. What can affect archaeological interpretations?

A. research design B. radioactive decay C. political pressures D. scientific approaches Ans: C Learning Objective: 2.7: Discuss the challenges of interpreting the past and how these are overcome.

Cognitive Domain: Comprehension Answer Location: Interpreting the Past Difficulty Level: Medium

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True/False 1. Modern archaeologists are more likely to spend more time in a laboratory than digging up fossils.

Ans: T Learning Objective: 2.1: Explain how archaeological research is used to answer questions about past societies.

Cognitive Domain: Knowledge Answer Location: Answering Questions Difficulty Level: Easy 2. Culture is the shared way of life that relates to nonmaterial products transmitted within a society or social group.

Ans: F Learning Objective: 2.3: Discuss what the archaeological record can tell us about past societies.

Cognitive Domain: Knowledge Answer Location: Archaeological Research Difficulty Level: Easy 3. Remote sensing methods identify sites and archaeological features through the use of aerial and drone photography, and satellite imagery.

Ans: T Learning Objective: 2.4: Recall the basic techniques used to locate archaeological sites and fossil localities.

Cognitive Domain: Knowledge Answer Location: Remote Sensing Difficulty Level: Easy 4. The most commonly used tools in excavation are picks, shovels, and bulldozers.

Ans: F Learning Objective: 2.5: Summarize the basic techniques of archaeological excavation.

Cognitive Domain: Knowledge Answer Location: Archaeological Excavation Difficulty Level: Easy 5. In potassium-argon dating, the decay of argon into potassium is measured.

Ans: F Learning Objective: 2.6: Compare and contrast how archaeologists and paleoanthropologists date their discoveries.

Cognitive Domain: Knowledge Answer Location: Potassium-Argon and Fission-Track Dating

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Difficulty Level: Easy

Short Answer 1. Zahra is an archaeologist working at a site where some pottery remains were discovered.

She’s thinking about how she wants to investigate these artifacts. Name two to three possible research approaches for Zahra.

Ans: Student answers will vary. Zahra could concentrate on the characteristics of the clay and the manufacturing process for the pottery. She could also focus on the art motifs of the pottery and how they relate to the culture of the people who created them.

Learning Objective: 2.1: Explain how archaeological research is used to answer questions about past societies.

Cognitive Domain: Application Answer Location: Answering Questions Difficulty Level: Hard 2. What are some reasons why only a small number of once-living creatures are preserved in the fossil record?

Ans: Many animals are killed by predators that scatter the bones. Scavengers, insects, bacteria, and weather destroy many of the remains left. Areas may not have the right conditions to fossilize remains.

Learning Objective: 2.2: Define paleoanthropology and discuss what we can learn about the past from fossil evidence.

Cognitive Domain: Application Answer Location: Fossils and Fossil Localities Difficulty Level: Hard 3. Why is it difficult for archaeologists to understand past cultures?

Ans: Culture is nonmaterial because it refers to intangible aspects of human society that cannot be preserved archaeologically. However, archaeologists must understand past cultures through their physical traces.

Learning Objective: 2.3: Discuss what the archaeological record can tell us about past societies.

Cognitive Domain: Analysis Answer Location: Archaeological Research Difficulty Level: Medium 4. List at least two ways archaeologists can find archaeological sites.

Ans: Student answers will vary. Examination of the ground surface may reveal exposed fossils, soil discolorations, or earth depressions that are clues for buried deposits. Geophysical surveys that use ground-based sensing methods can map archaeological features buried in the soil.

Learning Objective: 2.4: Recall the basic techniques used to locate archaeological sites and fossil localities.

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Cognitive Domain: Application Answer Location: Locating Sites and Fossil Localities Difficulty Level: Hard 5. Maya wants to use carbon-14 dating to find the age of a bone needle. Describe how she can do this.

Ans: The decay of carbon-14 happens at a half-life of 5,730 years. If Maya measures the quantity of carbon-14 in the tool, she can determine the amount of time from when the organism died.

Learning Objective: 2.6: Compare and contrast how archaeologists and paleoanthropologists date their discoveries.

Cognitive Domain: Application Answer Location: Radioactive Decay and Carbon-14 Dating Difficulty Level: Hard

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Chapter 3: Evolution Test Bank Multiple Choice 1. ______ are conceptual frameworks that present the universe as an orderly system.

A. Values B. Rituals C. Cosmologies D. Beliefs Ans: C Learning Objective: 3.1: Explain how cosmologies regarding human origins differ from scientific views of evolution.

Cognitive Domain: Knowledge Answer Location: Cosmologies and Human Origins Difficulty Level: Easy 2. What term refers to a spiritual source of passive, negative, and feminine force in the universe?

A. yin B. yang C. Taoism D. mythology Ans: A Learning Objective: 3.1: Explain how cosmologies regarding human origins differ from scientific views of evolution.

Cognitive Domain: Knowledge Answer Location: Cosmologies and Human Origins Difficulty Level: Easy 3. Which statement describes ancient Greek views on the evolution of humans?

A. Zeus created the cosmos in 6 days.

B. Yahweh made Adam and placed him in the garden of Eden.

C. The gods made humans out of fire.

D. Life originated in the sea and eventually moved onto dry land and evolved.

Ans: D Learning Objective: 3.1: Explain how cosmologies regarding human origins differ from scientific views of evolution.

Cognitive Domain: Analysis Answer Location: Western Traditions of Origin

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Difficulty Level: Medium 4. What theoretical perspective sees plant and animal species as originating through gradual, natural processes?

A. theory of biology B. theory of cosmos C. theory of evolution D. theory of anthropology Ans: C Learning Objective: 3.2: Discuss how the scientific revolution provided the context for the theory of evolution.

Cognitive Domain: Comprehension Answer Location: The Scientific Revolution Difficulty Level: Medium 5. Which geological theory reasoned that the Earth has been created and destroyed multiple times?

A. naturalism B. anthropology C. catastrophism D. uniformitarianism Ans: C Learning Objective: 3.2: Discuss how the scientific revolution provided the context for the theory of evolution.

Cognitive Domain: Comprehension Answer Location: Catastrophism Versus Uniformitarianism Difficulty Level: Medium 6. Which statement accurately describes the geological interpretation called uniformitarianism?

A. Due to the successive replacement of fossil species, species are fixed and unchanging.

B. The passages of the Bible represent a quick period of creation of the Earth.

C. The Earth’s geological strata cannot be explained through an observable, natural process.

D. The Earth changes through an observable, natural processes that transforms its features.

Ans: D Learning Objective: 3.2: Discuss how the scientific revolution provided the context for the theory of evolution.

Cognitive Domain: Application Answer Location: The Scientific Revolution Difficulty Level: Hard 7. In the mid-19th century, biologists like Charles Darwin and Alfred Russel Wallace studying living organisms were called ______.

A. historians B. naturalists

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C. medical doctors D. inspectors Ans: B Learning Objective: 3.2: Discuss how the scientific revolution provided the context for the theory of evolution.

Cognitive Domain: Knowledge Answer Location: Catastrophism Versus Uniformitarianism Difficulty Level: Easy 8. ______ refers to the process of change in the genetic makeup of a species over time.

A. Biology B. Evolution C. Sociology D. Anthropology Ans: B Learning Objective: 3.3: Explain how Darwin’s view of natural selection and evolution differed from earlier scientific views.

Cognitive Domain: Knowledge Answer Location: Theory of Evolution Difficulty Level: Easy 9. Which individual is most often associated with the theory of evolution?

A. Charles Darwin B. Auguste Comte C. Comte de Buffon D. Chevalier de Lamarck Ans: A Learning Objective: 3.3: Explain how Darwin’s view of natural selection and evolution differed from earlier scientific views.

Cognitive Domain: Knowledge Answer Location: Theory of Evolution Difficulty Level: Easy 10. Which statement accurately describes Darwin’s idea of natural selection?

A. A genetic change in a population results from differential reproductive success.

B. Variation in species and reproductive successes have no impact on natural selection.

C. Individual demands on the environment determine the survival rates of plants and animals.

D. Animals can modify environmental circumstances and enable humans to adapt to their structures.

Ans: A Learning Objective: 3.3: Explain how Darwin’s view of natural selection and evolution differed from earlier scientific views.

Cognitive Domain: Analysis Answer Location: Darwin, Wallace, and Natural Selection

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Difficulty Level: Medium 11. What was the name of the famous book documenting the theory of natural selection?

A. Natural Selection B. The Struggle of Life C. On the Origin of Species D. Preservation of Favored Races Ans: C Learning Objective: 3.3: Explain how Darwin’s view of natural selection and evolution differed from earlier scientific views.

Cognitive Domain: Knowledge Answer Location: Darwin, Wallace, and Natural Selection Difficulty Level: Easy 12. What limitation did Darwin face in his research?

A. The process of natural selection is too slow to be documented in a researcher’s lifetime.

B. Animals and plants are exposed to changes in the environment that are too slow to observe.

C. The processes of evolution documented in his work did not influence society’s way of thinking.

D. His writing only explained the development of humans, rather than the development of plants and animals.

Ans: A Learning Objective: 3.3: Explain how Darwin’s view of natural selection and evolution differed from earlier scientific views.

Cognitive Domain: Application Answer Location: Examples of Natural Selection Difficulty Level: Hard 13. ______ explains how specific traits are passed on from one generation to the next.

A. Biology B. Heredity C. Anatomy D. Reproduction Ans: B Learning Objective: 3.4: Summarize Gregor Johann Mendel’s principles of inheritance.

Cognitive Domain: Knowledge Answer Location: Principles of Inheritance Difficulty Level: Easy 14. ______ is a biological subfield that deals with heredity.

A. Anatomy B. Genetics C. Reproduction D. Human Sciences

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Ans: B Learning Objective: 3.4: Summarize Gregor Johann Mendel’s principles of inheritance.

Cognitive Domain: Knowledge Answer Location: Principles of Inheritance Difficulty Level: Easy 15. Gregor Mendel bred pea plants to observe gene inheritance. The first generation of pea plants were all short and had different colored seeds. The following generation featured only tall plants with varying seed colors and textures. Mendel observed that the height of the pea plants and the seed color and texture were not constant combinations. The genes for these traits came in various combinations. This discovery is known as ______.

A. uniformitarianism B. punctuated equilibrium C. the principle of independent assortment D. the dominant cosmological explanation of human origins Ans: C Learning Objective: 3.4: Summarize Gregor Johann Mendel’s principles of inheritance.

Cognitive Domain: Application Answer Location: Principles of Inheritance Difficulty Level: Hard 16. Which aspect of genetic inheritance does Mendel’s principle of segregation explain?

A. Individual traits occur independently of one another.

B. The genetic makeup of species changes over time.

C. It shows how and why new species arise.

D. Units of heredity occur in pairs and offspring receive half of a pair from each parent.

Ans: D Learning Objective: 3.4: Summarize Gregor Johann Mendel’s principles of inheritance.

Cognitive Domain: Application Answer Location: Mendel’s Principle of Segregation Difficulty Level: Hard 17. Which term refers to the actual genetic makeup of an organism?

A. genotype B. phenotype C. recessive traits D. dominant traits Ans: A Learning Objective: 3.4: Summarize Gregor Johann Mendel’s principles of inheritance.

Cognitive Domain: Knowledge Answer Location: Dominant and Recessive Traits Difficulty Level: Easy

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18. Two people with different allele combinations for a particular trait may have the same ______.

A. genotype B. phenotypic expression C. recessive traits D. dominant traits Ans: B Learning Objective: 3.4: Summarize Gregor Johann Mendel’s principles of inheritance.

Cognitive Domain: Application Answer Location: Dominant and Recessive Traits Difficulty Level: Hard 19. A ______ is a deoxyribonucleic acid (DNA) sequence that encodes the production of a particular protein or portion of a protein.

A. cell B. trait C. gene D. gamete Ans: C Learning Objective: 3.5: Explain how Mendel’s principles of inheritance have changed in light of a better understanding of molecular genetics.

Cognitive Domain: Knowledge Answer Location: Cells and Genes Difficulty Level: Easy 20. Which statement accurately describes deoxyribonucleic acid (DNA) molecules?

A. A single DNA strand cannot be replicated.

B. The DNA molecule resembles a spiral ladder.

C. The DNA bases are arranged in sequences of four.

D. There are 15 different kinds of amino acids in DNA sequences.

Ans: B Learning Objective: 3.5: Explain how Mendel’s principles of inheritance have changed in light of a better understanding of molecular genetics.

Cognitive Domain: Comprehension Answer Location: Cells and Genes Difficulty Level: Medium 21. Humans have traits that display a graded series and do not fall into perfectly bounded categories. What term describes this?

A. discrete traits B. polygenic traits C. epigenetic factors D. mutations Ans: B

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Learning Objective: 3.5: Explain how Mendel’s principles of inheritance have changed in light of a better understanding of molecular genetics.

Cognitive Domain: Comprehension Answer Location: Cells and Genes Difficulty Level: Medium 22. Which statement describes how behavioral and epigenetic factors influence evolutionary change?

A. Epigenetic changes modify the genetic code of organisms.

B. Certain behaviors lead to niche construction.

C. Behavioral factors can affect adaptation.

D. Mutation is the source of new genetic variations.

Ans: B Learning Objective: 3.6: Define evolution and discuss how it takes place.

Cognitive Domain: Analysis Answer Location: Cultural, Behavioral, and Epigenetic Factors Difficulty Level: Medium 23. Which statement describes the assumption of the Hardy–Weinberg theory of genetic equilibrium when measuring evolutionary change?

A. It assumes that there are gene flows.

B. It assumes that mating is not randomized.

C. It assumes that there is minimal genetic drift.

D. It assumes that no mutation is taking place.

Ans: D Learning Objective: 3.7: Describe how and why new species arise.

Cognitive Domain: Analysis Answer Location: Measuring Evolutionary Change Difficulty Level: Medium 24. The study of ______ is how, why, and when new species arise.

A. evolution B. speciation C. gradualism D. equilibrium Ans: B Learning Objective: 3.7: Describe how and why new species arise.

Cognitive Domain: Knowledge Answer Location: Speciation Difficulty Level: Easy 25. Darwin hypothesized that speciation was a gradual process of evolution occurring slowly as different populations became isolated. This is known as ______.

A. species

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B. speciation C. gradualism D. equilibrium Ans: C Learning Objective: 3.7: Describe how and why new species arise.

Cognitive Domain: Knowledge Answer Location: Phyletic Gradualism Difficulty Level: Easy 26. Stephen Jay Gould and Niles Eldredge proposed a theory that new species appear rapidly.

This is known as ______.

A. adaptive radiation B. theory of speciation C. phyletic gradualism D. punctuated equilibrium Ans: D Learning Objective: 3.7: Describe how and why new species arise.

Cognitive Domain: Knowledge Answer Location: Punctuated Equilibrium Difficulty Level: Easy 27. ______ is the rapid diversification and adaptation of an evolving population into new ecological niches.

A. Adaptive radiation B. Theory of speciation C. Phyletic gradualism D. Punctuated equilibrium Ans: A Learning Objective: 3.7: Describe how and why new species arise.

Cognitive Domain: Knowledge Answer Location: Adaptive Radiation Difficulty Level: Easy 28. Which type of catastrophic event in the earth’s history do scientists believe is responsible for the elimination of 50–90% of species?

A. volcanic activity B. meteorite strikes C. drop in sea levels D. stress on the ecosystem Ans: B Learning Objective: 3.7: Describe how and why new species arise.

Cognitive Domain: Comprehension Answer Location: Adaptive Radiation Difficulty Level: Medium

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29. Where does the majority of information on the evolution of life and human origin come from?

A. fossil records B. paleontologist notes C. natural animal habitats D. records of continental drift Ans: A Learning Objective: 3.8: Recall ways that researchers have studied evolution.

Cognitive Domain: Comprehension Answer Location: Blood Chemistry and DNA Difficulty Level: Medium 30. What is an assumption of molecular dating?

A. Molecular evolution proceeds at a fairly constant rate over time.

B. It follows the logic of gradualism.

C. There is more difference between populations than within them.

D. The less similarity between animals, the more likely they share an evolutionary relationship.

Ans: A Learning Objective: 3.8: Recall ways that researchers have studied evolution.

Cognitive Domain: Analysis Answer Location: Blood Chemistry and DNA Difficulty Level: Medium 31. ______ is the complex geological process that brings about the movement or “drift” of continents.

A. Plate tectonics B. Continental drift C. Molecular dating D. Genetic sequencing Ans: A Learning Objective: 3.8: Recall ways that researchers have studied evolution.

Cognitive Domain: Knowledge Answer Location: Plate Tectonics and Continental Drift Difficulty Level: Easy 32. What was the name of the gigantic, interconnected continent that scientists hypothesize existed 200 million years ago?

A. Laurasia B. Pangaea C. Cenozoic D. Gondwana Ans: B Learning Objective: 3.8: Recall ways that researchers have studied evolution.

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Cognitive Domain: Knowledge Answer Location: Plate Tectonics and Continental Drift Difficulty Level: Easy 33. What species were paleontologists able to follow the adaptive radiation of in the Precambrian and Paleozoic Eras?

A. horses B. humans C. dinosaurs D. amphibians Ans: D Learning Objective: 3.8: Recall ways that researchers have studied evolution.

Cognitive Domain: Comprehension Answer Location: The Precambrian and Paleozoic Eras Difficulty Level: Medium 34. Which type of animals were the most successful during the Mesozoic Era? A. reptiles B. mammals C. fish D. birds Ans: A Learning Objective: 3.8: Recall ways that researchers have studied evolution.

Cognitive Domain: Comprehension Answer Location: The Mesozoic Era Difficulty Level: Medium 35. Which era is characterized by the dominance and adaptive radiation of mammals?

A. Paleozoic Era B. Mesozoic Era C. Cenozoic Era D. Precambrian Era Ans: C Learning Objective: 3.8: Recall ways that researchers have studied evolution.

Cognitive Domain: Knowledge Answer Location: The Cenozoic Era Difficulty Level: Easy

True/False 1. In Western cultural traditions, the ancient Greeks have various mythological explanations for human origins.

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Ans: T Learning Objective: 3.1: Explain how cosmologies regarding human origins differ from scientific views of evolution.

Cognitive Domain: Knowledge Answer Location: Cosmologies and Human Origins Difficulty Level: Easy 2. Modern geologists have less of an understanding of geological processes than prehistoric geologists.

Ans: F Learning Objective: 3.2: Discuss how the scientific revolution provided the context for the theory of evolution.

Cognitive Domain: Comprehension Answer Location: The Scientific Revolution Difficulty Level: Medium 3. Natural selection is currently viewed as one of four major sources in the evolution of species.

Ans: T Learning Objective: 3.3: Explain how Darwin’s view of natural selection and evolution differed from earlier scientific views.

Cognitive Domain: Comprehension Answer Location: Examples of Natural Selection Difficulty Level: Medium 4. According to theory of speciation, speciation occurs when there is no mutation of gene flow between population.

Ans: F Learning Objective: 3.7: Describe how and why new species arise.

Cognitive Domain: Comprehension Answer Location: Phyletic Gradualism Difficulty Level: Medium 5. Over the past few years, the continents have drifted closer together.

Ans: F Learning Objective: 3.8: Recall ways that researchers have studied evolution.

Cognitive Domain: Comprehension Answer Location: Plate Tectonics and Continental Drift Difficulty Level: Medium

Short Answer

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1. Today, it has been estimated that the Earth is at least several million years old. Explain how Charles Lyell came to this conclusion and is noted as the father of modern geology today.

Ans: In his Principles of Geology, Lyell discussed natural processes, such as volcanoes, earthquakes, glaciers, erosion, and decomposition that shaped the geological landscape. He demonstrated that these processes were still visible and they had been constant over time. He argued that scientists could deduce the age of the Earth from the rate of sediments and the thickness of rocks, thus leading to the conclusion that the Earth is millions of years old.

Learning Objective: 3.1: Explain how cosmologies regarding human origins differ from scientific views of evolution.

Cognitive Domain: Application Answer Location: Catastrophism Versus Uniformitarianism Difficulty Level: Hard 2. Explain Chevalier de Lamarck’s most famous example of proposed species changing as a result of interactions with their environment.

Ans: Lamarck’s most famous example of evolutionary theory was the long neck of giraffes. He suggested that this distinctive feature evolved when a short-necked ancestor took to browsing on the leaves of trees instead of grass, thus stretching its neck while reaching up for the leaves.

The force of change was directed to the giraffe’s neck thus elongating its neck. As this process repeated itself from generation to generation, the long neck of the modern giraffe evolved.

Learning Objective: 3.3: Explain how Darwin’s view of natural selection and evolution differed from earlier scientific views.

Cognitive Domain: Application Answer Location: Theory of Evolution Difficulty Level: Hard 3. Describe the differences between mitosis and meiosis as it relates to complete pairs of chromosomes through somatic cells.

Ans: Mitosis is a process for making identical cells within a single individual, while meiosis processes successive cell divisions by reducing genetic material. Meiosis is important in the production of cells because it produces cells with half the number of chromosomes (23 for humans). During fertilization, two sex cells are joined together, reproducing a new organism with a complete set of chromosomes (46 for humans) known as somatic cells.

Learning Objective: 3.5: Explain how Mendel’s principles of inheritance have changed in light of a better understanding of molecular genetics.

Cognitive Domain: Application Answer Location: The Role of DNA Difficulty Level: Hard 4. Describe how the four components of the primary evolutionary process (mutations, gene flow, genetic drift, and natural selection) influence the genetic material present, its exchange and its distribution.

Ans: Mutations occur spontaneously during the cell replication process and can be induced by environmental factors such as radiation. Gene flow is the factor affecting most human societies

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in that it transmits new genes into the population (i.e., migrants who enter a new society can intermarry within the population). Genetic drift is the chance event that a small part of genetic material is passed on from one generation to the next that may affect evolutionary change.

Natural selection provides the key evolution by determining reproductive success through adaptation to changing environmental conditions.

Learning Objective: 3.6: Define evolution and discuss how it takes place.

Cognitive Domain: Application Answer Location: Cultural, Behavioral, and Epigenetic Factors Difficulty Level: Hard 5. There have been major events through the Earth’s existence that have estimated extinction of 50–90% of the Earth’s life-forms. What do scientists believe could have caused these dramatic events?

Ans: A variety of theories have been proposed for the cause of the dramatic events including large-scale volcanic activity, drop in sea levels, long-term stress on the ecosystem, and a gamma-ray burst from a supernova. However, increasing evidence indicates that meteorite strikes may have been the largest contributing factor in these extinctions.

Learning Objective: 3.7: Describe how and why new species arise.

Cognitive Domain: Analysis Answer Location: Adaptive Radiation Difficulty Level: Medium

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Chapter 4: The Primates Test Bank Multiple Choice 1. Arboreal adaptations have prepared primates for which of the following?

A. using opposable thumbs B. living in trees C. using sticks to dig up food D. walking on two legs Ans: B Learning Objective: 4.1: List characteristics shared by all primates.

Cognitive Domain: Knowledge Answer Location: Primate Characteristics Difficulty Level: Easy 2. Which is a characteristic of primatologists?

A. They study fossil bones and teeth of early primates.

B. They work to discover similarities among human primates.

C. They are not concerned with the tapestry of human evolution.

D. They concentrate on nonhuman primates to trace lines of evolution.

Ans: D Learning Objective: 4.1: List characteristics shared by all primates.

Cognitive Domain: Analysis Answer Location: Introduction Difficulty Level: Medium 3. What feature found in early mammals enables the ability to rotate shoulders and arms for a variety of movements?

A. the clavicle B. brain complexity C. skeletal structure D. opposable thumbs Ans: A Learning Objective: 4.1: List characteristics shared by all primates.

Cognitive Domain: Comprehension Answer Location: Movement and Locomotion Difficulty Level: Medium 4. What key primate trait makes it easy for primates to grasp and manipulate objects?

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A. dexterity in the digits B. the clavicle C. brain complexity D. skeletal structure Ans: A Learning Objective: 4.1: List characteristics shared by all primates.

Cognitive Domain: Comprehension Answer Location: Movement and Locomotion Difficulty Level: Medium 5. What type of diet is consistent with the dental structure of many primates?

A. carnivorous B. omnivorous C. herbivorous D. pescatarian Ans: B Learning Objective: 4.1: List characteristics shared by all primates.

Cognitive Domain: Knowledge Answer Location: Movement and Locomotion Difficulty Level: Easy 6. ______ is the science of classification that gives scientists a convenient way of referring to and comparing living and extinct organisms.

A. Taxonomy B. Phonology C. Animalia division D. Linnaean system Ans: A Learning Objective: 4.2: Explain the basis for primate taxonomy.

Cognitive Domain: Knowledge Answer Location: Classification of Fossil Primates Difficulty Level: Easy 7. Modern taxonomy is based on the work of Carl von Linné who created a system of Latin names to categorize plants and animals based on their similarities. What is this system called?

A. a bio-classification B. the Carolus system C. the Animalia division D. the Linnaean system Ans: D Learning Objective: 4.2: Explain the basis for primate taxonomy.

Cognitive Domain: Comprehension Answer Location: Classification of Fossil Primates Difficulty Level: Medium

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8. According to the Linnaean system, humans belong to which kingdom?

A. animalia B. primates C. mammalia D. vertebrata Ans: A Learning Objective: 4.2: Explain the basis for primate taxonomy.

Cognitive Domain: Comprehension Answer Location: Classification of Fossil Primates Difficulty Level: Medium 9. Which suborder of primates is found exclusively in Asia, Africa, and Madagascar?

A. pongids B. Hominoidea C. prosimians D. anthropoids Ans: C Learning Objective: 4.2: Explain the basis for primate taxonomy.

Cognitive Domain: Comprehension Answer Location: Classification of Fossil Primates Difficulty Level: Medium 10. Which of the following would be considered a member of the subfamily Homininae?

A. lemurs B. lorises C. gorillas D. tarsiers Ans: C Learning Objective: 4.2: Explain the basis for primate taxonomy.

Cognitive Domain: Application Answer Location: Classification of Fossil Primates Difficulty Level: Hard 11. Which fossil provides important clues to animal vision, diet, cognitive abilities, and posture?

A. cranium B. exoskeleton C. dental structure D. postcranial skeleton Ans: A Learning Objective: 4.2: Explain the basis for primate taxonomy.

Cognitive Domain: Knowledge Answer Location: Classification of Fossil Primates Difficulty Level: Easy

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12. What can scientists determine by examining the postcranial skeleton of a primate?

A. diet B. vision C. cognitive ability D. posture and locomotion Ans: D Learning Objective: 4.2: Explain the basis for primate taxonomy.

Cognitive Domain: Comprehension Answer Location: Classification of Fossil Primates Difficulty Level: Medium 13. Which is considered to be the first, true primates?

A. Ponginae B. Hominoidea C. prosimians D. anthropoids Ans: C Learning Objective: 4.3: Describe what fossil evidence reveals about primate evolution.

Cognitive Domain: Knowledge Answer Location: Prosimians Difficulty Level: Easy 14. Which statement accurately describes nocturnal animals?

A. They search for food at night.

B. They search for food during the day.

C. They have small eyes that take in greater amounts of light.

D. Their crania reveal small orbits in the space for their eyes.

Ans: A Learning Objective: 4.3: Describe what fossil evidence reveals about primate evolution.

Cognitive Domain: Comprehension Answer Location: Prosimians Difficulty Level: Medium 15. Which statement accurately describes modern prosimians?

A. They possess stereoscopic vision and enlarged brains.

B. They have claws on their digits similar to earlier prosimians.

C. They have a less developed sense of smell than anthropoids.

D. They are prosimians that have been unable to adapt to nocturnal life.

Ans: A Learning Objective: 4.3: Describe what fossil evidence reveals about primate evolution.

Cognitive Domain: Analysis Answer Location: Modern Prosimians Difficulty Level: Medium

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16. What feature helps scientists distinguish between anthropoids from the Americas from those originating in Europe, Asia, or Africa?

A. elongated limbs B. number of digits C. shape of the nose D. size of the skeleton Ans: C Learning Objective: 4.3: Describe what fossil evidence reveals about primate evolution.

Cognitive Domain: Knowledge Answer Location: Modern Monkeys of the Americas Difficulty Level: Easy 17. Which statement accurately describes a prehensile tail?

A. It is broad, widely flaring with a nostril facing outward.

B. It is used exclusively for picking up food and other items.

C. It gives monkeys greater coordination and balance in the trees.

D. It is ideal for moving between branches.

Ans: C Learning Objective: 4.3: Describe what fossil evidence reveals about primate evolution.

Cognitive Domain: Application Answer Location: Modern Monkeys of the Americas Difficulty Level: Hard 18. What anatomical features differentiate colobines from other primates?

A. a large body and large canine teeth B. cheek pouches that act like storage bins C. sexual swelling of females during ovulation D. specialized teeth, stomachs, and intestines Ans: D Learning Objective: 4.3: Describe what fossil evidence reveals about primate evolution.

Cognitive Domain: Comprehension Answer Location: Modern Monkeys of Europe, Asia, and Africa Difficulty Level: Medium 19. What mythic creature has been deemed a descendant of Gigantopithecus due to the speculation of its large teeth, thick mandibles, and intimidating sight?

A. bigfoot B. the Jersey Devil C. Loch Ness Monster D. Abominable Snowman Ans: D Learning Objective: 4.3: Describe what fossil evidence reveals about primate evolution.

Cognitive Domain: Application

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Answer Location: Asian Hominoids Difficulty Level: Hard 20. Which term describes the arm-over-arm suspensory locomotion that hylobatids use to move from branch to branch?

A. acrobatics B. brachiation C. knuckle walking D. sexual dimorphism Ans: B Learning Objective: 4.3: Describe what fossil evidence reveals about primate evolution.

Cognitive Domain: Comprehension Answer Location: The Gibbon and Siamang Difficulty Level: Medium 21. What primate utilizes knuckle walking?

A. siamang B. gorilla C. human D. orangutan Ans: B Learning Objective: 4.3: Describe what fossil evidence reveals about primate evolution.

Cognitive Domain: Comprehension Answer Location: The Gorilla Difficulty Level: Medium 22. Which modern ape lives the most isolated lifestyle?

A. orangutan B. gibbon C. siamang D. chimpanzee Ans: A Learning Objective: 4.3: Describe what fossil evidence reveals about primate evolution.

Cognitive Domain: Comprehension Answer Location: The Orangutan Difficulty Level: Medium 23. Primates engage in repetitive behaviors that are meant to communicate things to members of their own group and other animals. A quintessential example of a ______ is a male gorilla pounding his chest.

A. display B. gray matter C. crania D. brachiation

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Ans: A Learning Objective: 4.4: Recognize the importance of social organization among the primates.

Cognitive Domain: Comprehension Answer Location: Social Groups Difficulty Level: Medium 24. Which of the following characterizes group organization in many primate species?

A. social grooming B. sexual hierarchy C. affiliative behavior D. dominance hierarchy Ans: D Learning Objective: 4.4: Recognize the importance of social organization among the primates.

Cognitive Domain: Knowledge Answer Location: Dominance Hierarchy Difficulty Level: Easy 25. What is an outcome of social grooming?

A. isolating violent animals B. maintaining social interaction C. promoting sexual reproduction D. maintaining divisions between young and old Ans: B Learning Objective: 4.4: Recognize the importance of social organization among the primates.

Cognitive Domain: Comprehension Answer Location: Affiliative Behavior Difficulty Level: Medium 26. ______ occurs when chimpanzees sit quietly and allow other members of the troop to carefully pick through their hair, removing ticks, fleas, dirt, and other debris.

A. Social grooming B. Sexual seduction C. Bipedalism D. Dominance hierarchy Ans: A Learning Objective: 4.4: Recognize the importance of social organization among the primates.

Cognitive Domain: Comprehension Answer Location: Affiliative Behavior Difficulty Level: Medium 27. For gibbons, sexual bonds between males and females are ______.

A. nonexistent B. polygamous C. polyandrous

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D. monogamous Ans: D Learning Objective: 4.4: Recognize the importance of social organization among the primates.

Cognitive Domain: Knowledge Answer Location: Primate Sexual Behavior Difficulty Level: Easy 28. Which is an example of a communication method used by baboons when they feel threatened?

A. barking B. grunting C. head bobbing D. ground slapping Ans: A Learning Objective: 4.4: Recognize the importance of social organization among the primates.

Cognitive Domain: Comprehension Answer Location: Communication Difficulty Level: Medium 29. A student is writing a paper about primates. After some initial research, the student realizes that certain primate behaviors distinguish them from other animals. Which unique primate characteristic can the student research more thoroughly for this paper?

A. sex for pleasure B. social grooming C. social hierarchy D. opposable thumbs Ans: B Learning Objective: 4.4: Recognize the importance of social organization among the primates.

Cognitive Domain: Application Answer Location: Affiliative Behavior Difficulty Level: Medium 30. Which social bond is the basis of primate social organization?

A. mother–infant attachment B. monogamous sexual partners C. male allies D. female allies Ans: A Learning Objective: 4.4: Recognize the importance of social organization among the primates.

Cognitive Domain: Comprehension Answer Location: Social Groups Difficulty Level: Medium

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31. Dr. Nadeau is an anthropologist studying the social organization of primates. She is interested in finding primates that heavily rely on the dominance hierarchy and their role in it to survive. In which type of setting is Dr. Nadeau most likely to find primates that adhere to a strict hierarchy?

A. summer in a tropical forest of Brazil B. a source of water near the equator C. the dry season on a savannah in Australia D. a national park that provides food and safety Ans: C Learning Objective: 4.4: Recognize the importance of social organization among the primates.

Cognitive Domain: Application Answer Location: Dominance Hierarchy Difficulty Level: Hard 32. Which is an example of a modern human characteristic shared with primates?

A. brain size B. color vision C. short finger bones D. walking on two limbs Ans: B Learning Objective: 4.5: Compare humans and other primate species.

Cognitive Domain: Comprehension Answer Location: The Human Primate Difficulty Level: Medium 33. The human brain is ______ times larger than a primate for the size and build.

A. 2 B. 3 C. 4 D. 5 Ans: B Learning Objective: 4.5: Compare humans and other primate species.

Cognitive Domain: Knowledge Answer Location: The Human Primate Difficulty Level: Easy 34. What characteristic of humans is strikingly different compared to primates?

A. manual dexterity B. social organization C. size of the human brain D. dependence on other humans Ans: C Learning Objective: 4.5: Compare humans and other primate species.

Cognitive Domain: Knowledge

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Answer Location: The Human Primate Difficulty Level: Easy 35. What was the effect of humans living in groups, from an evolutionary perspective?

A. manual dexterity B. monogamy being preferable to sexual dimorphism C. the development of female aggression D. a longer period of dependency for infants Ans: D Learning Objective: 4.5: Compare humans and other primate species.

Cognitive Domain: Analysis Answer Location: The Human Primate Difficulty Level: Medium

True/False 1. Humans have descended from modern apes such as the gorilla and chimpanzee.

Ans: F Learning Objective: 4.1: List characteristics shared by all primates.

Cognitive Domain: Knowledge Answer Location: Introduction Difficulty Level: Easy 2. Primate offspring have long periods of maturation, during which they remain highly dependent on their parents and other adults.

Ans: T Learning Objective: 4.1: List characteristics shared by all primates.

Cognitive Domain: Knowledge Answer Location: Reproduction and Maturation Difficulty Level: Easy 3. The subfamily Homininae are the primates most closely related to humans.

Ans: T Learning Objective: 4.2: Explain the basis for primate taxonomy.

Cognitive Domain: Comprehension Answer Location: Classification of Fossil Primates Difficulty Level: Medium 4. The evolution of the higher primates is closely tied to plate tectonics and continental drift.

Ans: T Learning Objective: 4.3: Describe what fossil evidence reveals about primate evolution.

Cognitive Domain: Comprehension

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Answer Location: Evolution of the Anthropoids Difficulty Level: Medium 5. A cornerstone of primate life is the relationship between father and infant.

Ans: F Learning Objective: 4.4: Recognize the importance of social organization among the primates.

Cognitive Domain: Knowledge Answer Location: Social Groups Difficulty Level: Easy

Short Answer 1. Primates depend upon their highly developed visual senses to identify food and coordinate grasping and leaping. Explain the implications of visual acuity.

Ans: Visual acuity facilitates life in an arboreal environment by making it easy for primates to move through the trees. On the other hand, acute vision would also enhance a primate’s ability to gain food, such as gathering seeds or berries or hunting.

Learning Objective: 4.1: List characteristics shared by all primates.

Cognitive Domain: Application Answer Location: Vision Difficulty Level: Hard 2. Primate offspring have long periods of maturation, during which they remain highly dependent on their parents and other adults. What are the adaptive advantages to protracted maturation?

Ans: Parents invest more time in the care and rearing of their offspring, ensuring greater survival rates. Living in social groups, immature primates have the ability to learn to complete tasks with the observation of their mothers and fathers and by watching others in the troop.

Through social learning, primates gain skills needed to locate food and shelter and to elude predators.

Learning Objective: 4.1: List characteristics shared by all primates.

Cognitive Domain: Application Answer Location: Reproduction and Maturation Difficulty Level: Hard 3. The study of Miocene fossil species and determining the exact lineages is complicated.

Explain the problems faced by scientists attempting to classify Miocene apes.

Ans: There is a vast number of species and fragmentary fossil evidence that is significantly greater than the number of living representatives. Additionally, the method of identification relied on by scientists (on the basis of their teeth) has a major weakness of similarities to other primates of a variety of ancestry.

Learning Objective: 4.2: Explain the basis for primate taxonomy.

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Cognitive Domain: Analysis Answer Location: Hominoid Evolution Difficulty Level: Medium 4. Primatologist Jane Goodall documented the behavior of chimpanzees. If Jane Goodall was asked to explain the sexual behavior of chimpanzees, what would she say?

Ans: Sexual bonding among chimpanzees is extremely varied. One female may mate with many males, or it is possible that a male and female pair may form a temporary consortship in which they travel together for several days.

Learning Objective: 4.3: Describe what fossil evidence reveals about primate evolution.

Cognitive Domain: Application Answer Location: The Chimpanzee Difficulty Level: Hard 5. Explain how females establish dominance in the social group.

Ans: Certain females may dominate others because they are able to compete for food, thus enhancing their reproductive success. Alliances are also part of their toolkit.

Learning Objective: 4.4: Recognize the importance of social organization among the primates.

Cognitive Domain: Analysis Answer Location: Dominance Hierarchy Difficulty Level: Medium

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Chapter 5: Hominin Evolution Test Bank Multiple Choice 1. According to evidence in the fossil record, how does evolution unfold?

A. in a linear path B. gradually with distinct stages C. quickly with indiscernible stages D. in a highly variable way Ans: D Learning Objective: 5.1: Explain the principal trends in hominin evolution and within genus Homo.

Cognitive Domain: Analysis Answer Location: Introduction Difficulty Level: Medium 2. How do scientists identify hominins as the species most directly related to modern humans?

A. tribe Hominini B. bipedalism C. diastema D. sagittal crest Ans: B Learning Objective: 5.1: Explain the principal trends in hominin evolution and within genus Homo.

Cognitive Domain: Comprehension Answer Location: Introduction Difficulty Level: Medium 3. The scientific name of modern human beings is ______.

A. Homo sapiens B. Homo habilis C. Australopithecus afarensis D. Homo erectus Ans: A Learning Objective: 5.1: Explain the principal trends in hominin evolution and within genus Homo.

Cognitive Domain: Knowledge Answer Location: Introduction Difficulty Level: Easy

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4. An anthropologist discovered a skull fossil in the savannah of modern-day Kenya in East Africa. This skull’s foramen magnum is at the base, positioned immediately above the body.

Based on this positioning, the anthropologist is most likely to infer which of the following about this creature?

A. It lacked hair on its body.

B. It was bipedal.

C. It remained sedentary most of its life.

D. It was a knuckle walker.

Ans: B Learning Objective: 5.1: Explain the principal trends in hominin evolution and within genus Homo.

Cognitive Domain: Application Answer Location: Bipedalism Difficulty Level: Hard 5. How do we know that the genus Homo consumed more varied diets than their evolutionary ancestors?

A. Early Homo remains have been found scattered throughout Africa.

B. Fecal fossils from Australopithecus remains show little more than seeds and berries.

C. Anthropologists have found many types of dried foods in Homo graves.

D. The dentine structure and size of genus Homo corresponds to a more varied diet.

Ans: D Learning Objective: 5.1: Explain the principal trends in hominin evolution and within genus Homo.

Cognitive Domain: Analysis Answer Location: Reduction of the Face, Teeth, and Jaws Difficulty Level: Medium 6. When compared to those of the genus Homo, the genus Australopithecus tended to have ______.

A. smaller craniums and cranial capacity B. larger craniums and cranial capacity C. more varied diets, including meats and nuts D. greater ability to communicate verbally Ans: A Learning Objective: 5.1: Explain the principal trends in hominin evolution and within genus Homo.

Cognitive Domain: Comprehension Answer Location: Increase in Cranial Capacity Difficulty Level: Medium 7. Isabela is a paleoanthropologist working in Spain. She believes that her colleagues often place too much emphasis on differences among individuals and divide fossilized hominin remains too much. In paleoanthropological terms, Isabela can best be described as a ______.

A. gatherer B. lumper

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C. splitter D. condenser Ans: B Learning Objective: 5.2: Describe the fossil evidence for early hominin evolution.

Cognitive Domain: Application Answer Location: Fossil Evidence for Hominin Evolution Difficulty Level: Medium 8. Why do paleoanthropologists have difficulty determining species designations for hominins from the fossil record?

A. The only fossils found have been degraded by time and weather.

B. No fossils have been found from the Australopithecus genus.

C. The fossil record is incomplete outside Europe.

D. The fossil record cannot tell us about interbreeding.

Ans: D Learning Objective: 5.2: Describe the fossil evidence for early hominin evolution.

Cognitive Domain: Analysis Answer Location: Fossil Evidence for Hominin Evolution Difficulty Level: Medium 9. The oldest hominin was found in which modern-day country?

A. Jordan B. Kenya C. Chad D. Turkey Ans: C Learning Objective: 5.2: Describe the fossil evidence for early hominin evolution.

Cognitive Domain: Knowledge Answer Location: The Oldest Hominins Difficulty Level: Easy 10. From earliest to most recent, place these hominins in correct chronological order.

A. Australopithecus anamensis, Sahelanthropus tchadensis, Homo erectus, Orrorin tugenensis B. Orrorin tugenensis, Australopithecus anamensis, Sahelanthropus tchadensis, Homo erectus C. Sahelanthropus tchadensis, Orrorin tugenensis, Australopithecus anamensis, Homo erectus D. Australopithecus anamensis, Homo erectus, Orrorin tugenensis, Sahelanthropus tchadensis Ans: C Learning Objective: 5.2: Describe the fossil evidence for early hominin evolution.

Cognitive Domain: Analysis Answer Location: Fossil Evidence for Hominin Evolution Difficulty Level: Medium 11. Why is the skeleton of “Lucy” anthropologically significant?

A. It provided evidence of the use of tools by early hominins.

B. It was the first A. afarensis fossil discovered.

C. It demonstrated that S. tchadensis was bipedal.

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D. It represented one of the most complete sets of hominin remains.

Ans: D Learning Objective: 5.2: Describe the fossil evidence for early hominin evolution.

Cognitive Domain: Comprehension Answer Location: Australopithecus Afarensis Difficulty Level: Medium 12. New hominin remains have been discovered in Kenya. To determine if they are from the genus Australopithecus or from the genus Homo, what should a paleoanthropologist measure?

A. its cranium B. its rib cage C. its thigh bones D. its feet Ans: A Learning Objective: 5.2: Describe the fossil evidence for early hominin evolution.

Cognitive Domain: Application Answer Location: The Origins of Genus Homo Difficulty Level: Hard 13. On which continent have paleoanthropologists discovered the earliest fossilized remains of early hominins?

A. Europe B. North America C. Africa D. Asia Ans: C Learning Objective: 5.3: Discuss the challenges paleoanthropologists face in interpreting the fossil record and explain why their interpretations sometimes change.

Cognitive Domain: Knowledge Answer Location: Interpreting the Fossil Record Difficulty Level: Easy 14. Given the current state of the research, which statement about early hominins is true?

A. Only one type of hominin roamed the Earth at any one time B. Various hominin species existed simultaneously on Earth.

C. Australopithecus africanus evolved directly from Homo sapiens.

D. Massive environmental disasters eradicated Homo erectus.

Ans: B Learning Objective: 5.3: Discuss the challenges paleoanthropologists face in interpreting the fossil record and explain why their interpretations sometimes change.

Cognitive Domain: Comprehension Answer Location: Interpreting the Fossil Record Difficulty Level: Medium

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15. In the 20th century, which of the following altered our understanding of how hominins evolved?

A. new fossil discoveries B. Darwin’s Origins of Species C. nuclear physics D. geopolitical changes in Europe Ans: A Learning Objective: 5.3: Discuss the challenges paleoanthropologists face in interpreting the fossil record and explain why their interpretations sometimes change.

Cognitive Domain: Comprehension Answer Location: Changing Views Difficulty Level: Medium 16. After the discovery of Lucy in the 1970s, Donald Johanson and Timothy White argued that ______ was the common ancestor of all later hominins.

A. Australopithecus robustus B. Australopithecus afarensis C. Homo sapiens D. Homo erectus Ans: B Learning Objective: 5.3: Discuss the challenges paleoanthropologists face in interpreting the fossil record and explain why their interpretations sometimes change.

Cognitive Domain: Knowledge Answer Location: Changing Views Difficulty Level: Easy 17. You are a paleoanthropologist who wants to make a field-altering discovery. Where and how would you most likely do so, given the current state of the field?

A. You dig in Chad, hoping to find fossils that will better link australopithecines with modern humans.

B. You take a team to Nigeria, since little is known about hominin distribution in West Africa.

C. You travel to Kenya to unearth A. africanus remains near where Lucy was discovered in the 1970s.

D. You stay at your university office and propose a linear relationship between A. africanus and Homo sapiens.

Ans: B Learning Objective: 5.3: Discuss the challenges paleoanthropologists face in interpreting the fossil record and explain why their interpretations sometimes change.

Cognitive Domain: Application Answer Location: Missing Pieces in the Fossil Record Difficulty Level: Hard 18. Why can’t paleoanthropologists definitively map the hominin past?

A. Various hominin groups lived simultaneously.

B. Hominin bones cannot be carbon-dated.

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C. The fossil record is woefully inadequate.

D. There are too many contradictory written records.

Ans: C Learning Objective: 5.3: Discuss the challenges paleoanthropologists face in interpreting the fossil record and explain why their interpretations sometimes change.

Cognitive Domain: Comprehension Answer Location: Missing Pieces in the Fossil Record Difficulty Level: Medium 19. Suppose you constructed a time machine and went back 20,000 years ago. You find yourself between two groups of hominins of the genus Homo: H. erectus and H. sapiens. You determine that one group is the H. sapiens because they are ______.

A. standing upright B. walking on all fours C. using tools D. communicating verbally Ans: D Learning Objective: 5.4: Compare the different models for the emergence of anatomically modern humans.

Cognitive Domain: Application Answer Location: From Homo Erectus to Homo Sapiens Difficulty Level: Hard 20. The major physical differences between Homo erectus and Homo sapiens can be found in which body part?

A. the chest B. the skull C. the femur D. the arms Ans: B Learning Objective: 5.4: Compare the different models for the emergence of anatomically modern humans.

Cognitive Domain: Comprehension Answer Location: From Homo Erectus to Homo Sapiens Difficulty Level: Medium 21. In what ways are Homo heidelbergensis, Homo antecessor, and Homo sapiens neanderthalensis all similar?

A. They have faces and teeth similar to modern Homo sapiens.

B. They have been found exclusively in Africa.

C. They were traditionally considered transitional species of the Homo genus.

D. They predate the emergence of Homo erectus in Africa.

Ans: C Learning Objective: 5.4: Compare the different models for the emergence of anatomically modern humans.

Cognitive Domain: Analysis

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Answer Location: Transitional Forms and Archaic Homo Sapiens Difficulty Level: Medium 22. With regard to the evolution of Homo sapiens from Homo erectus, what do paleoanthropologists disagree about?

A. if Homo sapiens are related to Homo erectus B. when Homo erectus migrated from Africa C. how, when, and where this evolution took place D. the role of climate in this evolution Ans: C Learning Objective: 5.4: Compare the different models for the emergence of anatomically modern humans.

Cognitive Domain: Comprehension Answer Location: The Evolution of Homo sapiens Difficulty Level: Medium 23. Which of the following scenarios is most emblematic of the multiregional evolutionary model of Homo sapiens development?

A. Jasmine believes that all Homo sapiens developed independently in Asia, then migrated out.

B. Terrance asserts varying degrees of gene flow resulting from interbreeding over millennia between H. erectus and H. sapiens.

C. Scott finds that Homo sapiens displaced Homo erectus in Africa, then migrated outward.

D. Farida argues that Homo sapiens evolved in Africa, Asia, and Europe at the same.

Ans: D Learning Objective: 5.4: Compare the different models for the emergence of anatomically modern humans.

Cognitive Domain: Application Answer Location: Multiregional Evolutionary Model Difficulty Level: Hard 24. Which of the following scenarios is most emblematic of the replacement evolutionary model of Homo sapiens development?

A. Manuel believes that all Homo sapiens developed independently in Asia, then migrated out from there.

B. Abdul asserts varying degrees of gene flow resulting from interbreeding over millennia between H. erectus and H. sapiens.

C. Michael finds that Homo sapiens displaced Homo erectus in Africa, then migrated outward.

D. Beverly argues that Homo sapiens evolved in Africa, Asia, and Europe at the same time and pace.

Ans: C Learning Objective: 5.4: Compare the different models for the emergence of anatomically modern humans.

Cognitive Domain: Application Answer Location: Replacement Model

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Difficulty Level: Hard 25. How do Neandertals different from Homo sapiens?

A. thicker skulls B. less facial protrusion C. smaller front teeth D. more miniscule brains Ans: A Learning Objective: 5.5: Summarize the theories regarding the relationship of Homo sapiens neanderthalensis and Homo sapiens.

Cognitive Domain: Analysis Answer Location: Archaic and Anatomically Modern Homo sapiens Difficulty Level: Medium 26. Why do paleoanthropologists believe that Neandertals used their teeth as tools?

A. Homo sapiens also used their teeth as tools.

B. Early cave drawings show such activity.

C. Remains show very worn teeth in Neandertals.

D. Written sources tell us of early men witnessing this act.

Ans: C Learning Objective: 5.5: Summarize the theories regarding the relationship of Homo sapiens neanderthalensis and Homo sapiens.

Cognitive Domain: Comprehension Answer Location: Archaic and Anatomically Modern Homo sapiens Difficulty Level: Medium 27. Where have Neandertal remains been found?

A. primarily in Europe B. only in Central Asia C. in Central Asia, Europe, and the Middle East D. on all inhabited continents Ans: C Learning Objective: 5.5: Summarize the theories regarding the relationship of Homo sapiens neanderthalensis and Homo sapiens.

Cognitive Domain: Knowledge Answer Location: Archaic and Anatomically Modern Homo sapiens Difficulty Level: Easy 28. A growing consensus among anthropologists about Homo sapiens neanderthalensis holds that these hominins ______.

A. had distinct physical features that separate them anatomically from Homo sapiens B. developed independently of any other Homo genus hominins C. represent a transitional species between Homo erectus and modern humans D. were extinct before the evolutionary emergence of Homo sapiens Ans: A

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Learning Objective: 5.5: Summarize the theories regarding the relationship of Homo sapiens neanderthalensis and Homo sapiens.

Cognitive Domain: Comprehension Answer Location: Neandertals and Modern Humans Difficulty Level: Medium 29. Which species does some of the scholarly community consider a transitional species between Homo erectus and modern humans?

A. Australopithecus africanus B. Homo sapiens neanderthalensis C. Homo sapiens D. Homo heidelbergensis Ans: D Learning Objective: 5.5: Summarize the theories regarding the relationship of Homo sapiens neanderthalensis and Homo sapiens.

Cognitive Domain: Knowledge Answer Location: Neandertals and Modern Humans Difficulty Level: Easy 30. The Denisovans were determined to be a distinct hominin species through the examination of their ______.

A. mitochondrial DNA B. cranial capacity C. foramen magnum D. sagittal crest Ans: A Learning Objective: 5.5: Summarize the theories regarding the relationship of Homo sapiens neanderthalensis and Homo sapiens.

Cognitive Domain: Knowledge Answer Location: Denisovans or the Denisova Hominins Difficulty Level: Easy 31. Stanley is a doctoral student in anthropology studying the relationship between early species of the Homo genus. Of course, most of his coursework is in the Anthropology Department, but given the current state of research in his field, he would be best served to take elective courses in the ______.

A. Art Department, to study early cave drawings B. Linguistics Department, to understand how early hominins communicated C. Genetics Department, to discover how DNA is composed and interpreted D. Chemistry Department, to further efforts to carbon-date remains Ans: C Learning Objective: 5.6: Indicate how new genomic research and molecular dating have helped anthropologists interpret human evolution.

Cognitive Domain: Application Answer Location: Genetic Data and Hominin Phylogeny Difficulty Level: Hard

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32. Mitochondrial DNA studies carried out at the University of California at Berkeley beginning in the 1980s best support the conclusions of the ______ theory of Homo evolution and migration.

A. multiregional evolutionary B. replacement C. hybridization D. assimilation Ans: B Learning Objective: 5.6: Indicate how new genomic research and molecular dating have helped anthropologists interpret human evolution.

Cognitive Domain: Comprehension Answer Location: Mitochondrial DNA Difficulty Level: Medium 33. Mitochondrial DNA (mtDNA) is a better marker of human evolution relative to the Y chromosome because mtDNA ______.

A. mutates predictably B. mutates unpredictably C. can be traced in both the male and female line D. can be traced in the male line only Ans: A Learning Objective: 5.6: Indicate how new genomic research and molecular dating have helped anthropologists interpret human evolution.

Cognitive Domain: Analysis Answer Location: Paternal Genetic Ancestry Difficulty Level: Medium 34. Given the decay of remains, a paleoanthropologist is most likely to examine the mitochondrial DNA (mtDNA) of which of the following species?

A. Homo erectus B. Homo sapiens neanderthalensis C. Sahelanthropus tchadensis D. Australopithecus africanus Ans: B Learning Objective: 5.6: Indicate how new genomic research and molecular dating have helped anthropologists interpret human evolution.

Cognitive Domain: Application Answer Location: Neandertal DNA and Modern Humans Difficulty Level: Hard 35. Given the divergences in reliability of mitochondrial DNA when compared to Ychromosome evidence, it is easiest to identify your great-great-great-great ______.

A. grandfather in the paternal line B. grandmother in the paternal line C. grandfather in the maternal line

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D. grandmother in the maternal line Ans: D Learning Objective: 5.6: Indicate how new genomic research and molecular dating have helped anthropologists interpret human evolution.

Cognitive Domain: Application Answer Location: Mitochondrial DNA Difficulty Level: Hard

True/False 1. The modern human brain is effectively the same physical size as that of A. Afarensis, though it is much more efficient.

Ans: F Learning Objective: 5.1: Explain the principal trends in hominin evolution and within genus Homo.

Cognitive Domain: Comprehension Answer Location: Introduction Difficulty Level: Medium 2. Louis Leakey named Homo habilis because he felt this species must have been able to use tools.

Ans: T Learning Objective: 5.2: Describe the fossil evidence for early hominin evolution.

Cognitive Domain: Comprehension Answer Location: The Origins of Genus Homo Difficulty Level: Medium 3. Representatives of the genus Homo coexisted with many members of the genus Australopithecines.

Ans: T Learning Objective: 5.3: Discuss the challenges paleoanthropologists face in interpreting the fossil record and explain why their interpretations sometimes change.

Cognitive Domain: Knowledge Answer Location: Interpreting the Fossil Record Difficulty Level: Easy 4. Like its australopithecine ancestors, Homo erectus remained exclusively in Africa.

Ans: F Learning Objective: 5.4: Compare the different models for the emergence of anatomically modern humans.

Cognitive Domain: Knowledge Answer Location: The Evolution of Homo sapiens Difficulty Level: Easy

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5. The “cave man” trope of popular culture is based on the physique of the Homo sapiens neanderthalensis, or Neandertal Man. Ans: T Learning Objective: 5.5: Summarize the theories regarding the relationship of Homo sapiens neanderthalensis and Homo sapiens.

Cognitive Domain: Knowledge Answer Location: Archaic and Anatomically Modern Homo sapiens Difficulty Level: Easy

Short Answer 1. Explain how the environment in which the early hominins evolved influenced how they developed bipedalism.

Ans: Early hominins evolved in the open savannas and mixed woodlands of eastern and central Africa, where food sources are scarce and scattered and temperatures are warm.

Thus, they needed a more efficient means of locomotion, which used less energy over longer distances, bipedalism.

Learning Objective: 5.1: Explain the principal trends in hominin evolution and within genus Homo.

Cognitive Domain: Analysis Answer Location: Thermoregulation Difficulty Level: Medium 2. In the paleoanthropological setting, what specifically distinguishes a lumper from a splitter?

Ans: Lumpers and splitters differ over classification of hominins. Lumpers believe there are too many existing classifications and that minor evolutionary changes do not warrant new species. Conversely, splitters assert that the current classification system groups too many species together under one large umbrella.

Learning Objective: 5.2: Describe the fossil evidence for early hominin evolution.

Cognitive Domain: Analysis Answer Location: Fossil Evidence for Hominin Evolution Difficulty Level: Medium 3. Explain how the 1985 discovery of Black Skull altered our understanding of the hominin family tree.

Ans: Black Skull (A. aethiopicus) did not fill very neatly into the linear model developed by Johanson and White in the 1970s because it contained some characteristics of A. boisei but not those of A. africanus and A. robustus. In effect, it muddied the waters of Johanson’s and White’s understanding.

Learning Objective: 5.3: Discuss the challenges paleoanthropologists face in interpreting the fossil record and explain why their interpretations sometimes change.

Cognitive Domain: Analysis Answer Location: Changing Views

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Difficulty Level: Medium 4. Explain briefly the three different models for Homo sapiens evolution. Which one carries the most weight in your mind? Justify your choice.

Ans: Students answers should briefly address the three models, that is, the multiregional evolutionary model, which holds that H. sapiens evolved simultaneously and effectively similarly in various regions; the replacement model, which holds that H. sapiens replaced H. erectus in Africa, then migrated outward; and the hybridization and assimilation models, which offer a compromise between the two and find a long-term interbreeding between the two Homo groups. Student answers on which carries the most weight will vary but they should justify their selection.

Learning Objective: 5.4: Compare the different models for the emergence of anatomically modern humans.

Cognitive Domain: Analysis Answer Location: The Evolution of Homo sapiens Difficulty Level: Medium 5. Explain how paleoanthropologists have interpreted Homo sapiens neanderthalensis in light of Homo sapiens evolution since their discovery in the 19th century.

Ans: Initially, paleoanthropologists viewed Neandertals as dim-witted transitional figures in the evolution of H. sapiens from H. erectus. However, given their concurrent existence with H. sapiens, distinctive physical features, and limited geographical range, the current paleoanthropological consensus is that Neandertals are a subspecies of H. sapiens.

Learning Objective: 5.5: Summarize the theories regarding the relationship of Homo sapiens neanderthalensis and Homo sapiens.

Cognitive Domain: Analysis Answer Location: Neandertals and Modern Humans Difficulty Level: Medium

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Chapter 6: Human Variation Test Bank Multiple Choice 1. How do genetic mutations result in evolutionary change?

A. intentionally, as a result of a concerted group effort B. intentionally, though intense individual concentration C. randomly, but once they occur, they are automatically inherited D. randomly, but they need to occur in sex cells to be passed on Ans: D Learning Objective: 6.1: Identify the different sources of human variation.

Cognitive Domain: Comprehension Answer Location: Genetics and Evolution Difficulty Level: Medium 2. In a particular region, a high-calorie nutritious food source grows only high on tall trees.

A certain segment of an animal species, over generations, has adapted longer and longer tongues to reach this food source. They get most of this nutritious food and are able to reach sexual maturity to breed. Those that do not develop this longer tongue die young and often do not reach breeding age. Gradually, over millennia, this animal species is composed entirely of members with very long tongues. This scenario best exemplifies the process known as ______.

A. endogamy B. natural selection C. gene flow D. niche construction Ans: B Learning Objective: 6.1: Identify the different sources of human variation.

Cognitive Domain: Application Answer Location: Genetics and Evolution Difficulty Level: Hard 3. Tibetans who live in the Himalaya Mountains have increased lung capacity when compared to other humans, owing to the “thinner” air where they live. This is a good example of how ______ affects human variation.

A. polymorphism B. environment C. politics D. culture Ans: B Learning Objective: 6.1: Identify the different sources of human variation.

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Cognitive Domain: Application Answer Location: The Physical Environment Difficulty Level: Hard 4. Royal houses in ancient Egypt very often required their members to marry close relatives to maintain political control in a small family group. Which term describes this practice?

A. niche construction B. natural selection C. polymorphism D. endogamy Ans: D Learning Objective: 6.1: Identify the different sources of human variation.

Cognitive Domain: Application Answer Location: Culture Difficulty Level: Hard 5. A population in New Guinea has a mean height of less than 5 ft. tall. Studies indicate that the average height in New Guinea is shorter than other populations due to a deficiency in a hormone that stimulates growth. The variation between populations in this case is due to ______ factors.

A. genetic B. environmental C. cultural D. melanin Ans: A Learning Objective: 6.1: Identify the different sources of human variation.

Cognitive Domain: Comprehension Answer Location: Evaluating Reasons for Variation Difficulty Level: Medium 6. When compared to other primates, hominins generally have ______ sweat glands.

A. significantly more B. slightly more C. slightly fewer D. significantly fewer Ans: A Learning Objective: 6.2: Provide examples of how physical characteristics in human populations may represent adaptations arising from natural selection.

Cognitive Domain: Comprehension Answer Location: Body Hair and Sweat Glands Difficulty Level: Medium 7. In any given human population, some people have red hair, while others have brown or blonde, but most have some combination thereof. Thus, hair color is an example of which concept?

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A. phrenology B. balanced polymorphism C. continuous variation D. melanin Ans: C Learning Objective: 6.2: Provide examples of how physical characteristics in human populations may represent adaptations arising from natural selection.

Cognitive Domain: Application Answer Location: Skin Color Difficulty Level: Hard 8. Carl Bergmann determined that animals who develop in colder climates ______ than other animals of the same species.

A. have smaller bodies B. have larger bodies C. reproduce more effectively D. reproduce less effectively Ans: B Learning Objective: 6.2: Provide examples of how physical characteristics in human populations may represent adaptations arising from natural selection.

Cognitive Domain: Comprehension Answer Location: Body Build Difficulty Level: Medium 9. In 1820, Dr. Pauken measured thousands of skulls to assess patterns in mental abilities.

This doctor practiced which type of pseudoscience?

A. balanced polymorphism B. phrenology C. natural selection D. developmental acclimatization Ans: B Learning Objective: 6.2: Provide examples of how physical characteristics in human populations may represent adaptations arising from natural selection.

Cognitive Domain: Application Answer Location: Cranial and Facial Features Difficulty Level: Hard 10. Of the following geographical locations, people in ______ are more likely to have rounded heads.

A. Japan B. Arctic Canada C. Equatorial South America D. the Middle East Ans: B Learning Objective: 6.2: Provide examples of how physical characteristics in human populations may represent adaptations arising from natural selection.

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Cognitive Domain: Analysis Answer Location: Cranial and Facial Features Difficulty Level: Medium 11. The gene that causes sickle cell anemia also helps protect humans from what other health condition?

A. colon cancer B. heart attacks C. malaria D. typhoid Ans: C Learning Objective: 6.2: Provide examples of how physical characteristics in human populations may represent adaptations arising from natural selection.

Cognitive Domain: Knowledge Answer Location: Sickle Cell Anemia Difficulty Level: Easy 12. Because of genetic and environmental factors, a person from ______ whose ancestors have lived in the same region for 15 generations is most likely to be able to process dairy products without diarrhea and cramps.

A. India B. central China C. northern Europe D. sub-Saharan Africa Ans: C Learning Objective: 6.2: Provide examples of how physical characteristics in human populations may represent adaptations arising from natural selection.

Cognitive Domain: Analysis Answer Location: Lactase Deficiency Difficulty Level: Medium 13. Emily grew up in the cold winters of Maine. She got her first job in Arizona and spent the first few years complaining about the heat. Eventually, she became accustomed to Arizona’s sweltering summers and stopped complaining. A few years later, her job was transferred to Minnesota and she became re-accustomed to the cold. This sketch best exemplifies the concept of ______.

A. acclimatization B. genotype modification C. natural selection D. developmental acclimatization Ans: A Learning Objective: 6.3: Describe how environmental factors may be sources of evolutionary change.

Cognitive Domain: Application Answer Location: Effects of the Physical Environment Difficulty Level: Hard

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14. Which key factor differentiates acclimatization from developmental acclimatization?

A. how long the process takes B. if the alterations are permanent or temporary C. how often the changes occur D. if the person reproduces the evolutionary changes Ans: B Learning Objective: 6.3: Describe how environmental factors may be sources of evolutionary change.

Cognitive Domain: Analysis Answer Location: Effects of the Physical Environment Difficulty Level: Medium 15. What is one genetic adaptation that Tibetan and Nepalese Sherpas have made to their high-altitude environments?

A. smaller lung capacity B. the ability to process carbon dioxide C. longer legs D. lower hemoglobin concentrations Ans: D Learning Objective: 6.3: Describe how environmental factors may be sources of evolutionary change.

Cognitive Domain: Knowledge Answer Location: High-Altitude Adaptations Difficulty Level: Easy 16. What is one example of how culture particularly affects human variations?

A. Women living near toxic waste dumps had greater instances of birth defects.

B. Tibetan Sherpas have greater lung capacities due to their Buddhist beliefs.

C. Certain religious groups tend to marry among themselves.

D. The Amish have greater hemoglobin concentrations relative to non-Amish.

Ans: C Learning Objective: 6.4: Explain how cultural factors may be sources of evolutionary change.

Cognitive Domain: Application Answer Location: Cultural Factors in Human Evolution Difficulty Level: Hard 17. Descendants of those who ______ are typically those who can tolerate digestion of dairy as adults.

A. were Nepalese Sherpas B. lived in East Asia C. embraced pastoralism D. practiced Anabaptism Ans: C

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Learning Objective: 6.4: Explain how cultural factors may be sources of evolutionary change.

Cognitive Domain: Knowledge Answer Location: Cultural Factors in Human Evolution Difficulty Level: Easy 18. In certain parts of Africa, the adoption of ______ agriculture aided in the growth of malaria.

A. slash-and-burn B. chemically based C. Westernized D. pastoral Ans: A Learning Objective: 6.4: Explain how cultural factors may be sources of evolutionary change.

Cognitive Domain: Knowledge Answer Location: Cultural Factors in Human Evolution Difficulty Level: Easy 19. When people increasingly congregate into cities, what is this process called?

A. developmental acclimatization B. modernization C. continuous variation D. urbanization Ans: D Learning Objective: 6.4: Explain how cultural factors may be sources of evolutionary change.

Cognitive Domain: Knowledge Answer Location: The Impact of Modern Urban Life Difficulty Level: Easy 20. From a genetic standpoint, people’s movement to cities has generally led to which outcome?

A. a decline in health B. improvements in sanitation C. fewer economic opportunities D. distinct genetic variations Ans: A Learning Objective: 6.4: Explain how cultural factors may be sources of evolutionary change.

Cognitive Domain: Comprehension Answer Location: The Impact of Modern Urban Life Difficulty Level: Medium 21. Historians, anthropologists, and archaeologists have traced the concept of race as far back as ______.

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A. ancient rock paintings B. ancient Egypt C. medieval Europe D. the 19th century Ans: A Learning Objective: 6.5: Summarize the challenges faced in dividing human populations into different races.

Cognitive Domain: Knowledge Answer Location: Ancient Classification Systems Difficulty Level: Easy 22. Ancient categorizations of race relied upon differences in ______.

A. intellectual capabilities B. physical characteristics C. religion D. language Ans: B Learning Objective: 6.5: Summarize the challenges faced in dividing human populations into different races.

Cognitive Domain: Comprehension Answer Location: Ancient Classification Systems Difficulty Level: Medium 23. How did European explorers making contact with different peoples and cultures in the 1500s alter conceptions of race?

A. Essential essences became the primary means of categorization.

B. Humans first developed a means to distinguish people according to race.

C. Race came to be based on physical characteristics like skin color.

D. Attempts were made to classify differences scientifically.

Ans: D Learning Objective: 6.5: Summarize the challenges faced in dividing human populations into different races.

Cognitive Domain: Comprehension Answer Location: Early “Scientific” Studies of Race Difficulty Level: Medium 24. Which statement is true about the work of Johann Blumenbach?

A. Blumenbach first proposed differentiation of the races based on skin color.

B. Blumenbach devised a racial classification system still used today.

C. Blumenbach developed the theory of natural selection.

D. Blumenbach was the first to place European people in racial context.

Ans: B Learning Objective: 6.5: Summarize the challenges faced in dividing human populations into different races.

Cognitive Domain: Comprehension Answer Location: Early “Scientific” Studies of Race

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Difficulty Level: Medium 25. By the early 20th century, physical anthropologists and scientists in the United States and in Europe began to assert that the ______ “race” had superior intellectual capabilities.

A. Mongolian B. Native American C. Ethiopian D. Caucasian Ans: D Learning Objective: 6.5: Summarize the challenges faced in dividing human populations into different races.

Cognitive Domain: Knowledge Answer Location: Early “Scientific” Studies of Race Difficulty Level: Easy 26. Which statement encapsulates a limitation on racial classification systems?

A. “Race,” as a concept, has only been around for the last century or so.

B. “Race” fails to take into account concepts like skin color and other physical characteristics.

C. There is no package of characteristics passed on to members of the various “races.”

D. No scholar has attempted to define “race” scientifically.

Ans: C Learning Objective: 6.5: Summarize the challenges faced in dividing human populations into different races.

Cognitive Domain: Analysis Answer Location: Limitations of Early Classification Systems Difficulty Level: Medium 27. Anthropologists in the mid-20th century categorized “races” around which concept?

A. geography B. skin color C. language D. cranial bumps Ans: A Learning Objective: 6.5: Summarize the challenges faced in dividing human populations into different races.

Cognitive Domain: Knowledge Answer Location: Geographical Races Difficulty Level: Easy 28. The difference between intelligence and knowledge rests with ______.

A. when information becomes useful B. how often information is accessed C. the quantity of information stored D. how information is employed Ans: D

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Learning Objective: 6.6: Discuss how contemporary anthropologists assess the relationship between intelligence and race.

Cognitive Domain: Analysis Answer Location: Heredity and Intelligence Difficulty Level: Medium 29. Andrew and Monica grew up in the same town, went to the same schools, and took the exact same high school courses, including trigonometry. When they were 18, they were hired to build a staircase on a 30-degree slope. Andrew could define sine, cosine, and tangent functions, but only Monica knew how to use them and determine how long it would take to build the staircase. Based on this scenario, we can say that Monica had ______ than Andrew.

A. more knowledge B. less knowledge C. more intelligence D. less intelligence Ans: C Learning Objective: 6.6: Discuss how contemporary anthropologists assess the relationship between intelligence and race.

Cognitive Domain: Application Answer Location: Heredity and Intelligence Difficulty Level: Hard 30. Thinkers like Herbert Spencer and Francis Galton used Charles Darwin’s theories on evolution to what end?

A. to justify racism using science B. to organize the animal kingdom C. to expand their business enterprises D. to develop modern genetics Ans: A Learning Objective: 6.6: Discuss how contemporary anthropologists assess the relationship between intelligence and race.

Cognitive Domain: Comprehension Answer Location: Heredity and Intelligence Difficulty Level: Medium 31. Hannah and Juan took the same IQ test. Hannah scored a 97, while Juan scored a 104.

These results justify which statement?

A. Hannah has a greater intellectual capacity in all matters than Juan.

B. Juan has a greater intellectual capacity in all matters than Hannah.

C. Hannah has a greater intellectual capacity in academic problem-solving than Juan.

D. Juan has a greater intellectual capacity in academic problem-solving than Hannah.

Ans: D Learning Objective: 6.6: Discuss how contemporary anthropologists assess the relationship between intelligence and race.

Cognitive Domain: Application

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Answer Location: Problems in Measuring Intelligence Difficulty Level: Hard 32. Generally speaking, what is the current scientific consensus about differences in the intellectual capabilities of people of different groups?

A. Scientists believe that the environment is entirely causative and genetics play no role.

B. Scientists believe that the genetics are entirely causative and the environment plays no role.

C. Scientists believe that both genetics and environment play a role in intelligence.

D. Scientists believe neither genetics nor environment play any role in intelligence.

Ans: C Learning Objective: 6.6: Discuss how contemporary anthropologists assess the relationship between intelligence and race.

Cognitive Domain: Analysis Answer Location: Problems in Measuring Intelligence Difficulty Level: Medium 33. The difference between clinal analysis and multivariate analysis rests with ______.

A. the time period under examination B. the geographic distribution of individuals C. the number of human traits examined D. the quantity of researchers employed Ans: C Learning Objective: 6.7: Compare current approaches to human variation.

Cognitive Domain: Analysis Answer Location: Current Approaches to Human Variation Difficulty Level: Medium 34. What did Lewontin’s multivariate analysis of human variation reveal about alleged racial difference?

A. There are more racial groups than Blumenbach proposed.

B. There are fewer racial groups than Blumenbach proposed.

C. More human variation exists between so-called racial groups than within so-called racial groups.

D. More human variation exists within so-called racial groups than between so-called racial groups.

Ans: D Learning Objective: 6.7: Compare current approaches to human variation.

Cognitive Domain: Analysis Answer Location: Multivariate Analysis Difficulty Level: Medium 35. Which statement most accurately reflects the significance of the Human Genome Project?

A. It justified the 19th-century categorization of people into races.

B. It led to the discovery of deoxyribonucleic acid (DNA).

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C. It will allow humanity to eradicate all diseases that presently afflict it.

D. It has allowed researchers to understand the genetic basis of human variation.

Ans: D Learning Objective: 6.7: Compare current approaches to human variation.

Cognitive Domain: Comprehension Answer Location: Current Perspectives Difficulty Level: Medium

True/False 1. All modern humans have about the same number of melanocytes, but the arrangement of those cells determines skin pigment.

Ans: T Learning Objective: 6.2: Provide examples of how physical characteristics in human populations may represent adaptations arising from natural selection.

Cognitive Domain: Comprehension Answer Location: Differences in Skin Color Difficulty Level: Medium 2. Studies of Tibetan and Nepalese Sherpas show that they adapted to their environment by developing genes that limit the effects of sickle cell anemia.

Ans: F Learning Objective: 6.3: Describe how environmental factors may be sources of evolutionary change.

Cognitive Domain: Knowledge Answer Location: High-Altitude Adaptations Difficulty Level: Easy 3. Though an extreme example, the close-knit nature and propensity for intermarriage among the Amish communities of Pennsylvania demonstrates that such living leads to genetically healthier offspring.

Ans: F Learning Objective: 6.4: Explain how cultural factors may be sources of evolutionary change.

Cognitive Domain: Comprehension Answer Location: Cultural Factors in Human Evolution Difficulty Level: Medium 4. Carolus Linnaeus took great pains to prevent his classification system from being employed to divide people based on race.

Ans: F Learning Objective: 6.5: Summarize the challenges faced in dividing human populations into different races.

Cognitive Domain: Knowledge

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Answer Location: Early “Scientific” Studies of Race Difficulty Level: Easy 5. When a researcher traces a single human trait across space, akin to a weather map, this is known as a map of clinal distribution.

Ans: T Learning Objective: 6.7: Compare current approaches to human variation.

Cognitive Domain: Knowledge Answer Location: Clinal Distribution Difficulty Level: Easy

Short Answer 1. Identify a way in which culture has or could have contributed to evolution changes in yourself or your family.

Ans: Student answers will vary but some alternatives include requiring marriage within a specified social group or nationality or a specific diet that has certain nutritional benefits and downsides. Each of these, over generations, will alter a group’s genetic makeup.

Learning Objective: 6.1: Identify the different sources of human variation.

Cognitive Domain: Application Answer Location: Culture Difficulty Level: Hard 2. Explain why sickle cell anemia is, from a genetic standpoint, so disastrous in most of the United States.

Ans: The same gene that causes sickle cell anemia also protects one from malaria. In tropical regions where malaria is prevalent, thus, this gene has both benefits and downsides. In nontropical regions like most of the United States, there is no upside to this gene (prevention of malaria), merely the downside (sickle cell anemia).

Learning Objective: 6.2: Provide examples of how physical characteristics in human populations may represent adaptations arising from natural selection.

Cognitive Domain: Analysis Answer Location: Sickle Cell Anemia Difficulty Level: Medium 3. Briefly describe how people living increasingly in cities has led to evolutionary changes in humans.

Ans: Varies, but increasing urbanization brings about overcrowding, poor sanitation, poor food storage, air pollution, water contamination, and high noise levels. It also greatly increases susceptibility of large population to toxic waste. Collectively, this has made urbanized humans generally less healthy than their rural counterparts.

Learning Objective: 6.4: Explain how cultural factors may be sources of evolutionary change.

Cognitive Domain: Analysis

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Answer Location: The Impact of Modern Urban Life Difficulty Level: Medium 4. Describe, in general terms, why scientists avoid using the term “race.”

Ans: Race is a social distinction rather than a biological one. It is not “real” but real in its consequences. Race does not explain why people are grouped as they are, merely that they are so grouped. The categories of race are not based on empirical differences, but socially relevant differences based on phenotype, culture, region, nation, and resource distribution.

Phenotypical differences between individuals are described by continuous variation. There are not rigid boundaries between so-called racial groups.

Learning Objective: 6.5: Summarize the challenges faced in dividing human populations into different races.

Cognitive Domain: Analysis Answer Location: The Concept of Race Difficulty Level: Medium 5. You are a parent of a young man who you believe to be as smart as another young man, yet when the IQ test results came back, your son scored 20 points below his classmate.

Make an argument based on the textbook as to why the IQ test is faulty in determining intelligence and knowledge.

Ans: Varies, but the text notes that IQ test designers come with their own cultural biases, that students educational backgrounds and opportunities often affect how well students do on these types of tests, and that IQ tests center on academic and scholastic problemsolving, not other types of thinking for which a test taker may be defined as “highintelligence.”

Learning Objective: 6.6: Discuss how contemporary anthropologists assess the relationship between intelligence and race.

Cognitive Domain: Application Answer Location: Problems in Measuring Intelligence Difficulty Level: Hard

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Chapter 7: The Paleolithic Test Bank Multiple Choice 1. During the Paleolithic era, the use of ______ tools first became commonplace among hominins.

A. bronze B. stone C. iron D. wood Ans: B Learning Objective: 7.1: Summarize the challenges archaeologists face when interpreting the behaviors and lifestyles of the oldest hominins.

Cognitive Domain: Knowledge Answer Location: Introduction Difficulty Level: Easy 2. A hominin burial has been discovered in modern-day Australia. It contains the remains of an anatomically modern human with a few stone tools the deceased likely used. There is no evidence of any agricultural settlement nearby or any other social groupings. These remains were most likely from the ______ period.

A. Lower Paleolithic B. Middle Paleolithic C. Upper Paleolithic D. Neolithic Ans: C Learning Objective: 7.1: Summarize the challenges archaeologists face when interpreting the behaviors and lifestyles of the oldest hominins.

Cognitive Domain: Application Answer Location: The Paleolithic Difficulty Level: Hard 3. At a symposium, a supporter of the Gathering Hypothesis notes that modern chimpanzees care for their young, use rudimentary tools, and eat nuts and berries. This speaker asserts that early hominins also did the same. As a critic of the Gathering Hypothesis, what would you say to counter this argument?

A. There is no evidence that hominins evolved from chimpanzees.

B. Chimpanzees have no spoken language.

C. Other animals, like tigers, also care for their young.

D. Early hominins did not eat berries and nuts.

Ans: C

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Learning Objective: 7.1: Summarize the challenges archaeologists face when interpreting the behaviors and lifestyles of the oldest hominins.

Cognitive Domain: Application Answer Location: Primate Models of Early Hominin Behavior Difficulty Level: Hard 4. What is the anthropological significance of the Oldowan Gorge in Tanzania?

A. It was the first location in which Australopithecus africanus remains were found.

B. It contains the largest collection of Homo erectus remains yet discovered.

C. It is here that the anthropologists find the first evidence of the Upper Paleolithic era.

D. It is the location of the oldest recognizable stone tools found.

Ans: D Learning Objective: 7.1: Summarize the challenges archaeologists face when interpreting the behaviors and lifestyles of the oldest hominins.

Cognitive Domain: Comprehension Answer Location: The First Tools Difficulty Level: Medium 5. A team of researchers found tools believed to be used by early hominins. The tools found at the site are extremely simple. The researchers are going to attempt to duplicate the method used by the hominins to create the tools. These researchers are using ______ studies to determine how the tools were used.

A. residue B. use-wear C. experimental D. microscopic Ans: C Learning Objective: 7.1: Summarize the challenges archaeologists face when interpreting the behaviors and lifestyles of the oldest hominins.

Cognitive Domain: Analysis Answer Location: How Were Tools Used?

Difficulty Level: Medium 6. Early hominins during the Paleolithic period relied on ______ for subsistence.

A. meat only B. fruits and grains only C. both fruits and grains and meats D. settled agriculture Ans: C Learning Objective: 7.1: Summarize the challenges archaeologists face when interpreting the behaviors and lifestyles of the oldest hominins.

Cognitive Domain: Knowledge Answer Location: Diet and Subsistence Difficulty Level: Easy

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7. A hominin of the Lower Paleolithic era procured some meat. According to research, which strategy did the hominin most likely use to acquire the meat?

A. spear hunting B. using composite tools C. scavenging D. trapping Ans: C Learning Objective: 7.1: Summarize the challenges archaeologists face when interpreting the behaviors and lifestyles of the oldest hominins.

Cognitive Domain: Application Answer Location: Diet and Subsistence Difficulty Level: Hard 8. Aside from Homo sapiens, what is the hominin species with the greatest geographical distribution?

A. Homo erectus B. Australopithecus africanus C. Homo habilis D. Homo heidelbergensis Ans: A Learning Objective: 7.2: Explain how the behavior of Homo erectus and the earliest representatives of genus Homo differed from that of earlier hominins.

Cognitive Domain: Knowledge Answer Location: The Life and Times of Genus Homo Difficulty Level: Easy 9. How are Acheulean industry tools different from Oldowan industry tools?

A. They are found in Europe and the Americas.

B. They were designed for agricultural use.

C. They are from the Upper Paleolithic period.

D. They include complex tools like drills and axes.

Ans: D Learning Objective: 7.2: Explain how the behavior of Homo erectus and the earliest representatives of genus Homo differed from that of earlier hominins.

Cognitive Domain: Analysis Answer Location: The Archaeological Record and the Acheulean Industry Difficulty Level: Medium 10. An anthropologist's discovery of an Acheulean industry axe in modern-day ______ would probably cause the most excitement in the academic discipline.

A. Japan B. Iran C. Tanzania D. Germany Ans: A

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Learning Objective: 7.2: Explain how the behavior of Homo erectus and the earliest representatives of genus Homo differed from that of earlier hominins.

Cognitive Domain: Application Answer Location: Hand Axes and Other Tools Difficulty Level: Hard 11. Contemporaneous with late Acheulean tools, hominins developed wooden tools for the purpose of ______.

A. art B. construction C. agriculture D. hunting Ans: D Learning Objective: 7.2: Explain how the behavior of Homo erectus and the earliest representatives of genus Homo differed from that of earlier hominins.

Cognitive Domain: Comprehension Answer Location: Hand Axes and Other Tools Difficulty Level: Medium 12. Why might members of genus Homo have preferred to live in caves?

A. Caves offered a stable food source.

B. Caves allowed them to create stone tools in secret.

C. Caves provided natural shelters from predators.

D. Caves limited agricultural development.

Ans: C Learning Objective: 7.2: Explain how the behavior of Homo erectus and the earliest representatives of genus Homo differed from that of earlier hominins.

Cognitive Domain: Comprehension Answer Location: Living Sites Difficulty Level: Medium 13. How do anthropologists determine whether early members of genus Homo controlled fire?

A. They find tools nearby that could only have been forged in fire.

B. They discover large collections of rodent bones.

C. They carbon-date the soil in extremely hot areas.

D. They search for localized charred earth and organic material.

Ans: D Learning Objective: 7.2: Explain how the behavior of Homo erectus and the earliest representatives of genus Homo differed from that of earlier hominins.

Cognitive Domain: Comprehension Answer Location: Fire Difficulty Level: Medium 14. Which statement about diet and subsistence in the Lower Paleolithic is justified by the archeological record?

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A. Early members of genus Homo had an increasing knowledge of food resources.

B. An airborne disease wiped out most of the food source for Homo erectus.

C. Famine was prevalent among early members of the Homo genus.

D. Hominins of this period almost exclusively relied on berries and nuts.

Ans: A Learning Objective: 7.2: Explain how the behavior of Homo erectus and the earliest representatives of genus Homo differed from that of earlier hominins.

Cognitive Domain: Analysis Answer Location: Diet and Subsistence Difficulty Level: Medium 15. Two archeological digs are found nearby each other in Germany. One is from the Middle Paleolithic, while the other is from the Upper Paleolithic. What distinguishes them, allowing the archeologists to make such a distinction?

A. evidence of the use of fire B. genus Homo skeletons C. complexity of the tools found therein D. elevation of the two locations Ans: C Learning Objective: 7.3: Describe Middle Paleolithic tools and the hominin species that may have produced them.

Cognitive Domain: Application Answer Location: The Middle Paleolithic Difficulty Level: Hard 16. Why is the Levalloisian technique anthropologically significant?

A. It allowed for standardized and quicker production of stone tools.

B. It permitted hominins to hunt smaller animals.

C. It led directly to the extinction of Homo erectus.

D. It proved that early Homo sapiens could speak to each other.

Ans: A Learning Objective: 7.3: Describe Middle Paleolithic tools and the hominin species that may have produced them.

Cognitive Domain: Comprehension Answer Location: Changes in Technology and Subsistence Difficulty Level: Medium 17. During the Middle Paleolithic, new materials were used for toolmaking, including ______, found in southern Kenya.

A. stone B. bronze C. iron D. obsidian Ans: D Learning Objective: 7.3: Describe Middle Paleolithic tools and the hominin species that may have produced them.

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Cognitive Domain: Knowledge Answer Location: Changes in Technology and Subsistence Difficulty Level: Easy 18. How do anthropologists know that Middle Paleolithic hominins had mastered fire?

A. Charred remains of fish and fowl have been found.

B. Cave drawings from this era depict fire being used.

C. They have discovered fire hearths that date to this period.

D. They have written records from this period attesting to it.

Ans: C Learning Objective: 7.3: Describe Middle Paleolithic tools and the hominin species that may have produced them.

Cognitive Domain: Comprehension Answer Location: Changes in Technology and Subsistence Difficulty Level: Medium 19. What factor differentiates the diets and subsistence of Lower Paleolithic hominins with the diet and subsistence of Middle Paleolithic hominins?

A. the techniques used for hunting B. the gathering of fruits and berries C. the use of stone tools for food preparation D. the consumption of land-based animals Ans: A Learning Objective: 7.3: Describe Middle Paleolithic tools and the hominin species that may have produced them.

Cognitive Domain: Analysis Answer Location: Diet and Subsistence Difficulty Level: Medium 20. What are the quintessential representatives of the Middle Paleolithic?

A. Neandertals B. modern Homo sapiens C. Homo erectus D. Homo habilis Ans: A Learning Objective: 7.3: Describe Middle Paleolithic tools and the hominin species that may have produced them.

Cognitive Domain: Knowledge Answer Location: The Neandertals Difficulty Level: Easy 21. Archeologists are fairly sure that Neandertals were the first hominins to do which of the following?

A. use stone tools B. travel outside Africa C. develop agriculture

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D. bury their dead intentionally Ans: D Learning Objective: 7.3: Describe Middle Paleolithic tools and the hominin species that may have produced them.

Cognitive Domain: Comprehension Answer Location: Neandertal Ritual Beliefs Difficulty Level: Medium 22. The Homo sapiens of the Upper Paleolithic period were the first hominins to inhabit which areas?

A. Europe and Africa B. the Americas and Australia C. Asia and Africa D. the Pacific Islands and Europe Ans: B Learning Objective: 7.4: Explain the significance of the material record for the Upper Paleolithic period.

Cognitive Domain: Knowledge Answer Location: Modern Homo sapiens and Their Cultures Difficulty Level: Easy 23. Upper Paleolithic tools can be distinguished from their earlier Paleolithic counterparts through the ______ in the Upper Paleolithic period.

A. use of composite materials B. employment of stone C. creation of hunting tools D. manufacture of obsidian Ans: A Learning Objective: 7.4: Explain the significance of the material record for the Upper Paleolithic period.

Cognitive Domain: Analysis Answer Location: The Material Record of Homo sapiens Difficulty Level: Medium 24. Which of the following tools is most likely emblematic of Upper Paleolithic people?

A. rounded stone B. sharpened wooden spear C. drill with a wooden handle D. sharpened rock Ans: C Learning Objective: 7.4: Explain the significance of the material record for the Upper Paleolithic period.

Cognitive Domain: Application Answer Location: The Material Record of Homo sapiens Difficulty Level: Hard

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25. With regard to shelter, how did Upper Paleolithic hominins differed from their Lower and Middle Paleolithic ancestors?

A. their use of wood and stucco in construction B. their widespread use of caves and stone carvings C. living in the open air, unprotected from the elements D. their intentional and common construction of their own shelters Ans: D Learning Objective: 7.4: Explain the significance of the material record for the Upper Paleolithic period.

Cognitive Domain: Analysis Answer Location: Diet and Subsistence Difficulty Level: Medium 26. In the context of hunter-gatherers of the Upper Paleolithic, what does egalitarianism imply?

A. no difference in economic or social status between members B. only minor differences in economic or social status between members C. the right for each member to have equal say in political decisions D. the predominance of men in economic and social life Ans: B Learning Objective: 7.4: Explain the significance of the material record for the Upper Paleolithic period.

Cognitive Domain: Comprehension Answer Location: Ethnicity and Social Organization Difficulty Level: Medium 27. What is the oldest and least complex form of political organization among humans?

A. city-state B. nation-state C. empire D. band Ans: D Learning Objective: 7.4: Explain the significance of the material record for the Upper Paleolithic period.

Cognitive Domain: Knowledge Answer Location: Ethnicity and Social Organization Difficulty Level: Easy 28. What distinguishes Upper Paleolithic art from art made earlier in the Paleolithic period?

A. the existence of statuettes or figurines B. the existence of rock paintings C. the striking artistry represented D. the portrayal of the human form Ans: C

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Learning Objective: 7.4: Explain the significance of the material record for the Upper Paleolithic period.

Cognitive Domain: Analysis Answer Location: Upper Paleolithic Art Difficulty Level: Medium 29. Linguistic and genetic data definitively prove that Native Americans had their geographic origins in ______ during the Upper Paleolithic period.

A. North America B. South America C. Europe D. Asia Ans: D Learning Objective: 7.5: Compare theories regarding the initial human settlement of the Americas.

Cognitive Domain: Knowledge Answer Location: Upper Paleolithic Hunters in the Americas Difficulty Level: Easy 30. What is at issue in the debate between the Clovis-first hypothesis and the pre-Clovis hypothesis?

A. calculating how many humans initially came to the Americas B. ascertaining by what means humans first came to the Americas C. determining when the first humans arrived in the Americas D. establishing from where the first humans arrived in the Americas Ans: C Learning Objective: 7.5: Compare theories regarding the initial human settlement of the Americas.

Cognitive Domain: Analysis Answer Location: Clovis or Pre-Clovis Occupation?

Difficulty Level: Medium 31. Scott has picked out a book from the university library entitled The Fallacy and Falsehood of Clovis: How We Know People Were in the Americas Much Earlier. This book was most likely published in which year?

A. 1900 B. 1930 C. 1960 D. 1990 Ans: D Learning Objective: 7.5: Compare theories regarding the initial human settlement of the Americas.

Cognitive Domain: Application Answer Location: Clovis or Pre-Clovis Occupation?

Difficulty Level: Hard

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32. The discoveries at Monte Verde in Chile and Meadowcroft Rockshelter in the United States lend credence to which theory?

A. human migration to the Americas pre-dated Clovis B. human migration to the Americans post-dated Clovis C. humans first arrived to the Americas over the Bering Strait D. humans first arrived to the Americas by boat Ans: A Learning Objective: 7.5: Compare theories regarding the initial human settlement of the Americas.

Cognitive Domain: Comprehension Answer Location: Clovis or Pre-Clovis Occupation?

Difficulty Level: Medium 33. Which of the following modern-day countries or territories would be the best location for anthropologists searching for remains of Homo erectus?

A. Hawaii B. India C. Japan D. Tasmania Ans: B Learning Objective: 7.5: Compare theories regarding the initial human settlement of the Americas.

Cognitive Domain: Application Answer Location: Homo sapiens in Asia, Australia, and Oceania Difficulty Level: Hard 34. How did humans first populate Australia?

A. walking across a land bridge from New Guinea around 60,000 years ago B. taking primitive boats and simple rafts around 50,000 years ago C. traversing an ice shelf around 20,000 years ago D. sailing on full-rigged ships around 300 years ago Ans: B Learning Objective: 7.5: Compare theories regarding the initial human settlement of the Americas.

Cognitive Domain: Comprehension Answer Location: The Initial Settlement of New Guinea and Australia Difficulty Level: Medium 35. Which region of the Earth was settled most recently by humans?

A. Australia B. Western Europe C. the Americas D. the Pacific Islands Ans: D Learning Objective: 7.5: Compare theories regarding the initial human settlement of the Americas.

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Cognitive Domain: Knowledge Answer Location: Pacific Frontiers Difficulty Level: Easy

True/False 1. The first hominins to use stone tools were members of the genus Homo.

Ans: F Learning Objective: 7.1: Summarize the challenges archaeologists face when interpreting the behaviors and lifestyles of the oldest hominins.

Cognitive Domain: Comprehension Answer Location: The Archaeological Record Difficulty Level: Medium 2. Though Acheulean industry is named after an archeological site in modern-day France, most of the earliest tools that comprise it have been found in Africa.

Ans: T Learning Objective: 7.2: Explain how the behavior of Homo erectus and the earliest representatives of genus Homo differed from that of earlier hominins.

Cognitive Domain: Knowledge Answer Location: The Archaeological Record and the Acheulean Industry Difficulty Level: Easy 3. Archeological evidence suggests a “big bang” between the Middle and Upper Paleolithic periods, likely caused by some catastrophic environmental event.

Ans: F Learning Objective: 7.3: Describe Middle Paleolithic tools and the hominin species that may have produced them.

Cognitive Domain: Knowledge Answer Location: The Middle Paleolithic Difficulty Level: Easy 4. Sculpture and rock painting were not invented in the Upper Paleolithic but they did become common among hominids at that time.

Ans: T Learning Objective: 7.4: Explain the significance of the material record for the Upper Paleolithic period.

Cognitive Domain: Comprehension Answer Location: Upper Paleolithic Art Difficulty Level: Medium 5. Anthropologists dispute both when and how hominids first came to the Americas.

Ans: T

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Learning Objective: 7.5: Compare theories regarding the initial human settlement of the Americas.

Cognitive Domain: Knowledge Answer Location: Upper Paleolithic Hunters in the Americas Difficulty Level: Easy

Short Answer 1. Explain how early ideas about hominin food consumption justified gendered interpretations of modern human society.

Ans: Developed by Glynn Isaac and Mary Leakey in the 1960s and 1970s, early ideas about hominin food consumption prioritized the value of meats in early hominin diets. As the men were the ones to collect the important food source (meat), their preeminent roles in society, up to modern times, has been justified.

Learning Objective: 7.1: Summarize the challenges archaeologists face when interpreting the behaviors and lifestyles of the oldest hominins.

Cognitive Domain: Analysis Answer Location: Man the Hunter or Woman the Gatherer?

Difficulty Level: Medium 2. Justify this statement: Acheulean tools demonstrate that the hominins who made them had advanced cognitive abilities.

Ans: Prior to the Acheulean industry, tools were basic stone tools, developed by flaking, that mimicked tools found in nature (points, etc.). Hand axes appeared in the Acheulean industry, demonstrating that the people who made them needed to picture a specific shape, thus demonstrating their increased cognitive abilities.

Learning Objective: 7.2: Explain how the behavior of Homo erectus and the earliest representatives of genus Homo differed from that of earlier hominins.

Cognitive Domain: Analysis Answer Location: Hand Axes and Other Tools Difficulty Level: Medium 3. Explain the importance of fire to early hominins.

Ans: Fire allowed for an increasingly varied diet (increasing nutrition), served to protect hominins from predators, and allowed them to expand geographically to colder areas.

Learning Objective: 7.2: Explain how the behavior of Homo erectus and the earliest representatives of genus Homo differed from that of earlier hominins.

Cognitive Domain: Analysis Answer Location: Fire Difficulty Level: Medium 4. During World War I, Emil Bächler documented a number of cave bear skulls from the Neandertal period in a cave in Switzerland. Make an argument as to why these remains do not justify Neandertals being the first hominins to engage in religious practice.

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Ans: While Bächler’s finds are intriguing, Bächler was not a professional archeologist. As such, he failed to create plans or photographs of the discovery, limiting the site’s archaeological value.

Learning Objective: 7.3: Describe Middle Paleolithic tools and the hominin species that may have produced them.

Cognitive Domain: Application Answer Location: Neandertal Ritual Beliefs Difficulty Level: Hard 5. Explain what factors came together to allow hominins to expand into the Americas during the Upper Paleolithic period and not beforehand.

Ans: Technological advances, including fire and new toolmaking, allowed Homo sapiens to advance further and further away from their African homelands. Environmental factors also played a role. The polar ice caps were immense and extended south, creating a walkable land bridge between Siberia and modern-day Alaska.

Learning Objective: 7.5: Compare theories regarding the initial human settlement of the Americas.

Cognitive Domain: Analysis Answer Location: The Migration of Upper Paleolithic Humans Difficulty Level: Medium

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Chapter 8: The Origins of Domestication and Settled Life Test Bank Multiple Choice 1. When the environment changes, humans must find or develop new ______ in order to survive.

A. social organizations B. microliths C. shamanic rituals D. subsistence strategies Ans: D Learning Objective: 8.1: Summarize the changes that characterize the Epipaleolithic, Mesolithic, and Archaic periods and explain how these periods can be seen as laying the foundation for domestication.

Cognitive Domain: Knowledge Answer Location: The End of the Paleolithic: Changes in Climate and Culture Difficulty Level: Easy 2. Which technological innovation was frequently associated with composite tools?

A. silica gloss B. microliths C. middens D. cultivation Ans: B Learning Objective: 8.1: Summarize the changes that characterize the Epipaleolithic, Mesolithic, and Archaic periods and explain how these periods can be seen as laying the foundation for domestication.

Cognitive Domain: Comprehension Answer Location: Epipaleolithic, Mesolithic, and Archaic Technology Difficulty Level: Medium 3. Large land mammals such as the mammoth and mastodon became extinct in Europe and North America. As a result, humans could no longer rely on a solitary source of subsistence. Humans shifted their focus to a wider subsistence base and exploited local resources more intensively. Which term describes this practice?

A. domestication B. artificial selection C. broad-spectrum collecting D. cultivation Ans: C

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Learning Objective: 8.1: Summarize the changes that characterize the Epipaleolithic, Mesolithic, and Archaic periods and explain how these periods can be seen as laying the foundation for domestication.

Cognitive Domain: Knowledge Answer Location: The End of the Paleolithic: Changes in Climate and Culture Difficulty Level: Easy 4. What do Natufian settlements reveal about this society?

A. increasing elaboration associated with more permanent settlements B. improved mobility to exploit aquatic resources C. technology to kill game from a greater distance D. the transition to broad-spectrum collecting Ans: A Learning Objective: 8.1: Summarize the changes that characterize the Epipaleolithic, Mesolithic, and Archaic periods and explain how these periods can be seen as laying the foundation for domestication.

Cognitive Domain: Application Answer Location: The Epipaleolithic in Southwest Asia Difficulty Level: Hard 5. Why is the Mesolithic site of Star Carr so well preserved?

A. Artifacts are buried in waterlogged peat.

B. The United Kingdom made efforts to preserve it.

C. The extremely cold temperatures preserved it.

D. The burial site is extremely dry.

Ans: A Learning Objective: 8.1: Summarize the changes that characterize the Epipaleolithic, Mesolithic, and Archaic periods and explain how these periods can be seen as laying the foundation for domestication.

Cognitive Domain: Comprehension Answer Location: The European Mesolithic Difficulty Level: Medium 6. What is the name of the distinctive residue that was left behind by plant stalks on stone blades?

A. silica gloss B. enamel hypoplasia C. teosinte D. hematite Ans: A Learning Objective: 8.1: Summarize the changes that characterize the Epipaleolithic, Mesolithic, and Archaic periods and explain how these periods can be seen as laying the foundation for domestication.

Cognitive Domain: Knowledge Answer Location: The Epipaleolithic in Southwest Asia Difficulty Level: Easy

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7. At the Koster site in the Illinois River Valley, archaeologists found remains that indicate occupants from 9,500 years ago and another set of remains which date from around 7,000 years ago. How does the more recent site differ from the older site?

A. The more recent site had more permanent settlements.

B. The older site had a series of earthworks.

C. The more recent site was a ritual center used once per year.

D. The more recent site featured cooking stones.

Ans: A Learning Objective: 8.1: Summarize the changes that characterize the Epipaleolithic, Mesolithic, and Archaic periods and explain how these periods can be seen as laying the foundation for domestication.

Cognitive Domain: Application Answer Location: The Archaic in the Americas Difficulty Level: Hard 8. Which tool of the Epipaleolithic, Mesolithic, and Archaic was a new type of technology that people utilized to make seeds and nuts more palatable?

A. middens B. microliths C. coprolites D. ground stone Ans: D Learning Objective: 8.1: Summarize the changes that characterize the Epipaleolithic, Mesolithic, and Archaic periods and explain how these periods can be seen as laying the foundation for domestication.

Cognitive Domain: Comprehension Answer Location: Epipaleolithic, Mesolithic, and Archaic Technology Difficulty Level: Medium 9. In the Southwest Asia region, the end of the Upper Paleolithic region is known as the ______.

A. Epipaleolithic B. Mesolithic C. Archaic D. Neolithic Ans: A Learning Objective: 8.1: Summarize the changes that characterize the Epipaleolithic, Mesolithic, and Archaic periods and explain how these periods can be seen as laying the foundation for domestication.

Cognitive Domain: Knowledge Answer Location: The Epipaleolithic in Southwest Asia Difficulty Level: Easy 10. Which part of an archaeological dig site is most likely to contain food remains and broken tools?

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A. coprolites B. earthworks C. middens D. microliths Ans: C Learning Objective: 8.1: Summarize the changes that characterize the Epipaleolithic, Mesolithic, and Archaic periods and explain how these periods can be seen as laying the foundation for domestication.

Cognitive Domain: Knowledge Answer Location: Increasing Material Complexity Difficulty Level: Easy 11. Which of the following is an outcome of domestication?

A. Domestication was time-consuming, leading to a more active lifestyle.

B. Having a variety of crops meant that people had better nutrition.

C. Agriculture supports larger populations, and societies became increasingly complex.

D. People experienced less physiological stress brought on by food shortages.

Ans: B Learning Objective: 8.5: List the major consequences of domestication for prehistoric peoples.

Cognitive Domain: Analysis Answer Location: Sociopolitical Organization Difficulty Level: Medium 12. How does cultivation of plants differ from domestication of plants?

A. Cultivation results from artificial selection.

B. Domestication results from artificial selection.

C. Domestication implies scarcity while cultivation implies abundance.

D. Cultivation implies scarcity while domestication implies abundance.

Ans: B Learning Objective: 8.2: Explain what transformations in human subsistence and culture are implied by the term Neolithic.

Cognitive Domain: Analysis Answer Location: The Neolithic: Origins of Food Production Difficulty Level: Medium 13. The variety of domesticated cotton that is used in commercial production originated in ______.

A. Mexico B. Spain C. United States D. Brazil Ans: A Learning Objective: 8.2: Explain what transformations in human subsistence and culture are implied by the term Neolithic.

Cognitive Domain: Knowledge

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Answer Location: Molecular Genetics Difficulty Level: Easy 14. Which feature of an archaeological dig can be used to find evidence of past diets?

A. pottery B. coprolites C. adzes D. microliths Ans: B Learning Objective: 8.2: Explain what transformations in human subsistence and culture are implied by the term Neolithic.

Cognitive Domain: Comprehension Answer Location: Evidence for Domestication Difficulty Level: Easy 15. Which term describes a process that is similar to natural selection and encourages the reproduction of certain plants and animals, while preventing others from breeding?

A. floatation B. artificial selection C. vegiculture D. cultivation Ans: B Learning Objective: 8.2: Explain what transformations in human subsistence and culture are implied by the term Neolithic.

Cognitive Domain: Comprehension Answer Location: The Neolithic: Origins of Food Production Difficulty Level: Medium 16. Which change in technology did not occur during the Neolithic?

A. clay pots and pipes B. terraces for farming C. composite tools D. cotton and flax woven into cloth Ans: C Learning Objective: 8.5: List the major consequences of domestication for prehistoric peoples.

Cognitive Domain: Comprehension Answer Location: Increasing Material Complexity Difficulty Level: Medium 17. What is the name of the process that yielded plants and animals that were dependent on humans and were different from wild species?

A. coevolution B. vegiculture C. flotation D. domestication

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Ans: D Learning Objective: 8.2: Explain what transformations in human subsistence and culture are implied by the term Neolithic.

Cognitive Domain: Knowledge Answer Location: The Neolithic: Origins of Food Production Difficulty Level: Easy 18. Sarah places soil from an excavation site in water to observe which organic materials will float the surface. This allows her to skim off identifiable seeds and plant fragments. What is this process called?

A. flotation B. domestication C. plantethnobotany D. irrigation Ans: A Learning Objective: 8.2: Explain what transformations in human subsistence and culture are implied by the term Neolithic.

Cognitive Domain: Comprehension Answer Location: Evidence for Domestication Difficulty Level: Medium 19. Which term describes the process of growing plants?

A. irrigation B. flotation C. artificial selection D. cultivation Ans: D Learning Objective: 8.2: Explain what transformations in human subsistence and culture are implied by the term Neolithic.

Cognitive Domain: Knowledge Answer Location: The Neolithic: Origins of Food Production Difficulty Level: Easy 20. What is the difference between ethnobotany and paleoethnobotany?

A. Paleoethnobotany studies the relationship between ancient plants and human populations.

B. Paleoethnobotany focuses on the cross-cultural study of modern plant use in populations.

C. Ethnobotany is more focused on technology related to cultivation.

D. Ethnobotany incorporates the study of modern plant DNA. Ans: A Learning Objective: 8.2: Explain what transformations in human subsistence and culture are implied by the term Neolithic.

Cognitive Domain: Comprehension Answer Location: Ethnographic Studies Difficulty Level: Medium

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21. Which archaeologist argued that humans unintentionally promoted the survival and dispersal of certain types of plants through such activities as weeding, storing, irrigating, and burning fields?

A. Michael Rosenberg B. Melinda Zeder C. David Rindos D. Mark Cohen Ans: C Learning Objective: 8.3: Compare and contrast theories of agricultural origins.

Cognitive Domain: Knowledge Answer Location: Coevolution: Was Domestication Unintentional?

Difficulty Level: Easy 22. ______ suggested that major climate changes transformed the environment in numerous regions, thereby forcing humans and animals to interact more frequently.

A. Gordon Childe B. Robert Braidwood C. Ester Boserup D. Lewis Binford Ans: A Learning Objective: 8.3: Compare and contrast theories of agricultural origins.

Cognitive Domain: Comprehension Answer Location: Early Theories Difficulty Level: Medium 23. Which archeologist undertook research in Southwest Asia to evaluate Childe’s theory and found no evidence for the concentration of human and animal populations around oases at the end of the Pleistocene?

A. Lewis Binford B. Robert Braidwood C. Mark Cohen D. Kent Flannery Ans: B Learning Objective: 8.3: Compare and contrast theories of agricultural origins.

Cognitive Domain: Knowledge Answer Location: Early Theories Difficulty Level: Easy 24. Which conclusion can archaeologists agree upon in reference to Stonehenge?

A. It was used for religious reasons.

B. It is the frame of a previously larger structure.

C. It demonstrates a great deal of cooperation and organization.

D. It was built during a time of great turmoil and famine.

Ans: C

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Learning Objective: 8.4: Review domestication in various world areas, and discuss how these transformations were different.

Cognitive Domain: Application Answer Location: Europe Difficulty Level: Hard 25. Taro was a domesticate in which region?

A. Pacific Islands B. Mesoamerica C. East Africa D. Southwest Asia Ans: A Learning Objective: 8.4: Review domestication in various world areas, and discuss how these transformations were different.

Cognitive Domain: Knowledge Answer Location: Vegiculture in Melanesia, Micronesia, and Polynesia Difficulty Level: Easy 26. Which of the following gave rise to irrigation systems?

A. cultivation strategies B. broad-spectrum collecting C. vegiculture D. annual flooding along the Tigris river Ans: D Learning Objective: 8.4: Review domestication in various world areas, and discuss how these transformations were different.

Cognitive Domain: Knowledge Answer Location: The Eastern Fertile Crescent Difficulty Level: Easy 27. What does the term “fertile crescent” refer to?

A. a group of settlements that featured technological innovations related to food production B. a type of tool that was common in Epipaleolithic areas C. an area stretching from Israel to Iran that includes the Tigris and Euphrates river valleys D. an irrigation system common in Neolithic sites Ans: C Learning Objective: 8.4: Review domestication in various world areas, and discuss how these transformations were different.

Cognitive Domain: Knowledge Answer Location: Southwest Asia Difficulty Level: Easy 28. Compared to the world’s other major grain crops, ______ produces more food energy and protein per acre.

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A. yams B. bananas C. rice D. coconuts Ans: C Learning Objective: 8.4: Review domestication in various world areas, and discuss how these transformations were different.

Cognitive Domain: Knowledge Answer Location: China Difficulty Level: Easy 29. What is one of the most important domesticated plants from the Americas?

A. rice B. sunflower C. maize D. hackberry Ans: C Learning Objective: 8.4: Review domestication in various world areas, and discuss how these transformations were different.

Cognitive Domain: Knowledge Answer Location: The Origins of Domestication in the Americas Difficulty Level: Easy 30. Which region presents the earlier evidence for domestication in the Americas?

A. Nabta Playa B. Mesoamerica C. Saurashtra Peninsula D. Deccan Plateau Ans: B Learning Objective: 8.4: Review domestication in various world areas, and discuss how these transformations were different.

Cognitive Domain: Knowledge Answer Location: The Origins of Domestication in the Americas Difficulty Level: Easy 31. Archaeologists have uncovered evidence from archaeological sites in Alabama, Arkansas, Illinois, Missouri, Ohio, and Tennessee that various starchy and oily seeds were domesticated. What is this area called?

A. Eastern Agricultural Complex B. Zea mays C. Tehuacan Valley D. Mesoamerica Ans: A Learning Objective: 8.4: Review domestication in various world areas, and discuss how these transformations were different.

Cognitive Domain: Knowledge

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Answer Location: North America Difficulty Level: Easy 32. Which animal was domesticated in South America and became an important pack animal?

A. ox B. pigs C. llamas D. alpacas Ans: C Learning Objective: 8.4: Review domestication in various world areas, and discuss how these transformations were different.

Cognitive Domain: Knowledge Answer Location: South America Difficulty Level: Easy 33. Which of the following is a well-known Neolithic settlement that flourished long before the time of Joshua and the Israelites?

A. British Isles B. Cyprus C. Jericho D. Ali Kush Ans: C Learning Objective: 8.4: Review domestication in various world areas, and discuss how these transformations were different.

Cognitive Domain: Knowledge Answer Location: Southwest Asia Difficulty Level: Easy 34. Which term describes large stone structures?

A. microliths B. features C. middens D. megaliths Ans: D Learning Objective: 8.4: Review domestication in various world areas, and discuss how these transformations were different.

Cognitive Domain: Knowledge Answer Location: Europe Difficulty Level: Easy 35. Where do signs of physiological stress brought on by food shortages show up?

A. feces B. frontal cortex C. hair D. Harris lines

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Ans: D Learning Objective: 8.5: List the major consequences of domestication for prehistoric peoples.

Cognitive Domain: Knowledge Answer Location: Health and Nutrition Difficulty Level: Easy

True/False 1. Researchers have traditionally considered certain features, such as reduction in jaw or tooth seize, as an indication of domestication in some species.

Ans: T Learning Objective: 8.2: Explain what transformations in human subsistence and culture are implied by the term Neolithic.

Cognitive Domain: Knowledge Answer Location: Evidence for Domestication Difficulty Level: Easy 2. There is no clear evidence that farming was first introduced into Europe from southwestern Asia.

Ans: F Learning Objective: 8.4: Review domestication in various world areas, and discuss how these transformations were different.

Cognitive Domain: Knowledge Answer Location: Europe Difficulty Level: Easy 3. The earliest megaliths were burial complexes with chambers for several bodies that were constructed from large stone slabs and boulders.

Ans: T Learning Objective: 8.4: Review domestication in various world areas, and discuss how these transformations were different.

Cognitive Domain: Knowledge Answer Location: Megaliths Difficulty Level: Easy 4. Wheat and barley propelled the development of societies throughout Malaysia and the Indonesian islands, culminating in the evolution of complex agricultural societies.

Ans: F Learning Objective: 8.4: Review domestication in various world areas, and discuss how these transformations were different.

Cognitive Domain: Knowledge Answer Location: East Asia Difficulty Level: Easy

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5. Indicators of a person’s health and nutrition are preserved in his or her brain.

Ans: F Learning Objective: 8.5: List the major consequences of domestication for prehistoric peoples.

Cognitive Domain: Knowledge Answer Location: Health and Nutrition Difficulty Level: Easy

Short Answer 1. Identify three countries within the area known as the Fertile Crescent. What features or finds are notable about this region?

Ans: The student can list the countries of Israel, Lebanon, Palestine, Jordan, Syria, Turkey, Iraq, or Iran. This region includes a number of distinct environmental zones, ranging from high mountains to the fertile Tigris and Euphrates river valleys. Early hunter-gatherers found a wide range of natural resources, and this area features some of the earliest evidence for the manipulation of wild plants. One notable site is Ohalo II in northern Israel.

Learning Objective: 8.1: Summarize the changes that characterize the Epipaleolithic, Mesolithic, and Archaic periods and explain how these periods can be seen as laying the foundation for domestication.

Cognitive Domain: Application Answer Location: Epipaleolithic, Mesolithic, and Archaic Technology Difficulty Level: Hard 2. The study of the interrelationship between ancient plants and human populations is called paleoethnobotany. Merrick Posnansky uses an approach called “the past in the present,” to conduct research on ancient agriculture. Briefly explain this approach.

Ans: This encourages the use of the method of ethnography. Observations of modern hunter-gatherers are possible. There are farmers in Ghana who harvest wild plants on a seasonal basis and trap wild animals to supplement their diet. Posnansky draws parallels between these modern farmers and evidence found at archaeological sites.

Learning Objective: 8.2: Explain what transformations in human subsistence and culture are implied by the term Neolithic.

Cognitive Domain: Application Answer Location: Ethnographic Studies Difficulty Level: Hard 3. Why is the switch from hunter-gathering society to agriculture so hard to explain?

Ans: The benefits of hunter-gathering outweigh the risks and work of an agricultural society. Therefore, it is hard to explain why hunter-gatherers turned to agricultural practices. Some scientists speculate that rising populations made people turn to food production. Some scientists argue that domestication may have been unintentional.

Learning Objective: 8.3: Compare and contrast theories of agricultural origins.

Cognitive Domain: Application

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Answer Location: A Push Toward Domestication? Environment, Population Growth, and Demographic Stress Difficulty Level: Hard 4. An amazing diversity of plants were domesticated in the Americas, including many that have worldwide importance. Identify three crops domesticated in the Americas.

Ans: The student can list corn (maize), squash, beans, pumpkin, tomatoes, sunflower, peanuts, cacao, and tobacco.

Learning Objective: 8.4: Review domestication in various world areas, and discuss how these transformations were different.

Cognitive Domain: Application Answer Location: The Origins of Domestication in the Americas Difficulty Level: Hard 5. Did agriculture improve the quality of life in Neolithic societies? Why or why not?

Ans: Agriculture prompted population growth, but it did not necessarily improve the quality of life. Being reliant on few mono crops contributed to dietary stress and malnutrition. In many instances, the advent of domestication led to a decline in human health. Larger settlements increasingly brought people into contact with one another, which facilitated the spread of infectious diseases.

Learning Objective: 8.5: List the major consequences of domestication for prehistoric peoples.

Cognitive Domain: Analysis Answer Location: Health and Nutrition Difficulty Level: Hard

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Chapter 9: The Rise of the State and Complex Society Test Bank Multiple Choice 1. What classification system describes centralized authority over populations through an assortment of economic, social, and religious institutions?

A. chiefdoms B. tribes C. bands D. states Ans: A Learning Objective: 9.1: Discuss the different characteristics that have been used to define civilizations and the limitations of these definitions.

Cognitive Domain: Knowledge Answer Location: Types of Political Systems Difficulty Level: Easy 2. ______ refer to agricultural states that developed independently without influence from other earlier “state-level” civilizations.

A. Secondary states B. Independent states C. Primary states D. Advanced states Ans: C Learning Objective: 9.1: Discuss the different characteristics that have been used to define civilizations and the limitations of these definitions.

Cognitive Domain: Knowledge Answer Location: Primary and Secondary States Difficulty Level: Easy 3. A historical sociologist is interested in state formation processes during the fall of feudalism.

The researcher focuses on how peasants were displaced and forced to move to the cities to work manual labor jobs. According to this researcher, the state formed to enforce the right of property ownership for elites. This researcher is using the lens of ______ for this study.

A. hydraulic hypothesis B. integrationist theories C. multivariant theories D. conflict theories Ans: D

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Learning Objective: 9.1: Discuss the different characteristics that have been used to define civilizations and the limitations of these definitions.

Cognitive Domain: Application Answer Location: Settlement Patterns and Organization Difficulty Level: Hard 4. Which term describes early state-level societies in which the elite controlled food surpluses?

A. monumental state B. agricultural state C. political state D. police state Ans: B Learning Objective: 9.1: Discuss the different characteristics that have been used to define civilizations and the limitations of these definitions.

Cognitive Domain: Knowledge Answer Location: Agricultural States Difficulty Level: Easy 5. What is the difference between a chiefdom and a tribe?

A. Chiefdoms predate tribes by thousands of years.

B. A tribe is more similar to a state than a chiefdom.

C. A chiefdom is divided by groups called sodalities.

D. Chiefdoms have centralized authority.

Ans: D Learning Objective: 9.1: Discuss the different characteristics that have been used to define civilizations and the limitations of these definitions.

Cognitive Domain: Analysis Answer Location: Types of Political Systems Difficulty Level: Medium 6. Who developed the original fourfold classification system for political organizations?

A. Gordon Childe B. Karl Wittfogel C. Elman Service D. Morton Fried Ans: C Learning Objective: 9.1: Discuss the different characteristics that have been used to define civilizations and the limitations of these definitions.

Cognitive Domain: Knowledge Answer Location: Types of Political Systems Difficulty Level: Easy 7. How did the formation of states differ from the organization of prestate societies?

A. States are not based on kinship.

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B. Prestate societies lacked the ability to extract metal from ore.

C. States discouraged the production of art and crafting.

D. States formed to regulate processes like beer brewing.

Ans: A Learning Objective: 9.1: Discuss the different characteristics that have been used to define civilizations and the limitations of these definitions.

Cognitive Domain: Analysis Answer Location: Types of Political Systems Difficulty Level: Medium 8. ______ allows archaeologists to infer political organization of past societies based on the location and distribution of towns and settlements.

A. Complex place theory B. Conflict theory C. Central place theory D. Integrationist theory Ans: C Learning Objective: 9.2: List the different sources of information that archaeologists draw on to study early states.

Cognitive Domain: Knowledge Answer Location: Settlement Patterns and Organization Difficulty Level: Easy 9. Which tool would be the most useful in evaluating the trade route and origin of artifacts?

A. trace element analysis B. settlement patterns C. central point theory D. hydraulic hypothesis Ans: A Learning Objective: 9.2: List the different sources of information that archaeologists draw on to study early states.

Cognitive Domain: Comprehension Answer Location: Trade and Exchange Difficulty Level: Medium 10. A team of archaeologists discover broken fragments of pottery and evidence of former structures devoted to craft production in Southwest Asia. The researchers discovered human remains in the area that indicate malnutrition. Which statement most accurately describes this society based on the evidence the archaeologists found?

A. This was an agricultural society that benefitted from specialization.

B. This was a prestate society that benefitted from trade with faraway places.

C. This trace element analysis shows a society that is deeply religious.

D. The fragments of pottery were ritual objects.

Ans: A

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Learning Objective: 9.2: List the different sources of information that archaeologists draw on to study early states.

Cognitive Domain: Application Answer Location: Status and Social Ranking Difficulty Level: Hard 11. Which is an example of a modern pictograph?

A. a ritual object like candles in a religious ceremony B. the letters that comprise the English language alphabet C. an illustration indicating that smoking cigarettes is prohibited in the area D. a centralized bureaucracy that manages shared resources like water and food Ans: C Learning Objective: 9.2: List the different sources of information that archaeologists draw on to study early states.

Cognitive Domain: Application Answer Location: Written Language Difficulty Level: Medium 12. Dr. Mostafa specializes in analyzing monumental architecture of ancient societies. Her next book would most likely focus on which part of civilizations in South America?

A. ritual beliefs B. agricultural technology C. nutrition D. writing systems Ans: A Learning Objective: 9.2: List the different sources of information that archaeologists draw on to study early states.

Cognitive Domain: Application Answer Location: Monumental Architecture Difficulty Level: Hard 13. The ______ form of writing has a sign for each phoneme of the language rather than one for each word or syllable.

A. syllabic B. hieroglyphic C. Semitic D. alphabetic Ans: D Learning Objective: 9.2: List the different sources of information that archaeologists draw on to study early states.

Cognitive Domain: Comprehension Answer Location: Written Language Difficulty Level: Medium

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14. ______ is a device that can be used for shaping ceramic vessels, allowing them to be produced faster and with more regularity in shape than if they were done by hand.

A. Pottery wheel B. Metallurgy C. Grinding stone D. Ziggurat Ans: A Learning Objective: 9.2: List the different sources of information that archaeologists draw on to study early states.

Cognitive Domain: Knowledge Answer Location: Specialization Difficulty Level: Easy 15. Religions of the early agricultural states that had no separation between state and religious authority were referred to as ______ religions.

A. evangelical B. pagan C. ecclesiastical D. secular Ans: C Learning Objective: 9.2: List the different sources of information that archaeologists draw on to study early states.

Cognitive Domain: Knowledge Answer Location: The Archaeology of Religion Difficulty Level: Easy 16. The top of Mayan temples decorated with carvings made from stucco sometimes represented ______.

A. artifacts B. frescoes C. nagual D. metallurgy Ans: C Learning Objective: 9.2: List the different sources of information that archaeologists draw on to study early states.

Cognitive Domain: Knowledge Answer Location: Monumental Architecture Difficulty Level: Easy 17. ______ is the ability to extract metals from their ores.

A. Deffufa B. Tumuli C. Metallurgy D. Frescoes

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Ans: C Learning Objective: 9.2: List the different sources of information that archaeologists draw on to study early states.

Cognitive Domain: Knowledge Answer Location: Specialization Difficulty Level: Easy 18. How did the formation of early states impact trade and exchange?

A. State bureaucracies standardized weights, measures, and monetary systems.

B. Neighboring states went to war over resources and trade was disrupted.

C. Early states introduced slave labor to provide more raw materials for trade.

D. States enforced religious doctrine which placed restrictions on how goods could be traded.

Ans: A Learning Objective: 9.2: List the different sources of information that archaeologists draw on to study early states.

Cognitive Domain: Analysis Answer Location: Trade and Exchange Difficulty Level: Medium 19. Which theory or perspective of state formation emphasized domination and exploitation?

A. hydraulic hypothesis B. integrationist theory C. coercive theory D. conflict theory Ans: D Learning Objective: 9.3: Critique different theories of state formation.

Cognitive Domain: Knowledge Answer Location: Why Did States Form?

Difficulty Level: Easy 20. ______ argues that the development of the state was linked to the need to manage water resources in those areas.

A. Conflict theory B. Hydraulic hypothesis C. Trace elements analysis D. Central place theory Ans: B Learning Objective: 9.3: Critique different theories of state formation.

Cognitive Domain: Knowledge Answer Location: Integrationist or Voluntaristic Perspectives Difficulty Level: Easy 21. Which theory of state formation assumes that the state formed for the best benefit of everyone in the society?

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A. conflict theory B. integrationist theory C. central place theory D. multi-casual theory Ans: B Learning Objective: 9.3: Critique different theories of state formation.

Cognitive Domain: Knowledge Answer Location: Why Did States Form?

Difficulty Level: Easy 22. The earliest evidence of state formation in Africa is from the country we know today as ______.

A. Kenya B. Russia C. Mexico D. Egypt Ans: D Learning Objective: 9.4: Discuss where some of the first agricultural states were located and their characteristics.

Cognitive Domain: Knowledge Answer Location: The Nile Valley Difficulty Level: Easy 23. The Egyptian state was organized around rulers called ______.

A. pharaohs B. emperors C. kings D. sultans Ans: A Learning Objective: 9.4: Discuss where some of the first agricultural states were located and their characteristics.

Cognitive Domain: Knowledge Answer Location: Agricultural Civilizations in Africa Difficulty Level: Easy 24. The ______ dynasty of China was vital in expanding political control via military force and in formalizing state administration.

A. Han B. Zhengzhou C. Pagan D. Shang Ans: A Learning Objective: 9.4: Discuss where some of the first agricultural states were located and their characteristics.

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Cognitive Domain: Comprehension Answer Location: Early Asian Civilizations Difficulty Level: Medium 25. What Mesoamerican civilization had achievements that included large-scale monument construction, hieroglyphic writing, a calendar system, and sophisticated iconography?

A. Aztec B. Olmec C. Inca D. Shang Ans: B Learning Objective: 9.4: Discuss where some of the first agricultural states were located and their characteristics.

Cognitive Domain: Comprehension Answer Location: Empires of the Americas Difficulty Level: Medium 26. Why has Ancient Egypt been the primary focus of archaeological research in Africa?

A. The lower Nile Valley has been explored much more than areas around the Niger river.

B. It is the oldest known state society.

C. Political corruption in most countries prevents researchers from excavating other areas.

D. A great flood scattered artifacts and records of other ancient civilizations.

Ans: A Learning Objective: 9.4: Discuss where some of the first agricultural states were located and their characteristics.

Cognitive Domain: Analysis Answer Location: Agricultural Civilizations in Africa Difficulty Level: Medium 27. What particular writing system is known from hundreds of inscriptions on stone, monuments, and a variety of artifacts?

A. Indian script B. Semitic writing C. Indus script D. syllabic writing Ans: C Learning Objective: 9.4: Discuss where some of the first agricultural states were located and their characteristics.

Cognitive Domain: Knowledge Answer Location: South Asia: The Indus Valley Difficulty Level: Easy 28. The city of Tenochtitlán was an Aztec city that was located in which current city?

A. Guatemala City

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B. San Salvador C. Mexico City D. Panama City Ans: C Learning Objective: 9.4: Discuss where some of the first agricultural states were located and their characteristics.

Cognitive Domain: Knowledge Answer Location: Empires of the Americas Difficulty Level: Easy 29. The ruins of Kerma included monumental mud-brick structures called ______.

A. pyramids B. tumuli C. deffufa D. huts Ans: C Learning Objective: 9.4: Discuss where some of the first agricultural states were located and their characteristics.

Cognitive Domain: Knowledge Answer Location: Agricultural Civilizations in Africa Difficulty Level: Easy 30. What city located in modern Iraq is sometimes described as the world’s first city?

A. Uruk B. Ur C. Ubaid D. Eridu Ans: A Learning Objective: 9.4: Discuss where some of the first agricultural states were located and their characteristics.

Cognitive Domain: Knowledge Answer Location: Civilizations in Southwest Asia Difficulty Level: Easy 31. What ruler was responsible for the development of the first written legal codes to maintain a standardized system of political rules for the Babylonian Empire?

A. Hammurabi B. Xerces C. Khufu D. Cheops Ans: A Learning Objective: 9.4: Discuss where some of the first agricultural states were located and their characteristics.

Cognitive Domain: Comprehension

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Answer Location: Civilizations in Southwest Asia Difficulty Level: Medium 32. The inhabitants of the valley of Mexico developed a highly effective cultivation system known as ______.

A. tumuli B. chinampas C. deffufa D. sipán Ans: B Learning Objective: 9.4: Discuss where some of the first agricultural states were located and their characteristics.

Cognitive Domain: Knowledge Answer Location: Empires of the Americas Difficulty Level: Easy 33. A student is writing a paper about an ancient society that had excessive taxes, few jobs, and hungry peasants at the end of its reign. The reasons for this society’s decline might be explained as ______.

A. sudden catastrophic events B. social stratification C. failure to respond to changing conditions D. failure of complexity Ans: B Learning Objective: 9.5: Appraise different theories of why states collapse.

Cognitive Domain: Application Answer Location: Reasons for Collapse Difficulty Level: Hard 34. According to Joseph Tainter, the collapse of a society represents a logical choice in the context of declining returns for that way of life. When people’s investment in their daily activities or location fails to produce a benefit, the society disintegrates. This differs from the dominant view of scholars who most often assume that ______.

A. a decline in complexity is deemed a catastrophe B. time is circular rather than linear C. environmental degradation is the primary factor in collapse D. societies collapse due to human error Ans: A Learning Objective: 9.5: Appraise different theories of why states collapse.

Cognitive Domain: Application Answer Location: Reasons for Collapse Difficulty Level: Hard

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35. Which statement is true about the relative age of the United States as compared to the duration of some ancient empires?

A. The United States is one of the oldest civilizations in North America.

B. At 243 years old, the United States is one of the longest ongoing civilizations in history.

C. Many early civilizations exited for a longer period of time than the United States has thus far.

D. Ancient Egypt spanned a period of 300 years which has scholars looking at parallels between the two.

Ans: C Learning Objective: 9.5: Appraise different theories of why states collapse.

Cognitive Domain: Analysis Answer Location: Reasons for Collapse Difficulty Level: Medium

True/False 1. Early states were characterized by a high degree of inequality, which a small portion of the population had political authority or access to goods and services.

Ans: T Learning Objective: 9.1: Discuss the different characteristics that have been used to define civilizations and the limitations of these definitions.

Cognitive Domain: Comprehension Answer Location: Agricultural States Difficulty Level: Medium 2. Archeologists study objects buried with the dead to evaluate the status of inhabitants of early agricultural civilizations.

Ans: T Learning Objective: 9.2: List the different sources of information that archaeologists draw on to study early states.

Cognitive Domain: Comprehension Answer Location: Status and Social Ranking Difficulty Level: Medium 3. As state societies emerged, religious institutions lost authority since secular modes of power legitimized the state.

Ans: F Learning Objective: 9.2: List the different sources of information that archaeologists draw on to study early states.

Cognitive Domain: Comprehension Answer Location: The Archaeology of Religion Difficulty Level: Medium

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4. The Sumerian Empire is considered the earliest known civilization.

Ans: T Learning Objective: 9.4: Discuss where some of the first agricultural states were located and their characteristics.

Cognitive Domain: Knowledge Answer Location: Civilizations in Southwest Asia Difficulty Level: Easy 5. The Olmec is sometimes considered the “mother culture” of Mesoamerica because many of the features represented appear in other civilizations such as the Mayans and Aztec.

Ans: T Learning Objective: 9.4: Discuss where some of the first agricultural states were located and their characteristics.

Cognitive Domain: Knowledge Answer Location: Empires of the Americas Difficulty Level: Easy

Short Answer 1. Explain the role of the New Fire Ceremony in the Aztec empire.

Ans: The New Fire Ceremony was an ancient ritual that the Aztec appropriated to promote social cohesion and secure the power of people in the region. The New Fire Ceremony did not originate with the Aztec people, but they used it to ritually legitimize their authority.

Learning Objective: 9.2: List the different sources of information that archaeologists draw on to study early states.

Cognitive Domain: Application Answer Location: The Archaeology of Religion Difficulty Level: Hard 2. What is one conclusion that archaeologists can tell about a society from grave goods?

Ans: Archaeologists use grave goods to evaluate status. A prime example of this is ancient Egypt. Researchers can observe variations of materials from different graves to determine the degree of status and prestige that was possible in the society.

Learning Objective: 9.2: List the different sources of information that archaeologists draw on to study early states.

Cognitive Domain: Application Answer Location: Monumental Architecture Difficulty Level: Hard 3. Provide an example of a heterarchy within a society.

Ans: Heterarchy differs from hierarchy in that status is not ranked in any particular order.

Religious and kinship relationships may intersect with the political organization. This means

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that someone in a very powerful political position may be subordinate to another person in terms of a kinship relationship. One mode of power is not absolute.

Learning Objective: 9.3: Critique different theories of state formation.

Cognitive Domain: Application Answer Location: Hierarchy or Heterarchy?

Difficulty Level: Hard 4. Which theory of state formation is most useful? Explain your answer.

Ans: Multivariant theories are the most widely applicable. However, integrationist and conflict theorists may apply more directly to specific cases. Each lens provides a way to highlight aspects of that particular situation.

Learning Objective: 9.3: Critique different theories of state formation.

Cognitive Domain: Application Answer Location: Why Did States Form?

Difficulty Level: Hard 5. Does the Olmec civilization represent a state or chiefdom? Justify your answer.

Ans: Chiefdoms are kin-ordered societies. A state is characteristic of having a larger population.

The status of Olmec civilization is in dispute because it is unclear of how many people lived there. Some scholars argue that the architecture in Olmec civilization was devoted to ritual rather than urban life.

Learning Objective: 9.4: Discuss where some of the first agricultural states were located and their characteristics.

Cognitive Domain: Application Answer Location: Empires of the Americas Difficulty Level: Hard

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Chapter 10: Culture Test Bank Multiple Choice 1. Choose the term that anthropologists use to explain the differences between humans without resorting to racial or biological “explanations.”

A. nature B. culture C. genetics D. humanity Ans: B Learning Objective: 10.1: Discuss the basic characteristics and components of culture as understood by anthropologists.

Cognitive Domain: Knowledge Answer Location: The Characteristics of Culture Difficulty Level: Easy 2. Which of the following human activities would qualify as culture, according to anthropologists?

A. breathing B. blinking C. walking D. singing Ans: D Learning Objective: 10.1: Discuss the basic characteristics and components of culture as understood by anthropologists.

Cognitive Domain: Application Answer Location: The Characteristics of Culture Difficulty Level: Medium 3. Which of the following is an example of a nonmaterial product of culture?

A. a ceramic pot inscribed with intricate designs B. a woven rug with richly dyed fibers C. a ritual in which prayers are sung to the gods D. a house built of wattle and daub Ans: C Learning Objective: 10.4: Discuss the components of nonmaterial culture studied by anthropologists.

Cognitive Domain: Comprehension Answer Location: Aspects of Culture Difficulty Level: Medium

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4. Jeremy is 4 years old. He discovers an unlit scented candle on a side table that smells just like chocolate. Excited, he takes a bite of the candle and realizes it tastes terrible--nothing at all like chocolate. Jeremy doesn’t take bites of other candles he encounters. This scenario provides an example of which type of learning?

A. situational learning B. social learning C. symbolic learning D. formal learning Ans: A Learning Objective: 10.2: Discuss how humans acquire their culture.

Cognitive Domain: Application Answer Location: Culture Is Learned Difficulty Level: Medium 5. Which of the following is the best example of social learning?

A. A child touches a hot oven door, gets burned, and learns not to touch oven doors.

B. A child reads a fact about dinosaurs in a book.

C. A child hears a beloved television character cackle in a particular way and begins to try their best to laugh that way as well.

D. A child’s parent explains that cars go when the traffic light is green, slow down when the light turns yellow, and stop when the light turns red.

Ans: C Learning Objective: 10.2: Discuss how humans acquire their culture.

Cognitive Domain: Application Answer Location: Culture Is Learned Difficulty Level: Medium 6. Nonhuman animal groups are not called cultures because nonhuman animals lack the ability to ______.

A. learn B. symbolize C. use tools Ans: B Learning Objective: 10.2: Discuss how humans acquire their culture.

Cognitive Domain: Knowledge Answer Location: Culture Is Learned Difficulty Level: Easy 7. The fact that different languages use different words for the same concept illustrates the ______ nature of symbols.

A. observable B. concrete C. meaningful D. arbitrary Ans: D Learning Objective: 10.2: Discuss how humans acquire their culture.

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Cognitive Domain: Knowledge Answer Location: Symbols and Symbolic Learning Difficulty Level: Easy 8. Reading a book that outlines the effects of colonialism on cultures around the world qualifies as which type of learning?

A. symbolic B. social C. situational D. rote Ans: A Learning Objective: 10.2: Discuss how humans acquire their culture.

Cognitive Domain: Application Answer Location: Symbols and Symbolic Learning Difficulty Level: Medium 9. Which type of learning depends on direct experience?

A. symbolic B. cognitive C. situational D. social Ans: C Learning Objective: 10.2: Discuss how humans acquire their culture.

Cognitive Domain: Knowledge Answer Location: Culture Is Learned Difficulty Level: Easy 10. People who share deep feelings reflected by national symbols such as flags may not know each other, but belong to the same ______.

A. imagined community B. ethnic group C. religious congregation D. subculture Ans: A Learning Objective: 10.2: Discuss how humans acquire their culture.

Cognitive Domain: Knowledge Answer Location: Symbols and Culture Difficulty Level: Easy 11. The concept of ______ illustrates how people integrate cultural models into their minds and actively engage with them rather than passively acquiring cultural knowledge.

A. assimilation B. symbols C. schemas D. observation

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Ans: C Learning Objective: 10.3: Discuss how anthropologists understand the sharing of culture.

Cognitive Domain: Knowledge Answer Location: Culture Is Shared Difficulty Level: Easy 12. Choose the scenario that best illustrates how members of the same society may acquire different versions of culture.

A. A young girl lives in a small-scale society. Her mother is a talented weaver, and the girl spends much of her time learning the art of weaving from her mother, while her brother spends much of his time learning to hunt from his father.

B. Two small siblings living in an industrialized society have a toy cash register. They often pretend they are a shopper and cashier conducting a transaction, imitating what they have seen grocery shopping with their parents each week.

C. A man in an industrialized society sits with his small daughter and reads her his favorite book from his own childhood.

D. A little boy in a small-scale society chases his dog through a social gathering and is chastised by a neighbor who disapproves of the noise he’s making.

Ans: A Learning Objective: 10.3: Discuss how anthropologists understand the sharing of culture.

Cognitive Domain: Application Answer Location: Culture Is Shared Difficulty Level: Medium 13. Some Americans are very supportive of enacting stricter immigration laws, while others condemn any move toward making it more difficult for people to enter the United States. This illustrates how culture is often ______.

A. preserved B. contested C. acquired D. epidemiological Ans: B Learning Objective: 10.3: Discuss how anthropologists understand the sharing of culture.

Cognitive Domain: Application Answer Location: Culture Is Shared Difficulty Level: Medium 14. Why would it be problematic to refer to beliefs and practices from Japan as “Japanese culture?”

A. It illustrates the schematic nature of Japanese culture.

B. It might offend people from Japan.

C. It makes it seem as though being Japanese is a bad thing.

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D. It can lead to the false assumption that every Japanese person believes the same thing.

Ans: D Learning Objective: 10.3: Discuss how anthropologists understand the sharing of culture.

Cognitive Domain: Comprehension Answer Location: Culture Is Shared Difficulty Level: Easy 15. The epidemiological approach to understanding culture uses a ______ model to illustrate how certain aspects of culture spread rapidly.

A. schematic B. contested C. disease D. homogeneous Ans: C Learning Objective: 10.3: Discuss how anthropologists understand the sharing of culture.

Cognitive Domain: Knowledge Answer Location: Culture Is Shared Difficulty Level: Easy 16. Which of the following is an example of material culture?

A. freedom B. science C. equality D. medicine Ans: D Learning Objective: 10.4: Discuss the components of nonmaterial culture studied by anthropologists.

Cognitive Domain: Comprehension Answer Location: Aspects of Culture Difficulty Level: Easy 17. A parent teaches their child that when a traffic light turns yellow, it means that drivers should slow down and prepare to stop. The same parent generally speeds up instead when traffic lights turn yellow. This illustrates which concept?

A. ideal versus real culture B. values C. cultural hegemony D. ideology Ans: A Learning Objective: 10.4: Discuss the components of nonmaterial culture studied by anthropologists.

Cognitive Domain: Application Answer Location: Ideal Versus Real Culture

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Difficulty Level: Medium 18. Select the answer that provides an example of both material and nonmaterial culture.

A. freedom and equality B. security and a comfortable house C. individual achievement and success D. stone tools and animal skin clothing Ans: B Learning Objective: 10.4: Discuss the components of nonmaterial culture studied by anthropologists.

Cognitive Domain: Comprehension Answer Location: Aspects of Culture Difficulty Level: Medium 19. What is one difference between values and beliefs?

A. Values are more general and beliefs are more specific.

B. Values stay the same from society to society, but beliefs do not.

C. Values change over time, while beliefs stay the same.

D. Values seem normal and universal to members of a society, and beliefs do not.

Ans: A Learning Objective: 10.4: Discuss the components of nonmaterial culture studied by anthropologists.

Cognitive Domain: Analysis Answer Location: Aspects of Culture Difficulty Level: Medium 20. Specific interest groups are more likely to promote ______ in order to preserve or justify their own power.

A. norms B. values C. ideologies D. practices Ans: C Learning Objective: 10.4: Discuss the components of nonmaterial culture studied by anthropologists.

Cognitive Domain: Comprehension Answer Location: Beliefs Difficulty Level: Easy 21. A classroom full of students is facing the professor, taking notes on the material, and responding to the professor’s questions. These students are observing ______ of classroom behavior.

A. norms B. values C. ideologies

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D. practices Ans: A Learning Objective: 10.4: Discuss the components of nonmaterial culture studied by anthropologists.

Cognitive Domain: Application Answer Location: Norms Difficulty Level: Medium 22. A man meets his date at a restaurant and is surprised when she sits on the same side of the booth as him. It had never occurred to him that people might sit on the same side rather than across from one another. In this case, sitting across from your date at a restaurant would be considered a(n) ______.

A. belief B. value C. ideology D. folkway Ans: D Learning Objective: 10.4: Discuss the components of nonmaterial culture studied by anthropologists.

Cognitive Domain: Application Answer Location: Folkways Difficulty Level: Medium 23. Westerners labeling those who eat insects as “savage” or “barbaric” are showing their ______.

A. ethnocentrism B. cultural relativism C. ethical problems D. symbolism Ans: A Learning Objective: 10.5: Describe how culture results in differences among people in various societies.

Cognitive Domain: Comprehension Answer Location: Food and Diversity Difficulty Level: Easy 24. Which of the following categories of animal do most Americans consider to be edible?

A. vermin B. farm animals C. pet animals D. insects Ans: B Learning Objective: 10.5: Describe how culture results in differences among people in various societies.

Cognitive Domain: Application

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Answer Location: Food and Diversity Difficulty Level: Easy 25. According to Mary Douglas’ symbolic explanation, why did the ancient Israelites have a taboo prohibiting the consumption of pork?

A. Pigs were too costly to raise.

B. Pigs competed with humans for the same resources.

C. Pigs did not fit into the categories of animals created by God in Genesis.

D. Pigs were dirty and carried disease.

Ans: C Learning Objective: 10.5: Describe how culture results in differences among people in various societies.

Cognitive Domain: Comprehension Answer Location: Food and Diversity Difficulty Level: Medium 26. According to Marvin Harris’ adaptive explanation, why did the ancient Israelites have a taboo prohibiting the consumption of pork?

A. Pigs were too costly to raise in that environment and provided no by-products other than meat.

B. Pigs were considered impure or polluted.

C. Pigs did not fit neatly into one category of animal, so were considered dangerous.

D. Pigs carried diseases which could be passed to humans.

Ans: A Learning Objective: 10.5: Describe how culture results in differences among people in various societies.

Cognitive Domain: Comprehension Answer Location: Food and Diversity Difficulty Level: Medium 27. “Eating insects is disgusting, and only a savage would even consider it,” is an ethnocentric statement. Which of the following answers best applies cultural relativism to the practice of entomophagy?

A. “Disgust for insects is a natural phenomenon, so people in cultures that eat insects must be very strong to overcome that disgust.”

B. “We have enough to eat in our society, but in places where people are starving, it makes sense that they would have to resort to eating insects.”

C. “It is dangerous to consume insects, so I do not eat them--but if others want to, that is their business.”

D. “Some types of insect are nutritious, and in a culture where children aren’t taught disgust of insects, it makes sense that they would be part of the cuisine.”

Ans: D Learning Objective: 10.5: Describe how culture results in differences among people in various societies.

Cognitive Domain: Application Answer Location: Cultural Diversity

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Difficulty Level: Medium 28. Anthropologists use ______ to combat their own ethnocentrism and allow themselves to study other groups in a scientific way.

A. cultural relativism B. diversity C. ethnic groups D. symbolism Ans: A Learning Objective: 10.5: Describe how culture results in differences among people in various societies.

Cognitive Domain: Knowledge Answer Location: Cultural Diversity Difficulty Level: Easy 29. The use of a German dialect and traditional manner of dressing by the Old Order Amish in the United States function as markers of their ______.

A. rituals B. ethnicity C. folkways D. national symbols Ans: B Learning Objective: 10.5: Describe how culture results in differences among people in various societies.

Cognitive Domain: Comprehension Answer Location: Ethnicity Difficulty Level: Easy 30. Why do people in different cultures eat different foods?

A. All humans have to eat in order to survive, so food choice is biological rather than cultural.

B. Humans make their food choices by choosing the most nutritious option based on their available food resources, and different resources are available in different places.

C. Each culture has guidelines about which foods are to be consumed, and these rules are based on more than just safety and nutritional quality.

D. People across the world have the same food resources available, so choices about which foods to eat reflect ideas of status.

Ans: C Learning Objective: 10.5: Describe how culture results in differences among people in various societies.

Cognitive Domain: Application Answer Location: Food and Diversity Difficulty Level: Medium

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31. Some cultural diversity comes from the differing ways in which various cultures address their biological needs, but the majority comes from the different ______ that human cultures create as meaning-seeking creatures.

A. artwork B. symbols C. taboos D. dress codes Ans: B Learning Objective: 10.5: Describe how culture results in differences among people in various societies.

Cognitive Domain: Knowledge Answer Location: Dress Codes and Symbolism Difficulty Level: Easy 32. Clyde Kluckhohn’s idea that “every human is like all other humans, some other humans, and no other human” reflects the idea that culture is both ______.

A. complex and simple B. growing and shrinking C. diverse and universal D. static and dynamic Ans: C Learning Objective: 10.6: Describe how culture leads to universal similarities among people in widely separated societies.

Cognitive Domain: Application Answer Location: Cultural Universals Difficulty Level: Medium 33. The concept of cultural universals implies that ______.

A. different cultures have different ways of addressing the same basic needs B. cultures across the world are more different than they are similar C. some cultures are very exotic and some are neutral D. if multiple cultures have the same belief or practice, they must have been in contact at some point Ans: A Learning Objective: 10.6: Describe how culture leads to universal similarities among people in widely separated societies.

Cognitive Domain: Comprehension Answer Location: Cultural Universals Difficulty Level: Medium 34. Why does Donald E. Brown hold early anthropologists partly responsible for the stereotypes and Otherization of diverse cultures?

A. Early anthropologists set out to prove that non-European cultures were superior.

B. Early anthropologists tended to focus on the differences among cultures rather than the similarities.

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C. Early anthropologists wanted to demonstrate that all human cultures addressed the same basic needs.

D. Early anthropologists were unable to get to the root causes of beliefs and practices they could not understand.

Ans: B Learning Objective: 10.6: Describe how culture leads to universal similarities among people in widely separated societies.

Cognitive Domain: Analysis Answer Location: Cultural Universals Difficulty Level: Medium 35. Who were the Universal People?

A. the fictional inhabitants of other planets used as an analogy to explain what it was like for early anthropologists to be the first ones to make contact with a cultural group B. the people in the world who have no culture at all and represent a human neutral, and to whom anthropologists compare all other cultures C. the group of early anthropologists who set out to make contact with every group in the world and record their traits and languages D. a group of imagined people who have every cultural trait of every society in the world Ans: D Learning Objective: 10.6: Describe how culture leads to universal similarities among people in widely separated societies.

Cognitive Domain: Knowledge Answer Location: Cultural Universals Difficulty Level: Easy

True/False 1. Members of a society share a uniform culture.

Ans: F Learning Objective: 10.1: Discuss the basic characteristics and components of culture as understood by anthropologists.

Cognitive Domain: Knowledge Answer Location: The Characteristics of Culture Difficulty Level: Easy 2. Nonhuman primates intentionally teach their babies.

Ans: F Learning Objective: 10.2: Discuss how humans acquire their culture.

Cognitive Domain: Knowledge Answer Location: Culture Is Learned Difficulty Level: Easy 3. Despite the heterogeneity of culture within groups, there still remain some common cultural understandings.

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Ans: T Learning Objective: 10.3: Discuss how anthropologists understand the sharing of culture.

Cognitive Domain: Knowledge Answer Location: Culture Is Shared Difficulty Level: Easy 4. Beliefs are based on objective truth or reality.

Ans: F Learning Objective: 10.4: Discuss the components of nonmaterial culture studied by anthropologists.

Cognitive Domain: Comprehension Answer Location: Beliefs Difficulty Level: Easy 5. Food taboos around the world are much more likely to apply to animal products than to plant products.

Ans: T Learning Objective: 10.5: Describe how culture results in differences among people in various societies.

Cognitive Domain: Knowledge Answer Location: Food and Diversity Difficulty Level: Easy

Short Answer 1. Anthropologist Victor Turner described the symbolic qualities of multivocality and condensation. Discuss how these qualities apply to flags.

Ans: Flags are visible political symbols. In learning about the symbolic meanings associated with their nation’s flag, young residents of a nation learn about the deeply held beliefs of their nation. Flags are multivocal symbols in that they mean different things to different groups, even within the same nation. For example, the Confederate flag is regarded by some as a representation of their cultural heritage, but others see it as a symbol of racism. Flags have the characteristic of condensation in that they often evoke many feelings, memories, and associations in the minds of those who see them.

For example, Americans may recall that the 50 stars on the U.S. flag represent the 50 states, and the 13 stripes represent the 13 colonies. They may feel immensely proud to see the flag blowing in the wind, but also a bit uncomfortable with what the flag represents to others. They may feel either anger or solidarity with those who protest by burning, desecrating, or otherwise behaving in a manner that they feel is disrespectful to the flag.

Learning Objective: 10.2: Discuss how humans acquire their culture.

Cognitive Domain: Analysis Answer Location: Critical Perspectives: Key National Symbols Difficulty Level: Hard

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2. Compare and contrast symbols and signs. Give at least one example of each that illustrates the difference.

Ans: Symbols are only used by humans, whereas signs may be used by humans or nonhuman animals. Symbols are arbitrary and abstract, while signs are associated with concrete phenomena. Using the colors such as red, yellow, and green to indicate when cars should stop, slow down, or go would be an example of a symbol. Any other colors could theoretically work just as well, so they count as arbitrary. Using a bell to train a dog is an example of a sign. The dog learns to associate the sound of the bell with a particular action, and that sound cannot be substituted for any other sound.

Learning Objective: 10.2: Discuss how humans acquire their culture.

Cognitive Domain: Analysis Answer Location: Culture Is Learned Difficulty Level: Hard 3. Analyze how culture is both an internal and external phenomenon.

Ans: A particular aspect of culture, such as a holiday celebration, may exist before an individual is born and acquires that aspect of culture. In this way, it is public or external to the individual. Each individual has their own way of relating to, thinking about, participating in, and celebrating that holiday. In this way, it is internal to the individual. In order to adequately address a particular cultural practice, the anthropologist must examine it as both an internal or individual belief or practice and an external or public belief or practice.

Learning Objective: 10.3: Discuss how anthropologists understand the sharing of culture.

Cognitive Domain: Analysis Answer Location: Culture Is Shared Difficulty Level: Hard 4. Explore the ways in which subordinate groups in a society may either accept or resist the cultural hegemony of the ideology of the dominant group.

Ans: Cultural hegemony can make it seem as though the ideology of the dominant group in society is advantageous for everyone, since those members of the dominant group that adhere to the ideology seem to prosper. This is why some members of some subordinate groups may support the ideology of the dominant group. The cultural hegemony reinforces the cultural power of the dominant group, however, so the ideology of that group tends to disadvantage members of subordinate groups. Those who understand that an ideology that reinforces their own subordination will never benefit subordinate groups tend to resist the cultural hegemony even when it seems that following it would be to their advantage.

Learning Objective: 10.4: Discuss the components of nonmaterial culture studied by anthropologists.

Cognitive Domain: Analysis Answer Location: Beliefs Difficulty Level: Hard

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5. Analyze the dreadlock hairstyle of Rastafarians as a multivocal symbol.

Ans: Dreadlocks represent many things to many people. To Rastafarians, dreadlocks are a powerful symbol of lions, which are important in their religion, of resistance to the cultural hegemony that said fine, silky hair was better than kinky hair, of wildness and danger, and existing outside of conventional Jamaican culture. To other Jamaicans, dreadlocks can be seen as a symbol of contempt or disregard for social norms. To American youth, dreadlocks are seen as a symbol of rebellion or as a signal that they are purposely declining to fit in. To others, dreadlocks are just an aesthetic choice. The multivocal quality of dreadlocks is that they mean so many different things to so many different groups.

Learning Objective: 10.5: Describe how culture results in differences among people in various societies.

Cognitive Domain: Analysis Answer Location: Dress Codes and Symbolism Difficulty Level: Hard

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Chapter 11: The Process of Enculturation: Psychological and Cognitive Anthropology Test Bank Multiple Choice 1. The ______ perspective allows anthropologists to explore the extent to which nature and nurture contribute to human behavior.

A. interactionist B. biological C. cultural D. archaeological Ans: A Learning Objective: 11.1: Discuss the relationship between biology and culture and how anthropologists regard the nature/nurture questions of humanity.

Cognitive Domain: Comprehension Answer Location: Biology Versus Culture Difficulty Level: Medium 2. An example of the ______ perspective is a study examining the ways in which education about drugs and alcohol impacts the likelihood that a person with a genetic predisposition toward addiction will actually struggle with addiction.

A. linguistic B. biological C. biocultural D. cultural Ans: C Learning Objective: 11.1: Discuss the relationship between biology and culture and how anthropologists regard the nature/nurture questions of humanity.

Cognitive Domain: Application Answer Location: Biology Versus Culture Difficulty Level: Medium 3. What characteristic do humans share with all other animals?

A. stereoscopic, color vision B. the ability to nurse offspring C. the need to eat a particular amount of carbohydrates D. extreme sociability Ans: C

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Learning Objective: 11.2: Explain the difference between nonhuman animal behavior and human behavior.

Cognitive Domain: Comprehension Answer Location: Human Beings as Animals Difficulty Level: Medium 4. Humans are different from other animals in that ______.

A. we have highly tuned instincts B. we have adapted to widely varying environments C. our behavior relies on both genetics and environment D. we can communicate with one another Ans: B Learning Objective: 11.2: Explain the difference between nonhuman animal behavior and human behavior.

Cognitive Domain: Comprehension Answer Location: Human Beings as Animals Difficulty Level: Medium 5. The need to eat is an example of a/an ______.

A. biogram B. intuition C. instinct D. drive Ans: D Learning Objective: 11.2: Explain the difference between nonhuman animal behavior and human behavior.

Cognitive Domain: Comprehension Answer Location: Drives Difficulty Level: Easy 6. Scientists agree that humans do not have ______.

A. cognitive intuitions B. instincts C. reflexes D. drives Ans: B Learning Objective: 11.2: Explain the difference between nonhuman animal behavior and human behavior.

Cognitive Domain: Knowledge Answer Location: Do Humans Possess Instincts?

Difficulty Level: Easy 7. Why are humans able to survive and thrive in such a wide array of environments?

A. We have a closed biogram.

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B. We are genetically well-adapted to many different regions.

C. Learning has a miniscule impact on our behavior compared to genetics.

D. Learning has an enormous impact on our behavior compared to genetics.

Ans: D Learning Objective: 11.2: Explain the difference between nonhuman animal behavior and human behavior.

Cognitive Domain: Analysis Answer Location: Drives Difficulty Level: Medium 8. If the air were to become too polluted to breathe, many humans would still survive due to ______ that would allow people to filter toxins from the air.

A. instincts B. mutations C. cultural adaptations D. natural selection Ans: C Learning Objective: 11.2: Explain the difference between nonhuman animal behavior and human behavior.

Cognitive Domain: Application Answer Location: Culture Versus Instinct Difficulty Level: Medium 9. A person’s ______ is developed as a result of their specific genetics and cultural environment.

A. personality B. intuition C. culture D. cognition Ans: A Learning Objective: 11.3: Discuss how anthropologists study enculturation and its relationship to personality formation.

Cognitive Domain: Comprehension Answer Location: Enculturation: Culture and Personality Difficulty Level: Medium 10. Biological determinism was responsible for which view?

A. Environment dictates culture.

B. Genes determine everything important about a person.

C. Humans deserved to be at the top of the food chain.

D. Some races are better than others.

Ans: D Learning Objective: 11.3: Discuss how anthropologists study enculturation and its relationship to personality formation.

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Cognitive Domain: Comprehension Answer Location: Early Studies of Enculturation Difficulty Level: Medium 11. According to Benedict’s work, a society whose ritual practices include inducing visions with psychotropic substances would be classified as ______.

A. Dionysian B. Appolonian C. Herculean D. Artemisian Ans: A Learning Objective: 11.3: Discuss how anthropologists study enculturation and its relationship to personality formation.

Cognitive Domain: Application Answer Location: Benedict and Culture Types Difficulty Level: Medium 12. Mead’s work in Samoa asserted that stress associated with ______ is cultural rather than biological.

A. subsistence B. warfare C. adolescence D. birth Ans: C Learning Objective: 11.3: Discuss how anthropologists study enculturation and its relationship to personality formation.

Cognitive Domain: Knowledge Answer Location: Mead in Samoa Difficulty Level: Easy 13. "When a traffic light turns yellow, we slow down,” is statement that reflects ______, because many people speed up instead.

A. reality B. determinism C. pragmatism D. ideal culture Ans: D Learning Objective: 11.3: Discuss how anthropologists study enculturation and its relationship to personality formation.

Cognitive Domain: Application Answer Location: The Freeman-Mead Controversy Difficulty Level: Medium

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14. Without female anthropologists, the importance of ______ in the acquisition of culture may never have been explored.

A. nature B. childhood C. socialization D. adolescence Ans: B Learning Objective: 11.3: Discuss how anthropologists study enculturation and its relationship to personality formation.

Cognitive Domain: Comprehension Answer Location: Childhood Acquisition of Cultural Knowledge Difficulty Level: Medium 15. The work of ______ is important in anthropologists’ understanding of enculturation.

A. Carl Jung B. Lee Berger C. Louis Leakey D. Sigmund Freud Ans: D Learning Objective: 11.4: How have anthropologists used the psychoanalytic approach to study personality and culture?

Cognitive Domain: Knowledge Answer Location: Sigmund Freud’s Influence Difficulty Level: Easy 16. According to Sigmund Freud, culture lies in the ______ sector of personality.

A. id B. ego C. superego D. reality Ans: C Learning Objective: 11.4: How have anthropologists used the psychoanalytic approach to study personality and culture?

Cognitive Domain: Comprehension Answer Location: Sigmund Freud’s Influence Difficulty Level: Medium 17. According to Sigmund Freud, the ______ sector of personality attempts to regulate the demands of the unconscious by applying the rules of society.

A. id B. ego C. superego D. reality Ans: B

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Learning Objective: 11.4: How have anthropologists used the psychoanalytic approach to study personality and culture?

Cognitive Domain: Comprehension Answer Location: Sigmund Freud’s Influence Difficulty Level: Medium 18. A woman walks to a corner store during her lunch break to purchase food, but realizes she left her bag with her wallet and phone at work. She doesn’t have enough time left on her break to go back for her bag, but she is very hungry. The store clerk steps into the back, and she considers stealing a few snacks. Which sector of personality is at work as she weighs whether to steal the snacks?

A. id B. ego C. superego D. reality Ans: B Learning Objective: 11.4: How have anthropologists used the psychoanalytic approach to study personality and culture?

Cognitive Domain: Application Answer Location: Sigmund Freud’s Influence Difficulty Level: Medium 19. Claude Lévi-Strauss’ work on ______ would describe the contrasting ideas of heaven and hell as an example of universal thought patterns.

A. binary oppositions B. cultural relativism C. functionalism D. enculturation Ans: A Learning Objective: 11.5: Discuss the relationship between enculturation and cognition.

Cognitive Domain: Application Answer Location: Structuralism Difficulty Level: Medium 20. ______ anthropologists view human behavior as dependent upon unconscious process, schemas, and models.

A. Psychoanalytic B. Structural C. Cognitive D. Evolutionary Ans: C Learning Objective: 11.6: Discuss what cognitive anthropologists have learned about universals and human thought processes.

Cognitive Domain: Comprehension

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Answer Location: Cognitive Anthropology Difficulty Level: Medium 21. Which of the following statements is true about societies with no color concept?

A. They cannot see color.

B. They can perceive color, but use language to categorize it in different ways.

C. They cannot distinguish between certain shades.

D. They rarely see colors.

Ans: B Learning Objective: 11.6: Discuss what cognitive anthropologists have learned about universals and human thought processes.

Cognitive Domain: Comprehension Answer Location: Cognitive Anthropology Difficulty Level: Medium 22. That people around the globe put birds into the same classifications regardless of scientific training reflects the universal human ability to ______.

A. synthesize B. process visual stimuli C. theorize D. categorize Ans: D Learning Objective: 11.6: Discuss what cognitive anthropologists have learned about universals and human thought processes.

Cognitive Domain: Comprehension Answer Location: Cognitive Anthropology Difficulty Level: Medium 23. An anthropologist asks 5-year-olds, college students, and botanists to organize flowers into categories and finds that they all divide the flowers into the same groups. This reflects the universal, nonarbitrary nature of ______.

A. schemas B. taxonomies C. narratives D. culture Ans: B Learning Objective: 11.6: Discuss what cognitive anthropologists have learned about universals and human thought processes.

Cognitive Domain: Application Answer Location: Cognitive Anthropology Difficulty Level: Medium 24. Getting ready in the morning is an example of a ______ that may vary from culture to culture.

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A. taxonomy B. prototype C. schema D. narrative Ans: C Learning Objective: 11.6: Discuss what cognitive anthropologists have learned about universals and human thought processes.

Cognitive Domain: Application Answer Location: Cognitive Anthropology Difficulty Level: Medium 25. The idea that humans love sweet foods because of an ancient need to consume enough food to survive comes from ______.

A. cognitive anthropology B. evolutionary psychology C. structural functionalism D. humanistic anthropology Ans: B Learning Objective: 11.7: How does evolutionary psychology contribute to an understanding of human universals?

Cognitive Domain: Application Answer Location: Evolutionary Psychology Difficulty Level: Medium 26. The purpose of ______ in the human mind is to allow humans to adapt to various environments.

A. schemas B. narratives C. prototypes D. modules Ans: D Learning Objective: 11.7: How does evolutionary psychology contribute to an understanding of human universals?

Cognitive Domain: Knowledge Answer Location: Evolutionary Psychology Difficulty Level: Medium 27. A 4-year-old child hates broccoli but knows the dog loves it. She offers her broccoli to the dog knowing that the dog will eat it. This is an example of ______.

A. a schema B. an instinct C. theory of mind D. prototypes Ans: C

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Learning Objective: 11.7: How does evolutionary psychology contribute to an understanding of human universals?

Cognitive Domain: Application Answer Location: Evolutionary Psychology Difficulty Level: Medium 28. A ______ perspective on emotions would look for the physiological response to particular emotions.

A. psychological B. interactionist C. cultural D. biological Ans: D Learning Objective: 11.8: Discuss what anthropologists have discovered about human emotions.

Cognitive Domain: Comprehension Answer Location: Enculturation and Emotions Difficulty Level: Medium 29. An anthropology graduate student conducts fieldwork designed to analyze love in cultures around the world by examining the kinds of love, physiological differences between those in love and out of love, and narratives about love. This is an example of a study with a/an ______ perspective.

A. biological B. interactionist C. psychological D. cultural Ans: B Learning Objective: 11.8: Discuss what anthropologists have discovered about human emotions.

Cognitive Domain: Application Answer Location: Enculturation and Emotions Difficulty Level: Medium 30. Benedict and Mead viewed ______ as the most important factor in researching emotions.

A. culture B. biology C. modules D. schema Ans: A Learning Objective: 11.8: Discuss what anthropologists have discovered about human emotions.

Cognitive Domain: Knowledge Answer Location: Enculturation and Emotions

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Difficulty Level: Easy 31. Anthropologists who study emotions view the feelings of pride and shame as universals that promote ______ in every society.

A. productivity B. achievement C. individualism D. cooperation Ans: D Learning Objective: 11.8: Discuss what anthropologists have discovered about human emotions.

Cognitive Domain: Comprehension Answer Location: Enculturation and Emotions Difficulty Level: Medium 32. A woman travels to Rottnest Island near Perth, Australia. She has read a guidebook but is having trouble keeping track of which animals are dangerous and which are not. She comes upon a quokka. Though she cannot recall what the guidebook says about quokkas, she sees that the animal in front of her is small, furry, and lacks visibly sharp teeth or claws. She assumes the quokka is harmless based on her past experience of small adorable creatures. This situation is an example of using what neuroanthropologist Stephen Reyna calls ______.

A. magnetic resonance imaging B. collective memory C. neuronal culture D. enculturation Ans: C Learning Objective: 11.9: Discuss the new field of neuroanthropology.

Cognitive Domain: Application Answer Location: Neuroanthropology Difficulty Level: Medium 33. Neuroanthropology is an example of a(n) ______ approach.

A. humanistic B. biological C. scientific D. interactionist Ans: D Learning Objective: 11.9: Discuss the new field of neuroanthropology.

Cognitive Domain: Comprehension Answer Location: Neuroanthropology Difficulty Level: Medium 34. Neuroanthropology explores the relationships between culture and ______.

A. the brain

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B. ritual C. childhood D. learning Ans: A Learning Objective: 11.9: Discuss the new field of neuroanthropology.

Cognitive Domain: Knowledge Answer Location: Neuroanthropology Difficulty Level: Easy 35. Considering culture to be a deterministic factor in human behavior disregards the ______ that each person uses as they navigate their lives.

A. enculturation B. neuronal culture C. collective memory D. agency Ans: D Learning Objective: 11.10: Discuss the limitations of enculturation in examining human behavior.

Cognitive Domain: Application Answer Location: Individual Variation and Agency Difficulty Level: Medium

True/False 1. Instincts are affected by the environment as well as genetics.

Ans: T Learning Objective: 11.2: Explain the difference between nonhuman animal behavior and human behavior.

Cognitive Domain: Comprehension Answer Location: Instincts in Animals Difficulty Level: Medium 2. Humans have similar cognitive and reasoning abilities regardless of whether they live in state-level societies or small bands.

Ans: T Learning Objective: 11.5: Discuss the relationship between enculturation and cognition.

Cognitive Domain: Knowledge Answer Location: Jean Piaget and Lev Vygotsky Difficulty Level: Easy 3. Color-naming systems around the world are arbitrary.

Ans: F

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Learning Objective: 11.6: Discuss what cognitive anthropologists have learned about universals and human thought processes.

Cognitive Domain: Knowledge Answer Location: Cognitive Anthropology Difficulty Level: Easy 4. Evolutionary psychologists believe that humans intuitively understand how the world works due to modules in their minds.

Ans: T Learning Objective: 11.7: How does evolutionary psychology contribute to an understanding of human universals?

Cognitive Domain: Knowledge Answer Location: Evolutionary Psychology Difficulty Level: Easy 5. Enculturation results in uniform behavior throughout a society.

Ans: F Learning Objective: 11.10: Discuss the limitations of enculturation in examining human behavior.

Cognitive Domain: Knowledge Answer Location: Unique Biological Tendencies Difficulty Level: Easy

Short Answer 1. Compare and contrast instincts and cognitive intuitions.

Ans: Humans have cognitive intuitions, but not instincts. Instincts automatically and genetically motivate behavior. While cognitive intuitions can predispose humans toward ways of thinking and acting, they control human behavior much less rigidly than would instincts. Both cognitive intuitions and instincts have environmental components, but to a different extent. Cognitive intuitions are formed by early experience and thus are entirely learned. Instincts are genetically based, though their expression is affected by environment. While instincts typically lead to advantageous behaviors, cognitive intuitions can lead to disadvantageous behaviors since not every human’s early life is healthy and the application of intuition is often misguided.

Learning Objective: 11.2: Explain the difference between nonhuman animal behavior and human behavior.

Cognitive Domain: Analysis Answer Location: Do Humans Possess Instincts?

Difficulty Level: Hard 2. Discuss the importance of nature and nurture on the acquisition of culture.

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Ans: Humans are born with biological needs. They address these needs in different ways depending upon their environment, including the natural and also the cultural environment.

Children learn how to be members of the social group by watching and imitating what they see.

If their group relies on certain insects for food, the child is likely to do so as well. If their group sees those insects as vermin instead, the child will likely reject the insect as food. Humans are also born with genetic predispositions, and the nurture (cultural environment) they receive will partially determine which of those predispositions are expressed and which are not.

Learning Objective: 11.3: Discuss how anthropologists study enculturation and its relationship to personality formation.

Cognitive Domain: Analysis Answer Location: Enculturation: Culture and Personality Difficulty Level: Hard 3. According to cognitive anthropologists, how does the human mind organize the world?

Ans: The human mind organizes the world into systems of classifications that are universal in some ways and variable in others. Prototypes and taxonomies tend to be more basic and universal. Prototypes are the most basic ways that humans map the world. Taxonomies allow humans to categorize the natural world. Schemas and narratives are more complex and tend to vary from society to society. Schemas refer to action sequences, and all of the linguistic, visual, and logical bits that are included in any action sequence. They allow humans to easily assimilate new knowledge. Narratives are stories, and these are even more widely variable across societies.

Learning Objective: 11.6: Discuss what cognitive anthropologists have learned about universals and human thought processes.

Cognitive Domain: Analysis Answer Location: Cognitive Anthropology Difficulty Level: Hard 4. Discuss the evolutionary psychological view of the relationship between the brain and culture.

Ans: Rather than treating the brain as an object of culture--in other words, the brain as absorbing culture--evolutionary psychologists see the brain as active in its acquisition of culture. The mind is divided into modules that activate in particular cultural contexts to allow for the acquisition of culture. These modules were formed during the Paleolithic, and so sometimes are maladaptive in today’s world. Nevertheless, the modules allow members of every culture to understand the basic rules that govern behavior before they are even able to articulate those rules.

Learning Objective: 11.7: How does evolutionary psychology contribute to an understanding of human universals?

Cognitive Domain: Analysis Answer Location: Evolutionary Psychology Difficulty Level: Hard

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5. Synthesize the biological and cultural perspectives on emotion into an interactionist perspective.

Ans: Some cultures have emotions that are not present in all cultures. The Ifaluk emotion word song is an example. This would indicate that emotions are at least partially cultural. However, some emotions (such as anger) exist across cultures and produce physiological responses that are predictable and likely based on evolutionary processes. This would indicate that emotions are at least partially biological. An interactionist perspective would recognize that emotions are both cultural and biological and examine them accordingly. For example, anger produces predictable physiological responses, but there are myriad culturally acceptable or expected ways to show anger, things to be angry about, and types of anger. An interactionist perspective would include all of this.

Learning Objective: 11.8: Discuss what anthropologists have discovered about human emotions.

Cognitive Domain: Analysis Answer Location: Enculturation and Emotions Difficulty Level: Hard

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Chapter 12: Language Test Bank Multiple Choice 1. Researchers study ______ to understand how human language may have evolved.

A. nonhuman primates B. Paleolithic technology C. art and music D. subsistence strategies Ans: A Learning Objective: 12.1: Compare and contrast the laboratory studies of nonhuman animal communication with the studies of nonhuman animals in the wild.

Cognitive Domain: Knowledge Answer Location: Teaching Apes to Sign Difficulty Level: Easy 2. Psychologists and linguists have taught ASL and the use of lexigrams to nonhuman primates because nonhuman primates lack the ______.

A. intellectual capacity for language B. physical attributes for speech C. ability to express emotion D. desire to communicate Ans: B Learning Objective: 12.1: Compare and contrast the laboratory studies of nonhuman animal communication with the studies of nonhuman animals in the wild.

Cognitive Domain: Application Answer Location: Teaching Apes to Sign Difficulty Level: Medium 3. Based on his work with Washoe, Roger Fouts concluded that chimpanzee and human linguistic abilities differ in ______.

A. type B. no way C. symbolic capacity D. degree Ans: D Learning Objective: 12.1: Compare and contrast the laboratory studies of nonhuman animal communication with the studies of nonhuman animals in the wild.

Cognitive Domain: Comprehension Answer Location: Teaching Apes to Sign Difficulty Level: Medium

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4. ______ was one of the most significant linguistic achievements of the nonhuman primates.

A. Inventing new signs B. Mimicking signs performed by trainers C. Speaking words aloud D. Signing in exchange for rewards Ans: A Learning Objective: 12.1: Compare and contrast the laboratory studies of nonhuman animal communication with the studies of nonhuman animals in the wild.

Cognitive Domain: Application Answer Location: Teaching Apes to Sign Difficulty Level: Medium 5. Which nonhuman primate scored just below a human child on the Stanford–Binet Intelligence Scale?

A. Washoe B. Lana C. Koko D. Nim Chimpsky Ans: C Learning Objective: 12.1: Compare and contrast the laboratory studies of nonhuman animal communication with the studies of nonhuman animals in the wild.

Cognitive Domain: Knowledge Answer Location: Teaching Apes to Sign Difficulty Level: Easy 6. While it is clear that some nonhuman primates can learn signs and lexigram symbols, they seem to lack the ability to ______.

A. understand syntax B. create new signs C. understand new sentences D. follow commands Ans: A Learning Objective: 12.1: Compare and contrast the laboratory studies of nonhuman animal communication with the studies of nonhuman animals in the wild.

Cognitive Domain: Comprehension Answer Location: Ape Sign Language Reexamined Difficulty Level: Medium 7. The ability to lie is an example of which feature of human language?

A. arbitrariness B. displacement C. productivity D. combining sounds Ans: B

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Learning Objective: 12.2: Discuss what makes human languages unique in comparison with nonhuman animal communication.

Cognitive Domain: Application Answer Location: Displacement Difficulty Level: Medium 8. William von Humboldt described ______ as “the infinite use of finite media.”

A. arbitrariness B. displacement C. productivity D. combining sounds Ans: C Learning Objective: 12.2: Discuss what makes human languages unique in comparison with nonhuman animal communication.

Cognitive Domain: Comprehension Answer Location: Productivity Difficulty Level: Medium 9. The existence of different languages that can express the same concepts is a result of human language’s ______.

A. arbitrariness B. displacement C. productivity D. combination of sounds Ans: A Learning Objective: 12.2: Discuss what makes human languages unique in comparison with nonhuman animal communication.

Cognitive Domain: Comprehension Answer Location: Arbitrariness Difficulty Level: Medium 10. Which theory of linguistic evolution opposed the modern idea of the arbitrariness of human language?

A. bowwow B. ding-dong C. onomatopoeia D. Socratic Ans: B Learning Objective: 12.3: Describe what anthropologists conclude about the evolution of language.

Cognitive Domain: Application Answer Location: The Evolution of Language Difficulty Level: Medium 11. Which part of the brain is responsible for symbolic and cultural abilities?

A. parietal lobe

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B. occipital lobe C. cerebral cortex D. brain stem Ans: C Learning Objective: 12.3: Describe what anthropologists conclude about the evolution of language.

Cognitive Domain: Knowledge Answer Location: The Evolution of Language Difficulty Level: Easy 12. Why do wild, nonhuman primates use call systems?

A. to organize cooperative hunting parties B. to strategize territorial expansion C. to communicate precise locations D. to gossip about other primates Ans: C Learning Objective: 12.1: Compare and contrast the laboratory studies of nonhuman animal communication with the studies of nonhuman animals in the wild.

Cognitive Domain: Knowledge Answer Location: Chimpanzee Communication: Jane Goodall Difficulty Level: Easy 13. Linguistic anthropologists conduct comparative studies of phonology, morphology, syntax, semantics, and pragmatics. That is, they study the ______, ______, ______, ______, and ______ of language, respectively.

A. structure; words; sounds; rules; meanings B. rules; meaning; structure; words; sounds C. meaning; structure; words; sounds; rules D. sounds; words; structure; meaning; and rules Ans: D Learning Objective: 12.4: Discuss how linguistic anthropologists study language.

Cognitive Domain: Comprehension Answer Location: The Structure of Language Difficulty Level: Medium 14. In Hawaiian kinship terminology, who does “father” refer to?

A. biological father only B. biological father and legally recognized father only C. biological father and older brothers D. biological father and all male relatives of father’s generation Ans: D Learning Objective: 12.4: Discuss how linguistic anthropologists study language.

Cognitive Domain: Knowledge Answer Location: Kinship Terms Difficulty Level: Easy

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15. Colin Renfrew (1989) hypothesizes that Indo-European language spread from Anatolia throughout Europe alongside which of the following subsistence strategies?

A. intensive agriculture B. horticulture C. pastoralism D. foraging Ans: A Learning Objective: 12.6: Discuss the relationship between language and culture.

Cognitive Domain: Knowledge Answer Location: The Family-Tree Model Difficulty Level: Easy 16. The ______ allows linguists to transcribe any language.

A. International Phonemic Index B. Global Phonemic Inventory C. Global Phonetic Alphabet D. International Phonetic Alphabet Ans: D Learning Objective: 12.4: Discuss how linguistic anthropologists study language.

Cognitive Domain: Knowledge Answer Location: Phonology Difficulty Level: Easy 17. For English speakers, the /l/ and /r/ sounds are ______.

A. phones B. homophones C. phonemes D. allophones Ans: C Learning Objective: 12.4: Discuss how linguistic anthropologists study language.

Cognitive Domain: Comprehension Answer Location: Phonology Difficulty Level: Medium 18. The sound pre is an example of a ______ morpheme.

A. free B. bound C. syntactical D. phonemic Ans: B Learning Objective: 12.4: Discuss how linguistic anthropologists study language.

Cognitive Domain: Application Answer Location: Morphology Difficulty Level: Medium 19. The sound poor is an example of a ______ morpheme.

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A. free B. bound C. syntactical D. phonemic Ans: A Learning Objective: 12.4: Discuss how linguistic anthropologists study language.

Cognitive Domain: Application Answer Location: Morphology Difficulty Level: Medium 20. An example of a fieldwork project in ______ would be mapping kinship terminology in a previously uncontacted society.

A. ethology B. etiology C. ethnosemantics D. phonology Ans: C Learning Objective: 12.4: Discuss how linguistic anthropologists study language.

Cognitive Domain: Comprehension Answer Location: Semantics Difficulty Level: Medium 21. Noam Chomsky’s idea of a universal grammar opposes ______ trial-and-error theory of language acquisition.

A. René Descartes’ B. Jane Goodall’s C. B.F. Skinner’s D. Derek Bickerton’s Ans: C Learning Objective: 12.5: Explain how children acquire their languages.

Cognitive Domain: Comprehension Answer Location: Language Acquisition Difficulty Level: Medium 22. The critical period for language acquisition ends ______.

A. at age 5 B. at the onset of puberty C. at adulthood D. at age 2 Ans: B Learning Objective: 12.5: Explain how children acquire their languages.

Cognitive Domain: Knowledge Answer Location: Language Acquisition Difficulty Level: Easy

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23. If John Locke’s belief that infant minds are a tabula rasa were true, then a(n) ______ could not exist.

A. universal grammar B. enculturation process C. linguistic paradox D. blank tablet Ans: A Learning Objective: 12.5: Explain how children acquire their languages.

Cognitive Domain: Application Answer Location: Chomsky on Language Acquisition Difficulty Level: Medium 24. The idea that language controls how human groups see reality comes from ______.

A. Chomsky B. Skinner C. Sapir and Whorf D. Locke Ans: C Learning Objective: 12.6: Discuss the relationship between language and culture.

Cognitive Domain: Comprehension Answer Location: The Sapir–Whorf Hypothesis Difficulty Level: Medium 25. If Hopi and English speakers experience time differently based on their language, it provides support for the idea of ______.

A. contrasting pairs B. universal grammar C. cultural relativism D. linguistic relativism Ans: D Learning Objective: 12.6: Discuss the relationship between language and culture.

Cognitive Domain: Application Answer Location: A Case Study: The Hopi Language Difficulty Level: Medium 26. According to Sapir and Whorf, language ______ the sensations that reach the nervous system.

A. filters B. rejects C. reflects D. has no relationship with Ans: A Learning Objective: 12.6: Discuss the relationship between language and culture.

Cognitive Domain: Knowledge Answer Location: The Sapir–Whorf Hypothesis Difficulty Level: Easy

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27. In English, biological sex is marked on the third-person singular pronouns. What is this an example of?

A. borrowed words B. metaphorical bases C. linguistic postulates D. cognitive evolutions Ans: C Learning Objective: 12.6: Discuss the relationship between language and culture.

Cognitive Domain: Comprehension Answer Location: Weak Linguistic Relativity Difficulty Level: Medium 28. According to “weak linguistic relativity,” speakers of a language with only one word for tree ______.

A. cannot perceive the differences between pine, oak, and other tree types B. do not consider the differences between tree types significant C. only live near one type of tree D. borrowed the word from another language Ans: B Learning Objective: 12.6: Discuss the relationship between language and culture.

Cognitive Domain: Application Answer Location: Weak Linguistic Relativity Difficulty Level: Medium 29. The word “mother” in English and “matar” in Sanskrit refer to the same concept. The fact that the words are so similar reflects that ______.

A. English speakers and Sanskrit speakers are frequently in contact B. English and Sanskrit have the same parent language C. mothers are very important in both cultures D. a universal grammar exists Ans: B Learning Objective: 12.7: Describe how anthropologists study the history of languages.

Cognitive Domain: Application Answer Location: The Family-Tree Model Difficulty Level: Medium 30. One useful tool for studying linguistic relationships is ______.

A. dendrochronology B. lingua franca C. glottochronology D. mind mapping Ans: C Learning Objective: 12.7: Describe how anthropologists study the history of languages.

Cognitive Domain: Comprehension Answer Location: The Family-Tree Model

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Difficulty Level: Medium 31. Sociolinguists study ______.

A. biograms B. modules C. phonemes D. pragmatics Ans: D Learning Objective: 12.8: Describe what the field of sociolinguistics tells us about language use.

Cognitive Domain: Knowledge Answer Location: Sociolinguistics Difficulty Level: Easy 32. Honorifics are used to linguistically distinguish ______.

A. job titles B. social levels C. types of objects D. meanings of words Ans: B Learning Objective: 12.8: Describe what the field of sociolinguistics tells us about language use.

Cognitive Domain: Knowledge Answer Location: Honorifics in Language Difficulty Level: Easy 33. Greeting behaviors around the world are ______.

A. socially complex B. typically straightforward C. culturally ambiguous D. universal Ans: A Learning Objective: 12.8: Describe what the field of sociolinguistics tells us about language use.

Cognitive Domain: Comprehension Answer Location: Greeting Behaviors Difficulty Level: Medium 34. Hand gestures ______ from culture to culture.

A. are offensive B. communicate the same information C. vary in meaning D. are universal Ans: C Learning Objective: 12.9: Discuss other forms of communication humans use besides language.

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Cognitive Domain: Comprehension Answer Location: Kinesics Difficulty Level: Medium 35. Nonverbal communication is an example of ______.

A. modular division B. nature C. culture D. biology Ans: C Learning Objective: 12.9: Discuss other forms of communication humans use besides language.

Cognitive Domain: Application Answer Location: Nonverbal Communication Difficulty Level: Medium

True/False 1. Nonhuman primates can combine sounds to produce new meanings.

Ans: F Learning Objective: 12.2: Discuss what makes human languages unique in comparison with nonhuman animal communication.

Cognitive Domain: Knowledge Answer Location: Combining Sounds to Produce Meanings Difficulty Level: Easy 2. Every human language across space and time has comprised the same five basic components of language.

Ans: T Learning Objective: 12.4: Discuss how linguistic anthropologists study language.

Cognitive Domain: Knowledge Answer Location: The Structure of Language Difficulty Level: Easy 3. Human infants are born preprogrammed to speak a particular language.

Ans: F Learning Objective: 12.5: Explain how children acquire their languages.

Cognitive Domain: Knowledge Answer Location: Language Acquisition Difficulty Level: Easy 4. The absence of gender-biased language indicates the absence of gender bias in a society.

Ans: F Learning Objective: 12.6: Discuss the relationship between language and culture.

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Cognitive Domain: Comprehension Answer Location: Weak Linguistic Relativity Difficulty Level: Medium 5. AAVE is an improper form of English.

Ans: F Learning Objective: 12.8: Describe what the field of sociolinguistics tells us about language use.

Cognitive Domain: Application Answer Location: Dialectal Differences in Spoken Language Difficulty Level: Medium

Short Answer 1. How are nonhuman primate studies in the laboratory different from those in the wild?

Ans: Studies in the laboratory involve a lot more human interaction than those in the wild. In the wild, researchers tend to observe rather than experiment. In the absence of human involvement, nonhuman primates do not use signs and symbols to communicate with one another. Rather, they use call systems. Call systems involve vocal sounds rather than sign language or symbols on a lexigram. Laboratory studies show that nonhuman primates have the capacity for more linguistic ability than is used in the wild, while studies in the wild seem to show that nonhuman primates do not actually need that capacity.

Learning Objective: 12.1: Compare and contrast the laboratory studies of nonhuman animal communication with the studies of nonhuman animals in the wild.

Cognitive Domain: Analysis Answer Location: Ethological Research on Ape Communication Difficulty Level: Hard 2. Why is the ding-dong theory of language evolution discredited today?

Ans: Ding-dong theory relies on the assumption that natural objects produce harmonic rings that sound like their names, and that this is where language began. We have no evidence that a harmonic ring exists at all. Further, there are many languages around the world that have quite different words for the same objects.

Learning Objective: 12.3: Describe what anthropologists conclude about the evolution of language.

Cognitive Domain: Analysis Answer Location: The Evolution of Language Difficulty Level: Hard 3. Discuss the ways that sounds can be modified to produce phonemes. Which ways apply to the English language?

Ans: Phonemes are sounds that are contrasted in a particular language, resulting in different meanings for words that contain them. Modifications include aspiration, or a puff of air. In some languages, aspirating some letters results in a phoneme with the

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unaspirated letter. The same is true for adding a nasal sound to pronunciation, adjusting the pitch of the sound, stressing one syllable versus another, and how long the sound is held. English includes modifications based on stress, such as in the word “content.”

Learning Objective: 12.4: Discuss how linguistic anthropologists study language.

Cognitive Domain: Analysis Answer Location: Phonology Difficulty Level: Hard 4. Discuss the data for and against linguistic relativity.

Ans: Linguistic relativity is the idea that people who speak different languages experience reality differently. One major hypothesis that falls under the umbrella of linguistic relativity is the Sapir–Whorf hypothesis. This states that language is a lens that determines what we perceive as reality. The ways in which Hopi and English speakers discuss time provide some support for this. It seems as though Hopi speakers have two rather than three categories for time--“future” and “not-future” rather than “past,” “present,” and “future.” This reflects that while English speakers make a meaningful difference between past and present, Hopi speakers may not. That said, there could certainly be other ways that the Hopi distinguish past and present. Further, the work of Malotki and Alverson shows that there are certain cognitive frameworks that shape the understanding of time.

Learning Objective: 12.6: Discuss the relationship between language and culture.

Cognitive Domain: Analysis Answer Location: The Sapir–Whorf Hypothesis Difficulty Level: Hard 5. Discuss how anthropologists determine how languages are related to one another.

Ans: Anthropologists compare words and grammar in various languages to determine their relationships. Languages with more words and grammar in common are likely to be more closely related. These closely related languages were likely spoken by groups that lived near one another, even if the speakers are far apart today. Linguists hypothesize that all languages present today evolved from an early protolanguage.

They work to trace the relationships among modern languages back as far as possible.

In addition to tracing the historical relationships among languages, linguists use statistical models to predict the rate of language change.

Learning Objective: 12.7: Describe how anthropologists study the history of languages.

Cognitive Domain: Analysis Answer Location: Historical Linguistics Difficulty Level: Hard

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Chapter 13: Anthropological Explanations Test Bank Multiple Choice 1. Which of the following influenced early anthropological explanations of cultural change?

A. the discovery of H. neanderthalensis B. Freud’s concepts of the id, ego, and superego C. Darwin’s theory of evolution D. Mendel’s writings on inheritance Ans: C Learning Objective: 13.1: Explain the weaknesses of the nineteenth-century unilineal evolutionary approaches in anthropology.

Cognitive Domain: Knowledge Answer Location: Nineteenth-Century Evolutionism Difficulty Level: Easy 2. Who was the first professional anthropologist, according to the text?

A. Franz Boas B. Lewis Henry Morgan C. Margaret Mead D. Edward B. Tylor Ans: D Learning Objective: 13.1: Explain the weaknesses of the nineteenth-century unilineal evolutionary approaches in anthropology.

Cognitive Domain: Knowledge Answer Location: Nineteenth-Century Evolutionism Difficulty Level: Easy 3. Early anthropologists predicted that “savage” societies would eventually progress to “civilized” ones through the process of ______.

A. unilineal evolution B. diffusion C. materialism D. postmodernism Ans: A Learning Objective: 13.1: Explain the weaknesses of the nineteenth-century unilineal evolutionary approaches in anthropology.

Cognitive Domain: Comprehension Answer Location: Unilineal Evolution: Tylor Difficulty Level: Medium

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4. L. H. Morgan concluded due to unregulated sexual behavior, Hawaiians used the same kinship term for their father and all male relatives in their father’s generation because they did not know who was the father of a child. What is this an example of?

A. cultural relativism B. unilineal evolution C. ethnocentrism D. positivism Ans: C Learning Objective: 13.1: Explain the weaknesses of the nineteenth-century unilineal evolutionary approaches in anthropology.

Cognitive Domain: Analysis Answer Location: Unilineal Evolution: Morgan Difficulty Level: Hard 5. Modern anthropologists consider unilineal evolutionary thinking to be ______.

A. ethnocentric and flawed B. a holistic explanation for human behavior C. problematic but useful D. a perspective that is useful for some topics Ans: A Learning Objective: 13.1: Explain the weaknesses of the nineteenth-century unilineal evolutionary approaches in anthropology.

Cognitive Domain: Application Answer Location: Unilineal Evolution: A Critique Difficulty Level: Medium 6. What is the major difference between British and German diffusionist ideas?

A. the number of cultural centers from which cultural traits diffused B. their reasoning for the differences between “savage” and “civilized” groups C. the level of ethnocentrism between the schools of thought D. their accounting for the innovative capacities of humanity Ans: A Learning Objective: 13.2: Describe the basic strengths and weaknesses of the diffusionist approach in understanding different cultures.

Cognitive Domain: Comprehension Answer Location: Diffusionism Difficulty Level: Medium 7. According to diffusionist explanations, why do pyramids exist in both Egypt and Mexico?

A. Each society constructed pyramid-shaped buildings in their own way as a result of their own unique histories.

B. Pyramid-builders in Egypt and Mexico were at the same level of intelligence and civilization, so each developed the techniques independently.

C. A mysterious ancient source taught both ancient Egyptians and ancient Mexicans the technology to build pyramids.

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D. Egyptians built pyramids first, and the technology spread over time until it reached Mexico.

Ans: D Learning Objective: 13.2: Describe the basic strengths and weaknesses of the diffusionist approach in understanding different cultures.

Cognitive Domain: Application Answer Location: Diffusionism Difficulty Level: Medium 8. Which of the following anthropological explanations was the first to oppose the ethnocentric ideas of unilineal evolutionism?

A. diffusionism B. historical particularism C. feminist anthropology D. cultural materialism Ans: B Learning Objective: 13.3: Discuss historical particularism developed by Franz Boas.

Cognitive Domain: Comprehension Answer Location: Historical Particularism Difficulty Level: Medium 9. According to historical particularist explanations, why does polygamy exist in some societies and not in others?

A. Some societies have degenerated from the original forms of marriage.

B. Some societies are more civilized than others.

C. The concept of marriage developed in different ways and for different reasons in different places.

D. Marriage is a tradition that is particularly resistant to cultural change.

Ans: C Learning Objective: 13.3: Discuss historical particularism developed by Franz Boas.

Cognitive Domain: Application Answer Location: Boas Versus the Unilineal Evolutionists Difficulty Level: Medium 10. ______ explored how institutions exist to serve the needs of individuals in a society.

A. Structural functionalism B. Psychological functionalism C. Marxist anthropology D. Diffusionism Ans: B Learning Objective: 13.4: Explain the differences between structural functionalism and psychological functionalism.

Cognitive Domain: Comprehension Answer Location: Psychological Functionalism: Malinowski Difficulty Level: Medium

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11. Which of the following anthropological explanations would be more likely to frame the funding of preschools as a matter of public interest?

A. diffusionism B. unilineal evolution C. structural functionalism D. psychological functionalism Ans: C Learning Objective: 13.4: Explain the differences between structural functionalism and psychological functionalism.

Cognitive Domain: Application Answer Location: Structural Functionalism: Radcliffe-Brown Difficulty Level: Medium 12. According to Leslie White, the invention of the Internet would ______.

A. allow culture to evolve further as more energy per capita is captured B. reflect a new relationship with the local environment C. fall under the category of superstructure D. balance conflicting interests Ans: A Learning Objective: 13.5: Discuss the twentieth-century neoevolutionary approaches, including cultural materialism.

Cognitive Domain: Application Answer Location: Twentieth-Century Evolutionism Difficulty Level: Medium 13. Leslie White viewed cultural evolution as the result of ______.

A. shifting environmental factors that demand different cultural adaptations B. technologies that allow people to focus on more than just subsistence C. innovations in techniques to address the needs of society as a whole D. the spread of ideas from one place to another Ans: B Learning Objective: 13.5: Discuss the twentieth-century neoevolutionary approaches, including cultural materialism.

Cognitive Domain: Comprehension Answer Location: Twentieth-Century Evolutionism Difficulty Level: Medium 14. Cultural ecologists see cultural change as ______ evolution.

A. unilineal B. general C. multilineal D. biological Ans: C Learning Objective: 13.5: Discuss the twentieth-century neoevolutionary approaches, including cultural materialism.

Cognitive Domain: Comprehension

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Answer Location: Steward and Cultural Ecology Difficulty Level: Medium 15. Which of the following activities would cultural ecologists categorize as part of the culture core?

A. performing a ritual B. writing a song C. choosing a leader D. working on the farm Ans: D Learning Objective: 13.5: Discuss the twentieth-century neoevolutionary approaches, including cultural materialism.

Cognitive Domain: Application Answer Location: Steward and Cultural Ecology Difficulty Level: Medium 16. Which of the following is an example of what cultural materialists call the superstructure?

A. film B. house C. skirt D. job Ans: A Learning Objective: 13.5: Discuss the twentieth-century neoevolutionary approaches, including cultural materialism.

Cognitive Domain: Application Answer Location: Cultural Materialism Difficulty Level: Medium 17. The ______ of society refers to any aspect of culture that deals with basic resources.

A. social facts B. infrastructure C. structure D. superstructure Ans: B Learning Objective: 13.5: Discuss the twentieth-century neoevolutionary approaches, including cultural materialism.

Cognitive Domain: Knowledge Answer Location: Cultural Materialism Difficulty Level: Easy 18. Cultural materialists would argue that the ______ has the biggest influence on cultural change.

A. superstructure B. structure

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C. infrastructure D. mediated knowledge Ans: C Learning Objective: 13.5: Discuss the twentieth-century neoevolutionary approaches, including cultural materialism.

Cognitive Domain: Comprehension Answer Location: Cultural Materialism Difficulty Level: Medium 19. Which of the neoevolutionists took a general evolutionary approach to cultural change?

A. Leslie White B. Julian Steward C. Marvin Harris D. Karl Marx Ans: A Learning Objective: 13.5: Discuss the twentieth-century neoevolutionary approaches, including cultural materialism.

Cognitive Domain: Knowledge Answer Location: Twentieth-Century Evolutionism Difficulty Level: Easy 20. Karl Marx would categorize an employee at a bank as a member of which group?

A. capitalists B. bourgeoisie C. proletariat D. owners of the means of production Ans: C Learning Objective: 13.6: Describe the Marxist approach in anthropology that emerged in the 1970s.

Cognitive Domain: Application Answer Location: Marxist Anthropology Difficulty Level: Medium 21. Which approach to anthropology rejects the use of the scientific method for the study of human behavior?

A. cultural ecology B. cultural materialism C. historical particularism D. symbolic anthropology Ans: D Learning Objective: 13.7: Discuss the symbolic anthropology approach as a humanist method.

Cognitive Domain: Knowledge Answer Location: Symbolic Anthropology: A Humanistic Method of Inquiry Difficulty Level: Easy

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22. Symbolic anthropologists attempt to interpret symbolic meaning ______.

A. as it relates to the ecology of a society B. from the perspective of the people in the society C. from an adaptive perspective D. as compared to the symbols of Western society Ans: B Learning Objective: 13.7: Discuss the symbolic anthropology approach as a humanist method.

Cognitive Domain: Comprehension Answer Location: Symbolic Anthropology: A Humanistic Method of Inquiry Difficulty Level: Medium 23. An anthropologist examines the ways in which women in childbirth are considered ritually polluted in a particular culture and how that impacts the lives of the woman, her child, and the community as a whole. They are most likely to use which approach?

A. symbolic B. cultural ecology C. structural functionalist D. cultural materialist Ans: A Learning Objective: 13.7: Discuss the symbolic anthropology approach as a humanist method.

Cognitive Domain: Application Answer Location: Symbolic Anthropology: A Humanistic Method of Inquiry Difficulty Level: Medium 24. Which anthropological approach called for gender roles to be considered in ethnographic work?

A. cultural ecology B. structural functionalism C. feminist anthropology D. symbolic anthropology Ans: C Learning Objective: 13.8: Discuss the approach of feminist anthropologists.

Cognitive Domain: Knowledge Answer Location: Feminist Anthropology Difficulty Level: Easy 25. Which anthropological approach would be most suited for studying motherhood across the world?

A. cultural materialism B. feminist anthropology C. Marxist anthropology D. cultural ecology Ans: B

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Learning Objective: 13.8: Discuss the approach of feminist anthropologists.

Cognitive Domain: Application Answer Location: Feminist Anthropology Difficulty Level: Medium 26. Prior to the 20th century, there was a lack of female anthropologists. What impact did this have on the discipline of anthropology?

A. Women tended to be invisible in ethnographies.

B. Male anthropologists studied all parts of society that mattered.

C. Male anthropologists neglected symbolic aspects of society.

D. Women did not care about anthropology since they could not become anthropologists.

Ans: A Learning Objective: 13.8: Discuss the approach of feminist anthropologists.

Cognitive Domain: Comprehension Answer Location: Feminist Anthropology Difficulty Level: Medium 27. Sherry Ortner drew an analogy relating women to nature and men to culture. She did this to explain which of the following?

A. why women bear children B. why anthropological work focused mainly on men C. the superiority of women in many societies D. the subordination of women in many societies Ans: D Learning Objective: 13.8: Discuss the approach of feminist anthropologists.

Cognitive Domain: Comprehension Answer Location: Feminist Anthropology Difficulty Level: Medium 28. Which topic would a feminist anthropologist be most likely to explore?

A. cultural adaptations to environmental changes B. gender-based double standards about sexual promiscuity C. technologies utilized by gatherers in a foraging society D. female dependence upon males for food Ans: B Learning Objective: 13.8: Discuss the approach of feminist anthropologists.

Cognitive Domain: Application Answer Location: Feminist Anthropology Difficulty Level: Medium 29. What is one flawed assumption challenged by postmodernists?

A. Ethnographers are unbiased observers of human behavior.

B. Men are capable of adequately studying women’s issues.

C. Culture is shaped by the environment.

D. Members of a particular culture are the best ones to document their culture.

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Ans: A Learning Objective: 13.9: Discuss the strengths and weaknesses of the postmodern approach in anthropology.

Cognitive Domain: Comprehension Answer Location: Postmodernism and Anthropology Difficulty Level: Medium 30. Postmodern ethnographies are more likely to include which of the following?

A. an analysis of local climatic conditions B. the voices of many members of the group under study C. the anthropologist as sole authority on the group under study D. the voices of women and children Ans: B Learning Objective: 13.9: Discuss the strengths and weaknesses of the postmodern approach in anthropology.

Cognitive Domain: Application Answer Location: Postmodernism and Anthropology Difficulty Level: Medium 31. ______ ethnographies are likely to include the ethnographer’s relationship to the people under study.

A. Feminist B. Cultural ecological C. Marxist D. Postmodernist Ans: D Learning Objective: 13.9: Discuss the strengths and weaknesses of the postmodern approach in anthropology.

Cognitive Domain: Comprehension Answer Location: Postmodernism and Anthropology Difficulty Level: Medium 32. The dual inheritance theory refers to the interaction of culture and ______.

A. environment B. genes C. ritual D. viruses Ans: B Learning Objective: 13.10: Discuss the new theoretical approaches in cultural evolution in the twenty-first century.

Cognitive Domain: Knowledge Answer Location: Twenty-First-Century Cultural Evolution Difficulty Level: Easy 33. Cultural Attractor Theorists would classify the tendency to make assumptions about people based on their racial or ethnic background as a/an ______.

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A. intuitive belief B. reflective belief C. psychological belief D. cognitive belief Ans: A Learning Objective: 13.10: Discuss the new theoretical approaches in cultural evolution in the twenty-first century.

Cognitive Domain: Application Answer Location: Twenty-First-Century Cultural Evolution Difficulty Level: Medium 34. According to epidemiological models, cultural transmission occurs through adjustments to ______ as the result of social interaction.

A. narratives B. internal mental representations C. behavior D. genetic codes Ans: B Learning Objective: 13.10: Discuss the new theoretical approaches in cultural evolution in the twenty-first century.

Cognitive Domain: Knowledge Answer Location: Twenty-First-Century Cultural Evolution Difficulty Level: Easy 35. What does CAT refer to?

A. Cultural Attractor Theory B. Creative Anomaly Theory C. Cognitive Anthropological Transmission D. Collective Action Transmission Ans: A Learning Objective: 13.10: Discuss the new theoretical approaches in cultural evolution in the twenty-first century.

Cognitive Domain: Knowledge Answer Location: Twenty-First-Century Cultural Evolution Difficulty Level: Easy

True/False 1. Early anthropologists believed that people in non-Western societies were less intelligent than those in Western societies.

Ans: T Learning Objective: 13.1: Explain the weaknesses of the nineteenth-century unilineal evolutionary approaches in anthropology.

Cognitive Domain: Knowledge Answer Location: Unilineal Evolution: A Critique

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Difficulty Level: Easy 2. Psychological functionalism incorporates the history of a society into explanations for cultural practices.

Ans: F Learning Objective: 13.4: Explain the differences between structural functionalism and psychological functionalism.

Cognitive Domain: Comprehension Answer Location: The Limitations of Functionalism Difficulty Level: Medium 3. Karl Marx viewed capitalistic societies as the endpoint of cultural evolution.

Ans: F Learning Objective: 13.6: Describe the Marxist approach in anthropology that emerged in the 1970s.

Cognitive Domain: Knowledge Answer Location: Marxist Anthropology Difficulty Level: Easy 4. Men cannot study women’s issues around the world adequately.

Ans: F Learning Objective: 13.8: Discuss the approach of feminist anthropologists.

Cognitive Domain: Knowledge Answer Location: Criticisms of Feminist Anthropology Difficulty Level: Easy 5. Genes and culture can co-evolve.

Ans: T Learning Objective: 13.10: Discuss the new theoretical approaches in cultural evolution in the twenty-first century.

Cognitive Domain: Knowledge Answer Location: Twenty-First-Century Cultural Evolution Difficulty Level: Easy

Short Answer 1. How do unilineal evolutionist explanations reflect more about British culture than the cultures they attempted to describe?

Ans: Varies, but should include some of the following information: Nineteenth-century British anthropologists used unilineal evolutionary explanations to describe cultural differences by positing that all societies moved through the stages of savagery, barbarism, and civilization--with 19th-century British society naturally representing the apex of cultural achievement. Their work was conducted with this perspective, which led them to see, in many ways, what they wanted or expected to see in other cultures. That their ideas were developed based on the observations of others

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only added to the trouble, since they were constructing “scientific” explanations based on the observations of those with different agendas. Rigorous fieldwork techniques might have reduced the bias present in early anthropological ideas, but it would have done away with the idea of unilineal evolution as well. The work of early 19th-century British anthropologists provides an insight into how British people viewed other cultures rather than insight into the cultures themselves.

Learning Objective: 13.1: Explain the weaknesses of the nineteenth-century unilineal evolutionary approaches in anthropology.

Cognitive Domain: Analysis Answer Location: Unilineal Evolution: A Critique Difficulty Level: Hard 2. Compare and contrast the 18th-century and 20th-century forms of evolutionism.

Ans: Varies, but should include some of the following information: Twentieth-century evolutionists did not assume all cultures moved through the same stages of savagery, barbarism, and civilization. They did not assume cultural change was unilineal. They did not have the ethnocentrism and racism of 18th-century evolutionists. They did not consider modern societies or Western societies to be better than older or more traditional societies.

Learning Objective: 13.5: Discuss the twentieth-century neoevolutionary approaches, including cultural materialism.

Cognitive Domain: Analysis Answer Location: The Strengths of Neoevolutionism Difficulty Level: Hard 3. Discuss the contributions of feminist anthropologists to the study of humanity.

Ans: Varies, but may include the following information: Feminist anthropologists contributed an understanding of the importance of women in societies. Prior to the inclusion of female anthropologists in the discipline, male anthropologists tended to ignore women when conducting their fieldwork and writing ethnographies. This resulted in the erasure of women’s experiences. If anthropologists purport to explain humanity, leaving out roughly half of the population is inexcusable. As women joined the discipline, they questioned assumptions that were long held about women.

Learning Objective: 13.8: Discuss the approach of feminist anthropologists.

Cognitive Domain: Analysis Answer Location: Feminist Anthropology Difficulty Level: Hard 4. Discuss lactose tolerance from a dual inheritance perspective.

Ans: The ability to tolerate lactose after infancy depends on the production of lactase after weaning. Most humans become intolerant to lactose--in other words, stop producing lactase which breaks down lactose--after infancy. A regulatory gene “turns off” lactase production at the age of weaning for these people. Many people are able to digest lactose their entire lives, however, due to the development of the cultural practice of herding livestock. This practice produced selection for the ability to digest lactose, so

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herding and lactose tolerance co-evolved. This is an example of dual inheritance perspective because it includes both genes and culture.

Learning Objective: 13.10: Discuss the new theoretical approaches in cultural evolution in the twenty-first century.

Cognitive Domain: Application Answer Location: Twenty-First-Century Cultural Evolution Difficulty Level: Medium 5. Compare and contrast the 21st-century explanations of cultural evolution.

Ans: Modern explanations of cultural change include dual inheritance theory and the epidemiological model. Dual inheritance theory looks at the relationship between genes and culture and examines the ways in which genetic and cultural traits co-evolve--such as the emergence of the ability to tolerate lactose past infancy in some herding societies. Dual inheritance theorists believe that genes impact culture and culture impacts genes. The epidemiological model also explores cultural change, but from a very different perspective. The epidemiological model relies on the idea of models in the brain that are used to address issues. It also examines why certain ideas are more “viral”--that is, why they spread more easily--than others. The means of spreading the “virus” or cultural trait is social interaction.

Learning Objective: 13.10: Discuss the new theoretical approaches in cultural evolution in the twenty-first century.

Cognitive Domain: Analysis Answer Location: Twenty-First-Century Cultural Evolution Difficulty Level: Hard

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Chapter 14: Analyzing Sociocultural Systems Test Bank Multiple Choice 1. A cultural anthropologist preparing to go into the field reads the diary account written by the first anthropologist ever to work in that area. What is the diary account an example of?

A. archival data B. observation C. interview D. survey Ans: A Learning Objective: 14.1: Discuss how cultural anthropologists prepare to study society and culture.

Cognitive Domain: Application Answer Location: Ethnographic Fieldwork Difficulty Level: Medium 2. What is the most fundamental methodology used by cultural anthropologists?

A. the interview B. participant observation C. archival research D. surveying Ans: B Learning Objective: 14.1: Discuss how cultural anthropologists prepare to study society and culture.

Cognitive Domain: Knowledge Answer Location: Ethnographic Fieldwork Difficulty Level: Easy 3. A(n) ______ is typically submitted for funding requests before going into the field.

A. scientific prospectus B. background research project C. archival analysis D. research design Ans: D Learning Objective: 14.1: Discuss how cultural anthropologists prepare to study society and culture.

Cognitive Domain: Knowledge Answer Location: Ethnographic Fieldwork Difficulty Level: Easy

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4. According to the text, the ability to ______ is the most important skill for a cultural anthropologist in the field.

A. draw maps B. speak the local language C. live off the land D. cook Ans: B Learning Objective: 14.2: Describe the actual research methods used for ethnographic studies.

Cognitive Domain: Comprehension Answer Location: Ethnographic Research and Strategies Difficulty Level: Medium 5. Conducting a ______ helps the anthropologist understand how members of the society under study spend their days.

A. survey B. life history C. time-allocation analysis D. mind mapping session Ans: C Learning Objective: 14.2: Describe the actual research methods used for ethnographic studies.

Cognitive Domain: Comprehension Answer Location: Ethnographic Research and Strategies Difficulty Level: Medium 6. ______ help facilitate introductions between the cultural anthropologist and people they may wish to interview.

A. Tour guides B. Cultural guides C. Key informants D. Ambassadors Ans: C Learning Objective: 14.2: Describe the actual research methods used for ethnographic studies.

Cognitive Domain: Comprehension Answer Location: Key Informants Difficulty Level: Medium 7. The ______ interview allows the informant to tell the anthropologist about parts of society about which the anthropologist may not have known to ask.

A. unstructured B. structured C. uniform D. ambiguous Ans: A

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Learning Objective: 14.2: Describe the actual research methods used for ethnographic studies.

Cognitive Domain: Application Answer Location: Interviews Difficulty Level: Medium 8. What makes a sample random?

A. It consists of the first 50 people the anthropologist meets.

B. Each person in the society has an equal chance of being selected.

C. It comprises carefully chosen people from all segments of society.

D. It is large enough to be representative.

Ans: B Learning Objective: 14.2: Describe the actual research methods used for ethnographic studies.

Cognitive Domain: Comprehension Answer Location: Interviews Difficulty Level: Medium 9. Data about the caloric intake of people at every level of society would fall into the ______ category.

A. emic B. etic C. qualitative D. sample Ans: B Learning Objective: 14.2: Describe the actual research methods used for ethnographic studies.

Cognitive Domain: Application Answer Location: Quantitative and Qualitative Data Difficulty Level: Medium 10. Data about the complex interrelationships of religion, sex, and relationships in a society would fall into the ______ category.

A. emic B. etic C. quantitative D. ethologic Ans: A Learning Objective: 14.2: Describe the actual research methods used for ethnographic studies.

Cognitive Domain: Application Answer Location: Quantitative and Qualitative Data Difficulty Level: Medium 11. During which scenario is an anthropologist most likely to experience culture shock?

A. learning the language in preparation for fieldwork

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B. returning home from fieldwork C. writing the research design D. conducting background research Ans: B Learning Objective: 14.2: Describe the actual research methods used for ethnographic studies.

Cognitive Domain: Comprehension Answer Location: Culture Shock Difficulty Level: Medium 12. What is one way that anthropologists might preserve the confidentiality of their informants?

A. making sure to truthfully relate their stories B. blacking out their names before turning in field notes C. the use of pseudonyms D. describing the person carefully but not using their name Ans: C Learning Objective: 14.3: Discuss some of the ethical dilemmas of ethnographic research.

Cognitive Domain: Comprehension Answer Location: Ethics in Anthropological Research Difficulty Level: Medium 13. Which of the following can anthropologists ethically include when writing about a group under study?

A. the names of informants B. political activity that may draw governmental attention C. the location of a valuable local resource such as a gold mine D. religious beliefs and practices found in the group Ans: D Learning Objective: 14.3: Discuss some of the ethical dilemmas of ethnographic research.

Cognitive Domain: Application Answer Location: Ethics in Anthropological Research Difficulty Level: Medium 14. Which of the following would be an ethical issue if included in published anthropological work?

A. identifying details of informants B. religious beliefs and practices C. sexual behavior of young adults D. linguistic relationships Ans: A Learning Objective: 14.3: Discuss some of the ethical dilemmas of ethnographic research.

Cognitive Domain: Application

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Answer Location: Ethics in Anthropological Research Difficulty Level: Medium 15. Who is ultimately responsible for how anthropological data are used?

A. ethnographer B. funding agency C. government D. university Ans: A Learning Objective: 14.3: Discuss some of the ethical dilemmas of ethnographic research.

Cognitive Domain: Knowledge Answer Location: Ethics in Anthropological Research Difficulty Level: Easy 16. An independent variable ______ the dependent variable.

A. is not correlated with B. is affected by C. is explained by D. explains Ans: D Learning Objective: 14.4: Discuss how cultural anthropologists analyze their ethnographic data.

Cognitive Domain: Knowledge Answer Location: Universals and Independent and Dependent Variables Difficulty Level: Easy 17. ______ hypotheses recognize that cultures must be studied holistically.

A. Univariate B. Multivariate C. Correlational D. Causational Ans: B Learning Objective: 14.4: Discuss how cultural anthropologists analyze their ethnographic data.

Cognitive Domain: Comprehension Answer Location: Universals and Independent and Dependent Variables Difficulty Level: Medium 18. Anthropologists publish ______ based on their fieldwork.

A. ethnographies B. ethologies C. modules D. narratives Ans: A

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Learning Objective: 14.4: Discuss how cultural anthropologists analyze their ethnographic data.

Cognitive Domain: Knowledge Answer Location: Analysis of Ethnographic Data Difficulty Level: Easy 19. An anthropologist notices that as people in a particular society get older, the number of suitors they have increases. After further research, the anthropologist is able to establish a causal relationship. Which of the following is the dependent variable?

A. gender of the suitors B. age of the person being pursued C. number of suitors D. attractiveness of the person being pursued Ans: C Learning Objective: 14.4: Discuss how cultural anthropologists analyze their ethnographic data.

Cognitive Domain: Application Answer Location: Universals and Independent and Dependent Variables Difficulty Level: Medium 20. How are the categories of band, tribe, chiefdom, agricultural state, and industrial and postindustrial states used?

A. to rank each society from most primitive to most civilized B. as ideal types that serve as a starting point for understanding similarities and differences C. to illustrate the progression from small scale to large scale that each culture makes over time D. to justify the poor treatment of those in bands and tribes by those in chiefdoms and states Ans: B Learning Objective: 14.5: Discuss the contemporary view of sociocultural evolution used by anthropologists.

Cognitive Domain: Comprehension Answer Location: Sociocultural Evolution: A Contemporary Model Difficulty Level: Medium 21. Referring to the categories of sociocultural system as “ideal types” accounts for the ______.

A. variability within each cultural group B. similarities across all cultures within each category C. unilineal evolution of cultures D. tendency of societies to change rapidly Ans: A Learning Objective: 14.5: Discuss the contemporary view of sociocultural evolution used by anthropologists.

Cognitive Domain: Application

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Answer Location: Sociocultural Evolution: A Contemporary Model Difficulty Level: Medium 22. What do foraging societies depend on for survival?

A. wild resources B. domesticated plants and animals C. small gardens D. herds of animals Ans: A Learning Objective: 14.6: Describe the types of sociocultural systems studied by anthropologists.

Cognitive Domain: Application Answer Location: Foraging, Band, or Hunter-Gatherer Societies Difficulty Level: Medium 23. Which sociocultural system is the oldest?

A. band B. tribe C. chiefdom D. state Ans: A Learning Objective: 14.6: Describe the types of sociocultural systems studied by anthropologists.

Cognitive Domain: Knowledge Answer Location: Foraging, Band, or Hunter-Gatherer Societies Difficulty Level: Easy 24. Leaders of bands have ______.

A. more wealth than others in the society B. more political power than others in the society C. personal abilities that induce others to follow them D. inherited power Ans: C Learning Objective: 14.6: Describe the types of sociocultural systems studied by anthropologists.

Cognitive Domain: Comprehension Answer Location: Foraging, Band, or Hunter-Gatherer Societies Difficulty Level: Medium 25. Which of the following statements about tribal societies is true?

A. They hunt and gather resources for subsistence.

B. They have inherited leadership.

C. They are more civilized than band societies.

D. They have domesticated animals and crops.

Ans: D

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Learning Objective: 14.6: Describe the types of sociocultural systems studied by anthropologists.

Cognitive Domain: Comprehension Answer Location: The Concept of Tribe in Anthropology Difficulty Level: Medium 26. Why is the concept of “tribe” considered problematic?

A. It can be vague and pejorative.

B. It refers to horticulturalists and pastoralists.

C. It leads people to believe bands and chiefdoms are more different than is true.

D. It implies a diffusion of power among kin groups.

Ans: A Learning Objective: 14.6: Describe the types of sociocultural systems studied by anthropologists.

Cognitive Domain: Comprehension Answer Location: The Concept of Tribe in Anthropology Difficulty Level: Medium 27. What is the major difference between bands and tribes?

A. Bands are less evolved than tribes.

B. Bands do not have leaders and tribes do.

C. Bands are larger than tribes.

D. Bands are foragers and tribes are food producers.

Ans: D Learning Objective: 14.6: Describe the types of sociocultural systems studied by anthropologists.

Cognitive Domain: Application Answer Location: The Concept of Tribe in Anthropology Difficulty Level: Medium 28. Chiefdoms have populations of up to ______.

A. dozens B. hundreds C. tens of thousands D. millions Ans: C Learning Objective: 14.6: Describe the types of sociocultural systems studied by anthropologists.

Cognitive Domain: Knowledge Answer Location: The Concept of the Chiefdom Difficulty Level: Easy 29. What is the biggest difference between bands and chiefdoms?

A. Everyone is equal in a chiefdom but not in a band.

B. Bands have shamans and chiefdoms have priests.

C. Bands are horticulturalists and chiefdoms are agriculturalists.

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D. Bands are egalitarian and chiefdoms are not.

Ans: D Learning Objective: 14.6: Describe the types of sociocultural systems studied by anthropologists.

Cognitive Domain: Application Answer Location: The Concept of the Chiefdom Difficulty Level: Medium 30. Chiefdoms have ______ form of power.

A. a centralized B. a decentralized C. either a centralized or a decentralized D. an acephalous Ans: C Learning Objective: 14.6: Describe the types of sociocultural systems studied by anthropologists.

Cognitive Domain: Knowledge Answer Location: The Concept of the Chiefdom Difficulty Level: Easy 31. What is the biggest difference between agriculture and horticulture?

A. Agriculture involves technology to produce surplus food and horticulture yields enough for the family.

B. Agriculture relies on crops and horticulture relies on domesticated animals.

C. Agriculture refers to domesticated resources and horticulture refers to wild.

D. Agriculturalists live in states and horticulturalists live in bands.

Ans: A Learning Objective: 14.6: Describe the types of sociocultural systems studied by anthropologists.

Cognitive Domain: Application Answer Location: Agricultural States Difficulty Level: Medium 32. A Chinese agricultural state developed independently from other agricultural states around the world. This makes it an example of a/an ______ state.

A. unilineal B. peripheral C. secondary D. primary Ans: D Learning Objective: 14.6: Describe the types of sociocultural systems studied by anthropologists.

Cognitive Domain: Application Answer Location: Agricultural States Difficulty Level: Medium

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33. Most labor in an industrial state involves ______.

A. information and service B. factory and office work C. farming and herding D. hunting and gathering Ans: B Learning Objective: 14.6: Describe the types of sociocultural systems studied by anthropologists.

Cognitive Domain: Knowledge Answer Location: Industrial and Postindustrial States Difficulty Level: Easy 34. Studies that compare cultures are called ______ research.

A. ethological B. emic C. ethnological D. post-Fordist Ans: C Learning Objective: 14.7: Describe the strengths and limitations of the cross-cultural approach.

Cognitive Domain: Knowledge Answer Location: Cross-Cultural Research Difficulty Level: Easy 35. Ethnographic databases are crucial tools for ______.

A. cross-cultural analysis B. fieldwork C. participant observation D. emic research Ans: A Learning Objective: 14.7: Describe the strengths and limitations of the cross-cultural approach.

Cognitive Domain: Comprehension Answer Location: Cross-Cultural Research Difficulty Level: Medium

True/False 1. People often behave differently when they are being video recorded.

Ans: T Learning Objective: 14.2: Describe the actual research methods used for ethnographic studies.

Cognitive Domain: Knowledge Answer Location: Quantitative and Qualitative Data Difficulty Level: Easy

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2. It is important for anthropologists to identify their informants when they write ethnographies.

Ans: F Learning Objective: 14.3: Discuss some of the ethical dilemmas of ethnographic research.

Cognitive Domain: Comprehension Answer Location: Ethics in Anthropological Research Difficulty Level: Medium 3. The categories of band, tribe, chiefdom, and state are the modern unilineal evolutionary view of cultural change.

Ans: F Learning Objective: 14.5: Discuss the contemporary view of sociocultural evolution used by anthropologists.

Cognitive Domain: Knowledge Answer Location: Sociocultural Evolution: A Contemporary Model Difficulty Level: Easy 4. Modern hunter-gatherers live in isolation from outsiders.

Ans: F Learning Objective: 14.6: Describe the types of sociocultural systems studied by anthropologists.

Cognitive Domain: Comprehension Answer Location: Foraging, Band, or Hunter-Gatherer Societies Difficulty Level: Medium 5. The major difference between state and prestate societies is population size.

Ans: F Learning Objective: 14.6: Describe the types of sociocultural systems studied by anthropologists.

Cognitive Domain: Knowledge Answer Location: Agricultural States Difficulty Level: Easy

Short Answer 1. Evaluate the importance of including both the emic and etic perspective in anthropological fieldwork.

Ans: The etic perspective refers to the quantitative data collected by anthropologists and tends to be from an outsider perspective. The emic perspective refers to qualitative data and tends to reflect an insider perspective. It is important to include both as each contributes to a holistic understanding of society.

Learning Objective: 14.2: Describe the actual research methods used for ethnographic studies.

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Cognitive Domain: Analysis Answer Location: Quantitative and Qualitative Data Difficulty Level: Hard 2. Should anthropologists work as part of combat units? Discuss the arguments for and against this practice.

Ans: Varies, and students may choose either “yes” or “no” as their final decision, but must include some of the following points: Anthropologists working for governments that are waging war in a particular area should know that their work is likely to bring harm to the people they study, thus violating the “do no harm” mandate. However, anthropological knowledge may be used to mitigate the loss of lives when military activity takes place. Anthropologists should be aware that their own missions and the agenda of the governments they serve may be vastly different, and that they cannot control how the knowledge they share will be used.

Learning Objective: 14.3: Discuss some of the ethical dilemmas of ethnographic research.

Cognitive Domain: Analysis Answer Location: Ethics in Anthropological Research Difficulty Level: Hard 3. Why do bands and tribes lack the types of complex technologies used by those in states?

Ans: Varies, but should not imply that people in bands and tribes lack the intelligence or other capabilities to create the technologies. Points that may be used include the geographical, environmental, ecological, and historical circumstances in which each society developed. This includes raw materials, space, land use, neighboring societies, lack of easily domesticable species of plants and animals, and geographical barriers such as mountains, forests, or bodies of water.

Learning Objective: 14.6: Describe the types of sociocultural systems studied by anthropologists.

Cognitive Domain: Analysis Answer Location: Foraging, Band, or Hunter-Gatherer Societies Difficulty Level: Hard 4. If you could choose to live in a foraging, horticultural, pastoral, or agricultural society, which would you choose and why? Your answer should demonstrate your knowledge of each type of society.

Ans: Varies, but should relate the students’ personal preferences to the types of society.

They should connect foragers to bands, horticulture and pastoralism to tribes, and agriculture to states. An example response follows.

I would choose to live in a foraging society, because I love the outdoors and would love to live off the land. It is appealing that foragers live in small bands rather than large groups. The egalitarian aspect of bands also appeals to me--I love the idea that each person is evaluated on their own merits rather than being born into status or power. I would not want to live as a horticulturalist or pastoralist since they rely on producing their own food and there is more of a status difference between groups. Likewise, the

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stratification in chiefdoms and states makes me not want to live there either. Overall, a foraging band would be best for me.

Learning Objective: 14.6: Describe the types of sociocultural systems studied by anthropologists.

Cognitive Domain: Analysis Answer Location: Agricultural States Difficulty Level: Hard 5. How can anthropologists use cross-cultural databases like the Human Relations Area Files? What precautions should anthropologists take when using these resources?

Ans: Anthropologists can learn a lot about cross-cultural similarities and differences from databases like the Human Relations Area Files, which compiles data from hundreds of societies around the world. This allows anthropologists to determine whether a particular trait might be specific or universal. Anthropologists should be careful, though, as ethnographers in the past conducted their research according to different standards than are used today.

Learning Objective: 14.7: Describe the strengths and limitations of the cross-cultural approach.

Cognitive Domain: Application Answer Location: Cross-Cultural Research Difficulty Level: Medium

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Chapter 15: Environment, Subsistence, and Demography Test Bank Multiple Choice 1. Which organism has been the most successful at adapting to environments all over the world?

A. humans B. orangutans C. orchids D. krill Ans: A Learning Objective: 15.1: Discuss the relationship between subsistence and the physical environment (biomes).

Cognitive Domain: Knowledge Answer Location: Subsistence and the Physical Environment Difficulty Level: Easy 2. Organisms adjust to the environment through ______.

A. finding their niche B. culture C. inherited traits D. subsistence Ans: C Learning Objective: 15.1: Discuss the relationship between subsistence and the physical environment (biomes).

Cognitive Domain: Knowledge Answer Location: Subsistence and the Physical Environment Difficulty Level: Easy 3. Subsistence patterns are limited by ______.

A. the environment B. human creativity C. cultural contact D. mutations Ans: A Learning Objective: 15.1: Discuss the relationship between subsistence and the physical environment (biomes).

Cognitive Domain: Comprehension Answer Location: Subsistence Patterns and Environments

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Difficulty Level: Medium 4. An agricultural field with irrigation canals is an example of which of the following?

A. fecundity B. environmental niche C. anthropogenic landscape D. push factor Ans: C Learning Objective: 15.1: Discuss the relationship between subsistence and the physical environment (biomes).

Cognitive Domain: Application Answer Location: Subsistence Patterns and Environments Difficulty Level: Medium 5. An anthropologist designs a study to observe and measure how many kilocalories per day a small-scale society uses to hunt and gather all of the resources they need to survive. What is this study examining?

A. demographics B. unilineal evolution C. food producers D. energy capture Ans: D Learning Objective: 15.1: Discuss the relationship between subsistence and the physical environment (biomes).

Cognitive Domain: Application Answer Location: Subsistence Patterns and Environments Difficulty Level: Medium 6. The natural growth rate is calculated from which of the following demographic factors?

A. crude birth rate and crude death rate B. morbidity and mortality C. fecundity and fertility D. in-migration and out-migration Ans: A Learning Objective: 15.2: Describe how anthropologists study population with reference to fertility, mortality, and migration.

Cognitive Domain: Comprehension Answer Location: Fertility, Mortality, and Migration Difficulty Level: Medium 7. Regular flooding is an example of a ______.

A. pull factor B. push factor C. fecundity measure

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D. mortality factor Ans: B Learning Objective: 15.2: Describe how anthropologists study population with reference to fertility, mortality, and migration.

Cognitive Domain: Application Answer Location: Fertility, Mortality, and Migration Difficulty Level: Medium 8. Areas with few resources have a lower ______ than those with many resources.

A. push factor rate B. environmental niche C. microbiome D. carrying capacity Ans: D Learning Objective: 15.2: Describe how anthropologists study population with reference to fertility, mortality, and migration.

Cognitive Domain: Comprehension Answer Location: Fertility, Mortality, and Migration Difficulty Level: Medium 9. Why are most bands nomadic?

A. They must move from place to place in search of food.

B. They do not frequently meet outsiders.

C. Women provide most of the nutrients through gathering.

D. Band-level societies are frequently in violent conflict with one another.

Ans: A Learning Objective: 15.3: Describe the different environments and subsistence activities of foragers.

Cognitive Domain: Application Answer Location: Mobility and Subsistence Difficulty Level: Medium 10. Foragers depend mostly on ______ for acquiring food.

A. gardens B. draft animals C. human energy D. machine technology Ans: C Learning Objective: 15.3: Describe the different environments and subsistence activities of foragers.

Cognitive Domain: Comprehension Answer Location: Modern Foraging Environments and Subsistence Difficulty Level: Medium

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11. Energy capture in ______ environments is limited.

A. marginal B. savannah C. temperate D. grassland Ans: A Learning Objective: 15.3: Describe the different environments and subsistence activities of foragers.

Cognitive Domain: Comprehension Answer Location: Modern Foraging Environments and Subsistence Difficulty Level: Medium 12. The Ju/’hoansi San spend ______ obtaining their food.

A. enormous time and energy B. a lot of time but little energy C. very little time but enormous energy D. not much time or energy Ans: D Learning Objective: 15.3: Describe the different environments and subsistence activities of foragers.

Cognitive Domain: Comprehension Answer Location: Deserts Difficulty Level: Medium 13. A foraging society in Alaska would rely primarily upon ______ for food.

A. vegetation B. berries C. meat D. crops Ans: C Learning Objective: 15.3: Describe the different environments and subsistence activities of foragers.

Cognitive Domain: Application Answer Location: Arctic Regions Difficulty Level: Medium 14. The need for ______ impacts population among foragers.

A. meat B. mobility C. isolation D. food Ans: B Learning Objective: 15.4: Discuss the demographic conditions for foragers.

Cognitive Domain: Knowledge

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Answer Location: Demographic Conditions for Foragers Difficulty Level: Easy 15. Which method of forager population control works best when there is unoccupied territory nearby?

A. fissioning B. fusion C. infanticide D. geronticide Ans: A Learning Objective: 15.4: Discuss the demographic conditions for foragers.

Cognitive Domain: Comprehension Answer Location: Fissioning Difficulty Level: Medium 16. Population control practices are most often used in foraging societies when ______.

A. babies are born with genetic problems B. people grow too old to contribute to society C. resources are too scarce to support a growing population D. nomadism is prevalent Ans: C Learning Objective: 15.4: Discuss the demographic conditions for foragers.

Cognitive Domain: Comprehension Answer Location: Fissioning Difficulty Level: Medium 17. If a forager woman gives birth to a child too soon after the birth of her previous child, she may practice ______.

A. birth control B. infanticide C. geronticide D. abortion Ans: B Learning Objective: 15.4: Discuss the demographic conditions for foragers.

Cognitive Domain: Application Answer Location: Infanticide and Geronticide Difficulty Level: Medium 18. Swidden agriculturalists are more ______ than foragers.

A. nomadic B. sedentary C. intelligent D. brutal Ans: B

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Learning Objective: 15.5: Describe the environments and subsistence for horticulturalists and pastoralists.

Cognitive Domain: Comprehension Answer Location: Environment and Subsistence for Horticulturalists and Pastoralists Difficulty Level: Medium 19. The Yanomamö rely on which of the following for subsistence?

A. only gardens B. only herds of animals C. horticulture and foraging D. horticulture and pastoralism Ans: C Learning Objective: 15.5: Describe the environments and subsistence for horticulturalists and pastoralists.

Cognitive Domain: Comprehension Answer Location: Amazon Horticulturalists: The Yanomamö Difficulty Level: Medium 20. Fallow time is required for ______.

A. leaving forest patches for hunting B. gathering nuts, seeds, and berries C. replenishment of soil nutrients D. population control Ans: C Learning Objective: 15.5: Describe the environments and subsistence for horticulturalists and pastoralists.

Cognitive Domain: Comprehension Answer Location: Environment and Subsistence for Horticulturalists and Pastoralists Difficulty Level: Medium 21. The Nuer diet of milk and blood from their cattle reflects a(n) ______ subsistence pattern.

A. foraging B. horticultural C. pastoral D. agriculture Ans: C Learning Objective: 15.5: Describe the environments and subsistence for horticulturalists and pastoralists.

Cognitive Domain: Application Answer Location: East African Cattle Complex Difficulty Level: Medium 22. The Tsembaga diet of root crops, such as manioc and yams, reflects a(n) ______ subsistence pattern.

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A. foraging B. horticultural C. pastoral D. agricultural Ans: B Learning Objective: 15.5: Describe the environments and subsistence for horticulturalists and pastoralists.

Cognitive Domain: Application Answer Location: New Guinea Horticulturalists: The Tsembaga Difficulty Level: Medium 23. The increased carrying capacity of a territory allows for an increased ______.

A. nomadism B. crude death rate C. population density D. out-migration Ans: C Learning Objective: 15.6: Describe how settling down influences population growth for horticulturalists and pastoralists.

Cognitive Domain: Comprehension Answer Location: Demographics and Settlement Difficulty Level: Medium 24. Tribes have a ______ than bands.

A. higher population density B. lower natural growth rate C. lower fecundity D. higher mortality Ans: A Learning Objective: 15.6: Describe how settling down influences population growth for horticulturalists and pastoralists.

Cognitive Domain: Application Answer Location: Demographics and Settlement Difficulty Level: Medium 25. The ______ used by many chiefdom societies yields more food than swidden horticulture.

A. swidden horticulture B. intensive horticulture C. foraging D. pastoralism Ans: B Learning Objective: 15.7: Describe the environments and subsistence activities for chiefdoms.

Cognitive Domain: Knowledge Answer Location: Pacific Island Chiefdoms

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Difficulty Level: Easy 26. Most cultures in Africa prior to Western colonization were ______.

A. bands B. tribes C. chiefdoms D. states Ans: C Learning Objective: 15.7: Describe the environments and subsistence activities for chiefdoms.

Cognitive Domain: Knowledge Answer Location: African Chiefdoms Difficulty Level: Easy 27. What is one of the major functions of leaders in chiefdom societies?

A. controlling the activities of members of the group B. organizing the distribution of surplus food C. carrying out rituals for the well-being of the group D. supervising bureaucratic activities Ans: B Learning Objective: 15.7: Describe the environments and subsistence activities for chiefdoms.

Cognitive Domain: Application Answer Location: Demography in Chiefdoms Difficulty Level: Medium 28. Which subsistence pattern is associated with the Neolithic?

A. foraging B. horticulture C. pastoralism D. agriculture Ans: D Learning Objective: 15.8: Describe the changes for populations in agricultural states.

Cognitive Domain: Application Answer Location: Environment and Demography in Agricultural States Difficulty Level: Medium 29. What is the primary energy source in industrialized societies?

A. human energy B. animal labor C. wind power D. fossil fuels Ans: D Learning Objective: 15.9: Discuss the development of energy sources in industrial and postindustrial societies.

Cognitive Domain: Comprehension

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Answer Location: Environment and Energy Use in Industrial and Postindustrial Societies Difficulty Level: Medium 30. Which of the following is a disadvantage of industrial societies?

A. a reliance upon immense amounts of human labor B. a rapid depletion of resources C. technological innovation D. the necessity for nomadism Ans: B Learning Objective: 15.9: Discuss the development of energy sources in industrial and postindustrial societies.

Cognitive Domain: Application Answer Location: High Energy Consumption Patterns Difficulty Level: Medium 31. How many phases of population change are posited by the demographic transition model?

A. three B. five C. seven D. nine Ans: A Learning Objective: 15.10: Discuss the demographic transition model and its consequences for industrial and postindustrial societies.

Cognitive Domain: Knowledge Answer Location: Demographic Change Difficulty Level: Easy 32. Phase 1 of the demographic transition model is characterized by ______.

A. high fertility and low mortality B. low fertility and high mortality C. high fertility and high mortality D. low fertility and low mortality Ans: C Learning Objective: 15.10: Discuss the demographic transition model and its consequences for industrial and postindustrial societies.

Cognitive Domain: Comprehension Answer Location: Demographic Change Difficulty Level: Medium 33. High fertility with low mortality leads to ______.

A. rapidly growing population B. rapidly dwindling population C. stagnant population growth D. slow population growth

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Ans: A Learning Objective: 15.10: Discuss the demographic transition model and its consequences for industrial and postindustrial societies.

Cognitive Domain: Comprehension Answer Location: Demographic Change Difficulty Level: Medium 34. A society that has an agricultural lifestyle and excellent medical care would be in which phase of the demographic transition?

A. Phase 1 B. Phase 2 C. Phase 3 D. Phase 4 Ans: B Learning Objective: 15.10: Discuss the demographic transition model and its consequences for industrial and postindustrial societies.

Cognitive Domain: Application Answer Location: Demographic Change Difficulty Level: Medium 35. A society with a foraging lifestyle would be in ______ of the demographic transition.

A. Phase 1 B. Phase 2 C. Phase 3 D. Phase 4 Ans: A Learning Objective: 15.10: Discuss the demographic transition model and its consequences for industrial and postindustrial societies.

Cognitive Domain: Application Answer Location: Demographic Change Difficulty Level: Medium

True/False 1. The major way humans have adapted to their environment is through culture.

Ans: T Learning Objective: 15.1: Discuss the relationship between subsistence and the physical environment (biomes).

Cognitive Domain: Knowledge Answer Location: Subsistence and the Physical Environment Difficulty Level: Easy

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2. In modern hunter-gatherer societies, men contribute the majority of calories through hunting.

Ans: F Learning Objective: 15.3: Describe the different environments and subsistence activities of foragers.

Cognitive Domain: Knowledge Answer Location: Deserts Difficulty Level: Easy 3. Swidden agriculture in rainforests is used because the soil is low in oxygen.

Ans: F Learning Objective: 15.5: Describe the environments and subsistence for horticulturalists and pastoralists.

Cognitive Domain: Knowledge Answer Location: Environment and Subsistence for Horticulturalists and Pastoralists Difficulty Level: Easy 4. Chiefdom societies typically exist in areas with abundant resources.

Ans: T Learning Objective: 15.7: Describe the environments and subsistence activities for chiefdoms.

Cognitive Domain: Knowledge Answer Location: Environment, Subsistence, and Demography for Chiefdoms Difficulty Level: Easy 5. Cultural evolution always leads to improved conditions for humans.

Ans: F Learning Objective: 15.8: Describe the changes for populations in agricultural states.

Cognitive Domain: Knowledge Answer Location: Environment and Demography in Agricultural States Difficulty Level: Easy

Short Answer 1. Explain the relationship between humans and the environment.

Ans: Human activity is shaped by the environments in which they live, and humans shape those environments in turn. People in very cold climates live much differently than those in very hot climates. The specific environmental conditions in each biome impact the people who live there. Human activity also leaves its mark. Some assume that foragers do not impact the environment, and while it is true that foraging societies tend to leave less of a mark on their environment than those in agricultural or industrial societies, even hunter-gatherers impact their environment.

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Learning Objective: 15.1: Discuss the relationship between subsistence and the physical environment (biomes).

Cognitive Domain: Analysis Answer Location: Subsistence Patterns and Environments Difficulty Level: Hard 2. Describe how the environment affects foraging societies.

Ans: Foragers, who rely on hunting, fishing, and gathering wild resources, must travel from place to place as food resources become scarce in one area. Since they do not produce crops or raise herds, their subsistence is made more or less difficult based on the types of environments they inhabit. For example, in Arctic regions, vegetation is difficult to acquire, so Inuit people may consume foods that others would not--such as the stomach contents of deer. In the past, foragers lived in many types of environmental niches, but today they are mostly in marginal environments.

Learning Objective: 15.3: Describe the different environments and subsistence activities of foragers.

Cognitive Domain: Analysis Answer Location: Modern Foraging Environments and Subsistence Difficulty Level: Hard 3. Explain how swidden agriculture works.

Ans: Swidden, or slash-and-burn, agriculture is a form of horticulturalism in which tracts of forest are cut down and burned. The vegetation and ash increase the fertility of the soil.

Horticultural communities then grow crops in this soil over and over again until soil nutrient quality has depleted. At this point, they move to a new tract of land and repeat the process while the previous area lies fallow (unplanted). They must allow new forest growth to emerge in the old tracts of land so that when they eventually return to the same area, they can cut and burn and grow once more.

Learning Objective: 15.5: Describe the environments and subsistence for horticulturalists and pastoralists.

Cognitive Domain: Analysis Answer Location: Environment and Subsistence for Horticulturalists and Pastoralists Difficulty Level: Hard 4. Discuss the advantages and disadvantages of intensive agriculture.

Ans: The shift to a Neolithic way of life had both advantages and disadvantages. As intensive agriculture emerged, huge surpluses of food were possible. This allowed for larger populations and higher population densities, leading to the organization of cities. However, dense settlement patterns along with poor sanitation and close contact with domesticated animals led to the rapid spread of contagious disease. Mortality rates increased in Neolithic societies as compared with previous cultures. However, populations still increased because the fertility rates were very high.

Learning Objective: 15.8: Describe the changes for populations in agricultural states.

Cognitive Domain: Analysis

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Answer Location: Environment and Demography in Agricultural States Difficulty Level: Hard 5. Discuss how industrialization impacts population growth.

Ans: In agricultural societies, high death rates and the need for labor for farms lead to high birth rates, but there is an accompanying high death rate that keeps population growth minimal. As industrialization takes place, death rates fall, while birth rates remain high for some time. As a result, a population boom occurs. Eventually, as the society adjusts to the survival of more children and children cease to be economic assets, the birth rates begin to decrease.

Learning Objective: 15.10: Discuss the demographic transition model and its consequences for industrial and postindustrial societies.

Cognitive Domain: Analysis Answer Location: The Demographic-Transition Model Applied Difficulty Level: Hard

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Chapter 16: Technology and Economics Test Bank Multiple Choice 1. Cultural materialists view ______ as the primary driver of cultural change.

A. emotion B. artifacts C. technology D. contact Ans: C Learning Objective: 16.1: Discuss the anthropological explanations of technology.

Cognitive Domain: Knowledge Answer Location: Anthropological Explanations of Technology Difficulty Level: Easy 2. An anthropologist hypothesizes that the Internet has been the primary factor in cultural change since its invention. This view is an example of ______.

A. symbolic anthropology B. cultural materialism C. unilineal evolution D. diffusionism Ans: B Learning Objective: 16.1: Discuss the anthropological explanations of technology.

Cognitive Domain: Application Answer Location: Anthropological Explanations of Technology Difficulty Level: Medium 3. Formalist anthropologists believe that people always choose the ______ strategy when making economic choices.

A. cheapest B. most efficient C. most rational D. easiest Ans: C Learning Objective: 16.2: Discuss how anthropologists study economics in different societies.

Cognitive Domain: Knowledge Answer Location: Anthropology and Economics Difficulty Level: Easy

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4. An economic anthropologist travels to a small-scale society and realizes that the people under study prioritize the interests of the group over that of the individual. This conclusion would fall under the ______ approach.

A. theoretical B. formalist C. demographic-transitional D. substantivist Ans: D Learning Objective: 16.2: Discuss how anthropologists study economics in different societies.

Cognitive Domain: Application Answer Location: The Substantivist Approach Difficulty Level: Medium 5. Which of the following is an example of foraging technology in tropical rain forest environments?

A. knowledge of edible plants B. boomerang C. kayak D. atlatl Ans: A Learning Objective: 16.3: Describe the technologies of foraging societies.

Cognitive Domain: Application Answer Location: Technology in Foraging Societies Difficulty Level: Medium 6. Reciprocal exchange in foraging societies exists because ______.

A. people are generally altruistic B. people are generally selfish C. food must be consumed immediately D. there is ample storage capacity Ans: C Learning Objective: 16.4: Describe how the economy works in foraging societies.

Cognitive Domain: Knowledge Answer Location: Economics in Foraging Societies Difficulty Level: Easy 7. Giving meat to a neighbor who was not successful in their last hunt is an example of ______ in foraging societies.

A. altruism B. generalized reciprocity C. balanced reciprocity D. negative reciprocity Ans: B Learning Objective: 16.4: Describe how the economy works in foraging societies.

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Cognitive Domain: Application Answer Location: Generalized Reciprocity Difficulty Level: Medium 8. Balanced reciprocity involves the expectation that ______.

A. there will be an immediate return B. the value of exchange will even out over time C. no return will occur D. identical items will be exchanged Ans: A Learning Objective: 16.4: Describe how the economy works in foraging societies.

Cognitive Domain: Knowledge Answer Location: Balanced Reciprocity Difficulty Level: Easy 9. ______ happens less often in foraging societies than in capitalist societies.

A. Generalized reciprocity B. Balanced reciprocity C. Altruism D. Negative reciprocity Ans: D Learning Objective: 16.4: Describe how the economy works in foraging societies.

Cognitive Domain: Comprehension Answer Location: Negative Reciprocity Difficulty Level: Medium 10. Many pastoralist technologies relate to ______.

A. hunting B. architecture C. farming D. mobility Ans: D Learning Objective: 16.5: Describe the technologies of horticulturalist and pastoralist societies.

Cognitive Domain: Comprehension Answer Location: Pastoralist Technology Difficulty Level: Medium 11. A sharp digging stick is an example of ______ technology.

A. hunting B. pastoralist C. horticulturalist D. intensive agricultural Ans: C Learning Objective: 16.5: Describe the technologies of horticulturalist and pastoralist societies.

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Cognitive Domain: Application Answer Location: Horticulturalist Technology Difficulty Level: Medium 12. One example of limited-purpose money in the United States is ______.

A. paper bills B. metal coins C. gift cards D. credit cards Ans: C Learning Objective: 16.6: Discuss money and property ownership in horticulturalist and pastoralist economies.

Cognitive Domain: Application Answer Location: Money Difficulty Level: Medium 13. The Tiv of Nigeria in the 1950s considered ______ to be part of the middle sphere of exchange.

A. prestige goods B. rights over women C. food D. textiles Ans: A Learning Objective: 16.6: Discuss money and property ownership in horticulturalist and pastoralist economies.

Cognitive Domain: Comprehension Answer Location: Money Difficulty Level: Medium 14. Property rights in tribal societies are ______.

A. communal B. individual C. kin-based D. nonexistent Ans: C Learning Objective: 16.6: Discuss money and property ownership in horticulturalist and pastoralist economies.

Cognitive Domain: Comprehension Answer Location: Property Ownership Difficulty Level: Medium 15. Why is there more inequality in pastoral societies than in horticultural societies?

A. the relative value of animals to gardens B. inheritance of animals

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C. the sedentary lifestyle associated with pastoralism D. the accumulation of surplus food Ans: B Learning Objective: 16.6: Discuss money and property ownership in horticulturalist and pastoralist economies.

Cognitive Domain: Comprehension Answer Location: Property Ownership Difficulty Level: Medium 16. A society with specialized occupations such as craftspeople is more likely to be ______.

A. primitive B. hunter-gatherers C. egalitarian D. stratified Ans: D Learning Objective: 16.7: Describe technology and housing in chiefdom societies.

Cognitive Domain: Application Answer Location: Technology in Chiefdoms Difficulty Level: Hard 17. Large houses with inhabitants of varying statuses in chiefdoms function to ______.

A. maintain social integration B. keep the low-status people isolated from everyone else C. concentrate the craftspeople in one area D. locate the farmers near their fields Ans: A Learning Objective: 16.7: Describe technology and housing in chiefdom societies.

Cognitive Domain: Comprehension Answer Location: Housing in Chiefdoms Difficulty Level: Medium 18. Chiefdoms had the ability to ______, which was rarely seen in bands or tribes.

A. form bureaucracies B. subsist on only wild resources C. give commands D. store food Ans: D Learning Objective: 16.8: Describe the unique type of economic exchange that emerged in chiefdom societies.

Cognitive Domain: Knowledge Answer Location: Food Storage Difficulty Level: Easy 19. Kula exchange was a form of ______ practiced by the Trobriand Islanders.

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A. potlatch B. redistribution C. balanced reciprocity D. law Ans: C Learning Objective: 16.8: Describe the unique type of economic exchange that emerged in chiefdom societies.

Cognitive Domain: Comprehension Answer Location: The Kula Exchange Difficulty Level: Medium 20. Taxes are a form of ______.

A. tribal economics B. redistributional exchange C. balanced reciprocity D. altruism Ans: B Learning Objective: 16.8: Describe the unique type of economic exchange that emerged in chiefdom societies.

Cognitive Domain: Application Answer Location: Redistributional Exchange Difficulty Level: Medium 21. The innovation of the ______ allowed farmers to work the same land more permanently.

A. shaduf B. well C. plow D. digging stick Ans: C Learning Objective: 16.9: Discuss agricultural state innovations in technology and diffusion.

Cognitive Domain: Comprehension Answer Location: Agricultural Innovations Difficulty Level: Medium 22. One obstacle that agricultural states had to overcome to produce enough food to support large populations was ______.

A. keeping neighboring groups from harvesting crops B. the difficulty of moving water to crops that needed it C. training oxen to dig irrigation canals D. gathering enough nuts, seeds, and berries to make it through the winter Ans: B Learning Objective: 16.9: Discuss agricultural state innovations in technology and diffusion.

Cognitive Domain: Comprehension Answer Location: Agricultural Innovations

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Difficulty Level: Medium 23. Which of the following statements about agricultural technologies is true?

A. They arose in Egypt and spread over the world via cultural contact.

B. They arose in many places independently as a response to local environmental conditions.

C. They arose as a sharp break from previous food production technologies.

D. They arose only in areas that had intellectually superior inhabitants.

Ans: B Learning Objective: 16.9: Discuss agricultural state innovations in technology and diffusion.

Cognitive Domain: Comprehension Answer Location: Agricultural Innovations Difficulty Level: Medium 24. Which two characteristics of agricultural societies allowed for the specialization of occupations?

A. food surplus and food storage B. large populations and low life expectancies C. high fertility and low mortality D. new technologies and the absence of centralized power Ans: A Learning Objective: 16.10: Describe the type of economies that developed in agricultural civilizations.

Cognitive Domain: Comprehension Answer Location: Economics in Agricultural States Difficulty Level: Medium 25. The ownership of ______ was the primary source of wealth in agricultural states.

A. factories B. arable land C. large herds D. ritual objects Ans: B Learning Objective: 16.10: Describe the type of economies that developed in agricultural civilizations.

Cognitive Domain: Knowledge Answer Location: Property Rights Difficulty Level: Easy 26. A system in which peasants work land owned by elites arose in ______ societies.

A. foraging B. horticultural C. pastoral D. agricultural Ans: D

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Learning Objective: 16.10: Describe the type of economies that developed in agricultural civilizations.

Cognitive Domain: Comprehension Answer Location: Property Rights Difficulty Level: Medium 27. Peasants sharing food resources and labor in agricultural states is a form of ______.

A. monetary exchange B. income inequality C. moral economy D. secondary sector Ans: C Learning Objective: 16.10: Describe the type of economies that developed in agricultural civilizations.

Cognitive Domain: Application Answer Location: The Moral Economy Difficulty Level: Medium 28. A Gini coefficient of .98 reflects ______.

A. an almost completely egalitarian society B. a mostly egalitarian society C. a moderate degree of stratification D. enormous inequality Ans: D Learning Objective: 16.10: Describe the type of economies that developed in agricultural civilizations.

Cognitive Domain: Application Answer Location: Trade and Monetary Exchange Difficulty Level: Medium 29. According to Karl Marx, why were industrial workers estranged and alienated by their work conditions?

A. lack of meaningful work B. shift from urban to rural living C. decline of factories D. demands of the tertiary sector Ans: A Learning Objective: 16.11: Describe technology and economic changes for industrial and postindustrial societies.

Cognitive Domain: Comprehension Answer Location: Technology and Work Difficulty Level: Medium 30. Childcare professionals belong to the ______ of society.

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A. primary sector B. secondary sector C. tertiary sector D. information sector Ans: C Learning Objective: 16.11: Describe technology and economic changes for industrial and postindustrial societies.

Cognitive Domain: Application Answer Location: The Division of Labor Difficulty Level: Medium 31. Education is most crucial for success in ______ societies.

A. chiefdom B. tribal C. agricultural D. postindustrial Ans: D Learning Objective: 16.11: Describe technology and economic changes for industrial and postindustrial societies.

Cognitive Domain: Comprehension Answer Location: The Division of Labor Difficulty Level: Medium 32. Purchasing a sweater at the mall is an example of participation in ______.

A. a bartering system B. reciprocal exchange C. the market economy D. redistributional exchange Ans: C Learning Objective: 16.11: Describe technology and economic changes for industrial and postindustrial societies.

Cognitive Domain: Application Answer Location: Market Economies Difficulty Level: Medium 33. Adam Smith argued that market exchange would do which of the following?

A. benefit both buyers and sellers B. create profit for the government and oppress the common people C. privilege the buyers’ needs over the sellers’ needs D. lead to class inequality Ans: A Learning Objective: 16.11: Describe technology and economic changes for industrial and postindustrial societies.

Cognitive Domain: Comprehension

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Answer Location: Perspectives on Market Economies Difficulty Level: Medium 34. Making sure each person in society has enough to address their basic needs is an ideal associated with ______.

A. capitalism B. postindustrial societies C. socialism D. free markets Ans: C Learning Objective: 16.11: Describe technology and economic changes for industrial and postindustrial societies.

Cognitive Domain: Knowledge Answer Location: Socialism Difficulty Level: Easy 35. Marvin Harris asserted that the failure of socialism in former Soviet states was due to which of the following reasons?

A. the superiority of capitalism B. ineffective political leadership C. inherent flaws in socialist ideals D. infrastructure issues Ans: D Learning Objective: 16.11: Describe technology and economic changes for industrial and postindustrial societies.

Cognitive Domain: Comprehension Answer Location: Recent Global Changes in Socialist Countries Difficulty Level: Medium

True/False 1. Technologies in foraging societies consist primarily of tools.

Ans: F Learning Objective: 16.3: Describe the technologies of foraging societies.

Cognitive Domain: Comprehension Answer Location: Technology in Foraging Societies Difficulty Level: Medium 2. Generalized reciprocity is a form of altruism.

Ans: F Learning Objective: 16.4: Describe how the economy works in foraging societies.

Cognitive Domain: Comprehension

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Answer Location: Generalized Reciprocity Difficulty Level: Medium 3. Chiefs had limited political authority.

Ans: T Learning Objective: 16.8: Describe the unique type of economic exchange that emerged in chiefdom societies.

Cognitive Domain: Knowledge Answer Location: Political Aspects of Property Ownership Difficulty Level: Easy 4. Irrigation technologies developed independently in separate places.

Ans: T Learning Objective: 16.9: Discuss agricultural state innovations in technology and diffusion.

Cognitive Domain: Application Answer Location: Agricultural Innovations Difficulty Level: Medium 5. Occupational specialization occurred only in urban areas.

Ans: F Learning Objective: 16.10: Describe the type of economies that developed in agricultural civilizations.

Cognitive Domain: Knowledge Answer Location: Economics in Agricultural States Difficulty Level: Easy

Short Answer 1. Compare and contrast generalized and balanced reciprocity.

Ans: Both types of reciprocity involve the sharing of resources. Generalized reciprocity takes place among closer relations, since there is the expectation that reciprocation will take place at some unspecified point in the future. Often, it is considered ill-mannered to refer to the expectation of return. With balanced reciprocity, exchange occurs all at once. It is more like trade or barter. Each party leaves with no “debts,” whether implicit or explicit. Thus, balanced reciprocity can occur between more distantly related people. However, neither generalized nor balanced reciprocity is altruistic. Rather, both are means for people to ensure their own survival in the end.

Learning Objective: 16.4: Describe how the economy works in foraging societies.

Cognitive Domain: Analysis Answer Location: Economics in Foraging Societies Difficulty Level: Hard

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2. Explain how redistributional economic exchange creates a social safety net in chiefdoms.

Ans: Redistribution of resources is one of the major functions of leaders in chiefdom societies.

In this system, surplus goods including staples and luxuries are collected from the people.

Rather than keeping the surplus as tribute, the leaders then redistribute the food by giving it away in a variety of ways. This serves to make sure that everyone in the society has enough, though it does not destroy the inequality between the “haves” and the “have-nots.” Both wealthy and poor benefit from this system. The poor get enough to survive, and the wealthy increase their prestige.

Learning Objective: 16.8: Describe the unique type of economic exchange that emerged in chiefdom societies.

Cognitive Domain: Analysis Answer Location: Redistributional Exchange Difficulty Level: Hard 3. Explain how the use of general-purpose money became formalized in agricultural states.

Ans: The use of general-purpose money arose in a formal way in the context of long-distance trade. Early on, food and other items could be used to pay tribute or satisfy other debts, but this was not feasible as trade routes grew immense. Food could spoil, animals could be difficult to move, and large items were sometimes more trouble to move than they were worth. Over time, bars of metal that had standardized values became more common, and then coins and even paper money.

Learning Objective: 16.10: Describe the type of economies that developed in agricultural civilizations.

Cognitive Domain: Analysis Answer Location: Trade and Monetary Exchange Difficulty Level: Medium 4. How did agriculture lead to an increase in inequality?

Ans: The ability to produce a surplus of food and store that surplus led over time to the development of distinct social classes based on ownership and control of arable land and the products of that land. Those who owned the land and could control the labor of others through tributary relationships or peasantry became much more wealthy than the peasants and those who paid tribute. Further, those who were not needed to work the land (since huge surpluses were possible) could establish their skill in crafts and other occupations and prosper in that way.

Learning Objective: 16.10: Describe the type of economies that developed in agricultural civilizations.

Cognitive Domain: Analysis Answer Location: Property Rights Difficulty Level: Hard 5. Compare and contrast socialist and capitalist systems.

Ans: Socialist and capitalist systems are based on different concerns and have different goals.

The aims of socialism are a reduction in economic inequality and ensuring that the basic needs

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of the people are met. Capitalist societies prioritize profit and individual prosperity. Given the nearly opposite aims of the two systems, it is not surprising that each leads to different ideals.

In capitalist systems, profit maximization, competition, and freedom from government interference are prized. In socialist systems, the government owns the means of production and government interference is meant to aid the people.

Learning Objective: 16.11: Describe technology and economic changes for industrial and postindustrial societies.

Cognitive Domain: Analysis Answer Location: Capitalism | Socialism Difficulty Level: Hard

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Chapter 17: Social Structure, the Family, Marriage, and Age Test Bank Multiple Choice 1. Which of the following is an example of an ascribed status?

A. daughter B. student C. wife D. business owner Ans: A Learning Objective: 17.1: Discuss the general components of social structure, including status, the family, and marriage.

Cognitive Domain: Application Answer Location: Components of Social Structure Difficulty Level: Medium 2. Your siblings and parents are part of your ______.

A. endogamous unit B. family of orientation C. patrilocality D. achieved status Ans: B Learning Objective: 17.1: Discuss the general components of social structure, including status, the family, and marriage.

Cognitive Domain: Comprehension Answer Location: The Family Difficulty Level: Medium 3. Some societies lack incest taboos for which of the following reasons?

A. Sex within nuclear families is acceptable.

B. The idea of incest is so ridiculous a taboo is unnecessary.

C. Cousin marriage keeps wealth in the family.

D. The incest taboo has not yet evolved in those societies.

Ans: B Learning Objective: 17.2: Discuss how anthropologists understand incest avoidance and the incest taboo.

Cognitive Domain: Comprehension Answer Location: Understanding Incest Avoidance and the Incest Taboo Difficulty Level: Medium 4. Incest avoidance is ______ because of a combination of biological and cultural factors.

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A. universal B. selective C. fragile D. ascribed Ans: A Learning Objective: 17.2: Discuss how anthropologists understand incest avoidance and the incest taboo.

Cognitive Domain: Comprehension Answer Location: Incest Avoidance: Biocultural Perspectives Difficulty Level: Medium 5. Two new mothers decide to raise their babies together. Though the babies are not biologically related, they never develop sexual attraction to one another after they reach maturity. This supports the ______ hypothesis.

A. Oedipal B. Freudian C. childhood familiarity D. genetic Ans: C Learning Objective: 17.2: Discuss how anthropologists understand incest avoidance and the incest taboo.

Cognitive Domain: Application Answer Location: Childhood Familiarity Hypothesis Difficulty Level: Medium 6. Age discrimination against the elderly is ______.

A. universal B. common in preindustrial societies C. due to their declining strength and vitality D. related to technological development Ans: D Learning Objective: 17.3: Discuss how anthropologists understand age as an aspect of social structure.

Cognitive Domain: Application Answer Location: Age and Status Difficulty Level: Medium 7. Marriages in foraging societies are formed according to ______.

A. alliance needs B. personal preference C. romantic love D. men’s wishes Ans: A Learning Objective: 17.4: Describe the social structure, family, marriage, and age in foraging societies.

Cognitive Domain: Comprehension

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Answer Location: Marriage Rules Difficulty Level: Medium 8. A man who marries his maternal uncle’s daughter is marrying his ______.

A. parallel cousin B. cross-cousin C. second cousin D. nuclear family member Ans: B Learning Objective: 17.4: Describe the social structure, family, marriage, and age in foraging societies.

Cognitive Domain: Application Answer Location: Marriage Rules Difficulty Level: Medium 9. Divorce among foragers is ______.

A. fraught and complicated B. not possible C. dangerous for the wives D. usually simple Ans: D Learning Objective: 17.4: Describe the social structure, family, marriage, and age in foraging societies.

Cognitive Domain: Comprehension Answer Location: Divorce Difficulty Level: Medium 10. Fraternal polyandry refers to marriage between ______.

A. one man and multiple sisters B. multiple men C. multiple women D. one woman and multiple brothers Ans: D Learning Objective: 17.4: Describe the social structure, family, marriage, and age in foraging societies.

Cognitive Domain: Knowledge Answer Location: Other Marital Patterns Among Foragers Difficulty Level: Easy 11. The elderly in foraging societies are ______.

A. those who are older than 60 years B. abandoned or killed C. of low status D. revered and honored Ans: D

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Learning Objective: 17.4: Describe the social structure, family, marriage, and age in foraging societies.

Cognitive Domain: Comprehension Answer Location: The Roles of the Elderly Difficulty Level: Medium 12. A grandmother caring for her grandchildren is an example of ______.

A. co-parenting B. alloparenting C. adoption D. fictive kinship Ans: B Learning Objective: 17.4: Describe the social structure, family, marriage, and age in foraging societies.

Cognitive Domain: Application Answer Location: Childcare Activities Difficulty Level: Medium 13. ______ descent groups are the most common in tribal societies.

A. Patrilineal B. Matrilineal C. Ambilineal D. Double Ans: A Learning Objective: 17.5: Describe the social structure, family, marriage, descent groups, and age for tribal societies.

Cognitive Domain: Knowledge Answer Location: Unilineal Descent Groups Difficulty Level: Easy 14. Members of societies that practice ______ descent may choose to affiliate themselves with either the mother’s or father’s descent group.

A. patrilineal B. bilateral C. ambilineal D. double Ans: C Learning Objective: 17.5: Describe the social structure, family, marriage, descent groups, and age for tribal societies.

Cognitive Domain: Knowledge Answer Location: Ambilineal Descent Groups Difficulty Level: Easy 15. Members of a(n) ______ believe they are related but cannot necessarily trace genealogical relationships.

A. nuclear family

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B. lineage C. extended family D. clan Ans: D Learning Objective: 17.5: Describe the social structure, family, marriage, descent groups, and age for tribal societies.

Cognitive Domain: Knowledge Answer Location: Clans Difficulty Level: Easy 16. Why is polygyny most common in tribal societies?

A. More wives allow for the management of more livestock and production of more children.

B. More husbands mean that more people are investing in the welfare of each woman.

C. There are many more men than women in tribal societies.

D. Men are believed to love many women while women only love one man at a time.

Ans: A Learning Objective: 17.5: Describe the social structure, family, marriage, descent groups, and age for tribal societies.

Cognitive Domain: Comprehension Answer Location: Polygyny Difficulty Level: Medium 17. The practices of the levirate and the sororate emphasize that marriage ______.

A. can end warfare between two groups B. is more important for women than men C. prioritizes romantic love D. creates kinship obligations Ans: D Learning Objective: 17.5: Describe the social structure, family, marriage, descent groups, and age for tribal societies.

Cognitive Domain: Application Answer Location: The Levirate and Sororate Difficulty Level: Medium 18. In a gerontocratic tribal society, which of the following people would be most powerful?

A. a young woman B. a small boy C. a middle-aged man D. an elderly man Ans: D Learning Objective: 17.5: Describe the social structure, family, marriage, descent groups, and age for tribal societies.

Cognitive Domain: Application Answer Location: The Elderly

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Difficulty Level: Medium 19. Sumptuary rules in chiefdom societies ______.

A. reserve certain rights for certain ranks B. require the consumption of special foods during rituals C. dictate cross-cousin marriage D. maintain egalitarianism Ans: A Learning Objective: 17.6: Discuss how status differences, the family, and age are related in chiefdom societies.

Cognitive Domain: Comprehension Answer Location: Rank and Sumptuary Rules Difficulty Level: Medium 20. Chiefdoms were usually endogamous for ______.

A. nuclear family B. lineage C. social stratum D. gender Ans: C Learning Objective: 17.6: Discuss how status differences, the family, and age are related in chiefdom societies.

Cognitive Domain: Comprehension Answer Location: Endogamy Difficulty Level: Medium 21. The Natchez marriage rules requiring upper-ranked people to marry stinkards resulted in ______.

A. fewer marriages overall B. marriages exogamous to the society C. marriages for love D. social mobility Ans: D Learning Objective: 17.6: Discuss how status differences, the family, and age are related in chiefdom societies.

Cognitive Domain: Comprehension Answer Location: Marriage Difficulty Level: Medium 22. Senior males in chiefdoms had ______ due to their control of nearly every aspect of society.

A. hegemonic power B. downward social mobility C. hypergamous marriages D. tattoos over their entire bodies Ans: A

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Learning Objective: 17.6: Discuss how status differences, the family, and age are related in chiefdom societies.

Cognitive Domain: Application Answer Location: Age Difficulty Level: Medium 23. A war captive in a typical chiefdom would be most likely to experience ______.

A. forced labor that nobody else wanted to do B. cruel treatment by his captors C. adoption or marriage into a kin group D. systematic breeding to create more enslaved people Ans: C Learning Objective: 17.6: Discuss how status differences, the family, and age are related in chiefdom societies.

Cognitive Domain: Application Answer Location: Slavery Difficulty Level: Medium 24. Social status in agricultural states was based primarily on ______.

A. land ownership and occupation B. charisma and leadership skills C. matrilineal descent groups D. control over ritual objects Ans: A Learning Objective: 17.7: Discuss the family, kinship, marriage, and age patterns in agricultural states.

Cognitive Domain: Knowledge Answer Location: Social Structure in Agricultural States Difficulty Level: Easy 25. Extended family ties were significant in agricultural states because of the need for ______.

A. wives for domestic labor B. protection against people from neighboring groups C. cooperation in farm labor D. markets for finished products Ans: C Learning Objective: 17.7: Discuss the family, kinship, marriage, and age patterns in agricultural states.

Cognitive Domain: Comprehension Answer Location: The Extended Family Difficulty Level: Medium 26. Peasants in agricultural societies were exogamous for ______.

A. extended family B. moiety

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C. state D. status Ans: A Learning Objective: 17.7: Discuss the family, kinship, marriage, and age patterns in agricultural states.

Cognitive Domain: Comprehension Answer Location: Marriage Difficulty Level: Medium 27. A marriage is arranged in an agricultural state between a man and a young woman.

Before the marriage takes place, her parents send gifts and money to her future husband’s family. These goods and money are ______.

A. bridewealth B. her dowry C. brideservice D. held for her benefit Ans: B Learning Objective: 17.7: Discuss the family, kinship, marriage, and age patterns in agricultural states.

Cognitive Domain: Application Answer Location: Dowry and Bridewealth Difficulty Level: Medium 28. Social status in agricultural states is usually ______.

A. open B. achieved C. ascribed D. highly mobile Ans: C Learning Objective: 17.8: Discuss the type of stratification characteristic of agricultural states.

Cognitive Domain: Knowledge Answer Location: Social Stratification in Agricultural States Difficulty Level: Easy 29. Compared to bands, tribes, chiefdoms, and agricultural states, kinship in industrialized states is ______.

A. consanguineous only B. more affinal C. more restrictive D. less important Ans: D Learning Objective: 17.9: Discuss the social structure, family, marriage, and age patterns in industrial and postindustrial societies.

Cognitive Domain: Knowledge Answer Location: Kinship

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Difficulty Level: Easy 30. Factories reduced the ______ role of extended families.

A. social B. economic C. political D. reproductive Ans: B Learning Objective: 17.9: Discuss the social structure, family, marriage, and age patterns in industrial and postindustrial societies.

Cognitive Domain: Knowledge Answer Location: Family Difficulty Level: Easy 31. Marriage in industrial and postindustrial societies is based on ______.

A. economic considerations B. intergroup cooperation C. the need to forge alliances D. romantic love Ans: D Learning Objective: 17.9: Discuss the social structure, family, marriage, and age patterns in industrial and postindustrial societies.

Cognitive Domain: Comprehension Answer Location: Marriage Difficulty Level: Medium 32. Which of the following reasons explains why divorce rates are higher in industrial and postindustrial states than in preindustrial societies?

A. Marriage is an individual rather than kin group decision in industrial and postindustrial states.

B. Romantic love is a bad way to determine whom to marry.

C. Women are more financially independent in preindustrial societies.

D. Social stigma against divorce is very high in postindustrial states.

Ans: A Learning Objective: 17.9: Discuss the social structure, family, marriage, and age patterns in industrial and postindustrial societies.

Cognitive Domain: Comprehension Answer Location: Divorce Difficulty Level: Medium 33. Nuclear family households have become more common than extended family households in industrial and postindustrial states due to ______.

A. climate change B. the need for childcare C. expenses related to caring for elders D. mobility related to finding work

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Ans: D Learning Objective: 17.9: Discuss the social structure, family, marriage, and age patterns in industrial and postindustrial societies.

Cognitive Domain: Application Answer Location: Family Difficulty Level: Medium 34. A wealthy person makes a few phone calls to people in their extended family, resulting in a prestigious job for their child who recently graduated college. This is an example of ______.

A. capitalism B. nepotism C. socialism D. meritocracy Ans: B Learning Objective: 17.9: Discuss the social structure, family, marriage, and age patterns in industrial and postindustrial societies.

Cognitive Domain: Application Answer Location: Kinship Difficulty Level: Medium 35. The American belief that equal opportunity for success is available to all leads to which flawed understanding of social class differences?

A. People in poverty are poor because they don’t work hard.

B. People often die as part of the same social class as when they were born.

C. Wealthy people have a better chance at the American Dream.

D. Individual abilities are not as important as systemic inequities.

Ans: A Learning Objective: 17.10: Compare the class structures of Britain, the United States, Japan, and the former Soviet Union.

Cognitive Domain: Application Answer Location: Class in the United States Difficulty Level: Medium

True/False 1. Inbreeding creates harmful genes.

Ans: F Learning Objective: 17.2: Discuss how anthropologists understand incest avoidance and the incest taboo.

Cognitive Domain: Knowledge Answer Location: Biological Explanations of Incest Avoidance Difficulty Level: Easy 2. People experience the aging process similarly in all societies.

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Ans: F Learning Objective: 17.3: Discuss how anthropologists understand age as an aspect of social structure.

Cognitive Domain: Comprehension Answer Location: Age Difficulty Level: Medium 3. Bridewealth objectifies women in tribal societies.

Ans: F Learning Objective: 17.5: Describe the social structure, family, marriage, descent groups, and age for tribal societies.

Cognitive Domain: Knowledge Answer Location: Bridewealth Exchange Difficulty Level: Easy 4. Grandparents in industrial and postindustrial states have a greater alloparental role than in preindustrial societies.

Ans: T Learning Objective: 17.9: Discuss the social structure, family, marriage, and age patterns in industrial and postindustrial societies.

Cognitive Domain: Knowledge Answer Location: Age Difficulty Level: Easy 5. The gaps in power, wealth, and status in industrial societies are smaller than that in preindustrial agricultural states.

Ans: F Learning Objective: 17.10: Compare the class structures of Britain, the United States, Japan, and the former Soviet Union.

Cognitive Domain: Knowledge Answer Location: Social Stratification in Industrial and Postindustrial Societies Difficulty Level: Easy

Short Answer 1. How do the practices of cross-cousin marriage and patrilocality enhance the formation of alliances in foraging societies?

Ans: The combination of cross-cousin marriage, in which people marry either their mother’s brother’s or father’s sister’s child, and patrilocality, which require married couples to reside with the husband’s band, enhanced the formation of alliances by resulting in an exchange of women. Women are constantly moving between bands as they form (and sometimes then break) marriages, and this strengthens alliances between bands since people are more likely to cooperate with their kin. Marriage in foraging societies is not for reasons of romantic love but rather for strengthening ties between bands.

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Learning Objective: 17.4: Describe the social structure, family, marriage, and age in foraging societies.

Cognitive Domain: Analysis Answer Location: Marriage Rules Difficulty Level: Hard 2. Are marriages in matrilineal tribal societies more or less stable than in patrilineal tribal societies? Why? Ans: Marriages tend to be more stable in patrilineal societies because a woman’s access to her children depends on her membership in her husband’s descent group. If she leaves her husband, her children are more likely to remain with him. In matrilineal societies, a woman can take her children when she goes.

Learning Objective: 17.5: Describe the social structure, family, marriage, descent groups, and age for tribal societies.

Cognitive Domain: Analysis Answer Location: Divorce Difficulty Level: Hard 3. Discuss the strategies used by members of chiefdoms to acquire the highest social status possible.

Ans: Chiefdoms had strata, or statuses based on ranked divisions, and thus were hierarchical. Most people in chiefdoms would retain their ascribed rank their entire lives, but there were a few strategies available to some members of chiefdoms to maximize their social status. Marriage was one strategy. Politically savvy parents or relatives could arrange advantageous matches for their children (normally for their daughters). In some chiefdoms, those of higher rank were required to marry those of lower rank, but not every “stinkard” would make such a match. Many would marry other stinkards and remain in the lowest social class. The choice of where to reside after marriage was another way to maximize social rank. While some chiefdoms had patrilocal or matrilocal rules, there were also chiefdoms that practiced ambilocality, and decisions about where to move were made with economic and political power in mind. Finally, while slavery existed in some chiefdoms, enslaved people could usually buy their freedom and often joined the kin groups of those who captured them.

Learning Objective: 17.6: Discuss how status differences, the family, and age are related in chiefdom societies.

Cognitive Domain: Analysis Answer Location: Social Structure in Chiefdoms Difficulty Level: Hard 4. Compare and contrast the status of the elderly in industrial and postindustrial states and those in preindustrial societies.

Ans: In preindustrial societies, people gain status as they age. Elderly people often lived with their children. The accumulated cultural knowledge of elders leads to reverence.

Sometimes, the elderly in preindustrial societies accumulated wealth and resources in addition to knowledge throughout their lifetimes. Social practices in preindustrial societies sometimes concentrated power among the elderly, leading to gerontocracies.

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In contrast, the elderly in industrial and postindustrial societies tend to not enjoy revered status. The rapid pace of technological innovation leads to many elderly people being “left behind” in terms of cultural knowledge, and they are often considered out of the loop rather than repositories of ancient wisdom. Elderly people do not tend to live with their children as frequently in industrial and postindustrial societies, and other parts of society have had to shift to care for them instead.

Learning Objective: 17.9: Discuss the social structure, family, marriage, and age patterns in industrial and postindustrial societies.

Cognitive Domain: Analysis Answer Location: Age Difficulty Level: Hard 5. Discuss the factors that lead to slavery in agricultural states.

Ans: Slavery increased in agricultural states as the states themselves grew larger and more centralized, expanded trade, and developed more complex technology. The system for organizing slave labor was a part of that centralization. Slave labor was often used to build huge projects that demonstrate state power as well as transport goods across trade routes.

Learning Objective: 17.8: Discuss the type of stratification characteristic of agricultural states.

Cognitive Domain: Analysis Answer Location: Slavery Difficulty Level: Hard

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Chapter 18: Gender and Sexuality Test Bank Multiple Choice 1. Which of the following generally determines whether a fetus will be male or female?

A. Y chromosome B. egg C. progesterone D. indifferent gonad Ans: A Learning Objective: 18.1: Discuss the complexities of sex as described by anthropologists.

Cognitive Domain: Knowledge Answer Location: The Complexities of Sex Difficulty Level: Easy 2. Those with Turner syndrome have ______.

A. two X chromosomes and one Y chromosome B. only one X chromosome C. XY chromosomes but appear female D. XX chromosomes but appear male Ans: B Learning Objective: 18.1: Discuss the complexities of sex as described by anthropologists.

Cognitive Domain: Knowledge Answer Location: The Complexities of Sex Difficulty Level: Easy 3. Which of the following is an example of an intersex condition?

A. PKU B. AIS C. DNA D. HIV Ans: B Learning Objective: 18.1: Discuss the complexities of sex as described by anthropologists.

Cognitive Domain: Application Answer Location: The Complexities of Sex Difficulty Level: Medium 4. The presence of ______ is an example of ambiguous genitalia.

A. penis and testes

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B. penis and ovaries C. vagina and ovaries D. vagina and breasts Ans: B Learning Objective: 18.1: Discuss the complexities of sex as described by anthropologists.

Cognitive Domain: Application Answer Location: The Complexities of Sex Difficulty Level: Medium 5. Which of the following traits is often associated with masculinity?

A. compassion B. emotionality C. passivity D. aggression Ans: D Learning Objective: 18.2: Discuss the complexities of gender as described by anthropologists.

Cognitive Domain: Application Answer Location: The Complexities of Gender Difficulty Level: Medium 6. What is the relationship between sex and gender?

A. Sex is culturally defined and gender is biological.

B. Sex and gender are the same.

C. Culture attaches gendered meanings to biological sex.

D. Neither gender nor sex are cultural concepts.

Ans: C Learning Objective: 18.2: Discuss the complexities of gender as described by anthropologists.

Cognitive Domain: Comprehension Answer Location: The Complexities of Gender Difficulty Level: Medium 7. What does the B in the LGBTQ acronym stand for?

A. brain B. biology C. bisexual D. beginner Ans: C Learning Objective: 18.3: Discuss the variations of transgender and LGBTQ persons found by anthropologists in different societies.

Cognitive Domain: Knowledge Answer Location: Transgender and LGBTQ Individuals Difficulty Level: Easy

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8. The term “berdache” was used by Europeans for ______ in Native American communities.

A. polygamous men B. people regarded as neither male or female C. gay men D. genderless people Ans: B Learning Objective: 18.3: Discuss the variations of transgender and LGBTQ persons found by anthropologists in different societies.

Cognitive Domain: Knowledge Answer Location: Transgender and LGBTQ Individuals Difficulty Level: Easy 9. One example of socially acceptable homosexuality was found in ancient ______.

A. Greece B. Egypt C. Ireland D. Mexico Ans: A Learning Objective: 18.3: Discuss the variations of transgender and LGBTQ persons found by anthropologists in different societies.

Cognitive Domain: Application Answer Location: Transgender and LGBTQ Individuals Difficulty Level: Medium 10. Homophobia is ______.

A. natural B. universal C. genetic D. cultural Ans: D Learning Objective: 18.3: Discuss the variations of transgender and LGBTQ persons found by anthropologists in different societies.

Cognitive Domain: Application Answer Location: Transgender and LGBTQ Individuals Difficulty Level: Medium 11. Gender relations are most egalitarian in which type of societies?

A. foraging B. horticultural C. pastoral D. agricultural Ans: A Learning Objective: 18.4: Describe the gender relations in foraging societies.

Cognitive Domain: Knowledge Answer Location: Female Status

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Difficulty Level: Easy 12. When the majority of food resources are procured by men, the status of women is more likely to be ______.

A. related to craft production B. lower than that of men C. equal to men D. based on childbearing reverence Ans: B Learning Objective: 18.4: Describe the gender relations in foraging societies.

Cognitive Domain: Application Answer Location: Female Status Difficulty Level: Medium 13. Who conducted the first fieldwork study of gender?

A. Franz Boas B. Ruth Benedict C. Margaret Mead D. Sherry Ortner Ans: C Learning Objective: 18.5: Discuss the importance of Margaret Mead’s study of gender relations in Papua New Guinea.

Cognitive Domain: Knowledge Answer Location: Gender and Enculturation: Margaret Mead’s Study Difficulty Level: Easy 14. The first ethnographic study of gender in Papua New Guinea illustrated that gender roles are ______.

A. innate B. biological C. symbolic D. cultural Ans: D Learning Objective: 18.5: Discuss the importance of Margaret Mead’s study of gender relations in Papua New Guinea.

Cognitive Domain: Application Answer Location: Gender and Enculturation: Margaret Mead’s Study Difficulty Level: Medium 15. There is no anthropological evidence for ______ societies.

A. matriarchal B. polyandrous C. matrilineal D. patrilocal Ans: A Learning Objective: 18.6: Describe gender relations and patriarchy in tribal societies.

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Cognitive Domain: Knowledge Answer Location: Patriarchy in Tribal Societies Difficulty Level: Easy 16. The status of women in tribal societies decreases when ______.

A. there are more men than women B. pastoralism emerges C. resources are plentiful D. warfare increases Ans: D Learning Objective: 18.6: Describe gender relations and patriarchy in tribal societies.

Cognitive Domain: Comprehension Answer Location: Patriarchy in Tribal Societies Difficulty Level: Medium 17. One practice that reflects sexism in some tribal societies is ______.

A. the incest taboo B. the segregation of menstruating women C. matriarchal roles of political and economic power D. avunculocality Ans: B Learning Objective: 18.6: Describe gender relations and patriarchy in tribal societies.

Cognitive Domain: Application Answer Location: Patriarchy and Sexism in Tribal Societies Difficulty Level: Medium 18. In matrilineal societies, the ______ has control over economic resources and political power in the family.

A. eldest woman B. grandmother C. mother’s brother D. father Ans: C Learning Objective: 18.6: Describe gender relations and patriarchy in tribal societies.

Cognitive Domain: Comprehension Answer Location: Female Status in Matrilineal Societies Difficulty Level: Medium 19. Which of the following best describes the status of women in matrilineal horticultural societies?

A. Women held the majority of economic and political power.

B. Women had political and economic influence but were subordinate to men.

C. Women were systematically abused and denied food.

D. Women were only as important as their subsistence contributions.

Ans: B Learning Objective: 18.6: Describe gender relations and patriarchy in tribal societies.

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Cognitive Domain: Application Answer Location: The Haudenosaunee (Formerly Called Iroquois) Difficulty Level: Medium 20. ______ had significantly higher status in chiefdom societies.

A. Men B. Women C. Children D. Elderly women Ans: A Learning Objective: 18.7: Discuss gender in chiefdom societies.

Cognitive Domain: Knowledge Answer Location: Gender in Chiefdom Societies Difficulty Level: Easy 21. The status of women ______ when subsistence patterns shifted to intensive agriculture.

A. increased B. decreased C. depended upon her husband’s rank D. was based on occupation Ans: B Learning Objective: 18.8: Discuss gender and patriarchy in agricultural states.

Cognitive Domain: Knowledge Answer Location: Gender, Subsistence, and Status Difficulty Level: Easy 22. Which of the following statements about women’s activities in agricultural states is true?

A. They were considered more important than those of men.

B. They plowed the fields and harvested the crops.

C. They were limited to the domestic sphere.

D. They included political decision-making.

Ans: C Learning Objective: 18.8: Discuss gender and patriarchy in agricultural states.

Cognitive Domain: Comprehension Answer Location: Gender, Subsistence, and Status Difficulty Level: Medium 23. The restriction of women from the public sphere, purdah, and foot binding are all examples of ______.

A. mutilation B. the view of women as ritually impure C. matriarchy D. female seclusion Ans: D

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Learning Objective: 18.8: Discuss gender and patriarchy in agricultural states.

Cognitive Domain: Application Answer Location: Female Seclusion Difficulty Level: Medium 24. Which of the following statements about gender relations in industrial and postindustrial societies is most accurate?

A. They are more egalitarian than those of agricultural societies.

B. They are completely egalitarian.

C. They are more unequal than any other type of society.

D. They are the opposite of those in preindustrial societies.

Ans: A Learning Objective: 18.9: Discuss the changes in gender in industrial and postindustrial societies.

Cognitive Domain: Comprehension Answer Location: Gender and the Division of Labor Difficulty Level: Medium 25. In industrial and postindustrial societies, women spending more time in the workforce leads to which of the following outcomes?

A. They spend less time on domestic activities.

B. They continue to perform the majority of domestic activities.

C. Men spend less time in the workforce.

D. Men have taken over the activities associated with the domestic realm.

Ans: B Learning Objective: 18.9: Discuss the changes in gender in industrial and postindustrial societies.

Cognitive Domain: Comprehension Answer Location: Gender and the Division of Labor Difficulty Level: Medium 26. Which of the following statements about the Equal Rights Amendment in the United States is true?

A. It was added to the Constitution in 1972.

B. It was passed by Congress but never ratified.

C. It was added to the Constitution in 2001.

D. It did not make it through Congress.

Ans: B Learning Objective: 18.9: Discuss the changes in gender in industrial and postindustrial societies.

Cognitive Domain: Knowledge Answer Location: Feminism Difficulty Level: Easy 27. Which of the following is an example of a feminist belief?

A. Women are superior to men.

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B. Men are superior to women.

C. People deserve equal rights regardless of gender.

D. Men should not serve in political positions.

Ans: C Learning Objective: 18.9: Discuss the changes in gender in industrial and postindustrial societies.

Cognitive Domain: Application Answer Location: Feminism Difficulty Level: Medium 28. Women’s obedience and faithfulness to their husbands is part of ______ in Latin America.

A. infantilism B. matriarchy C. feminism D. machismo Ans: D Learning Objective: 18.10: Discuss gender relations in Latin America, Africa, the Middle East, and Asia.

Cognitive Domain: Comprehension Answer Location: Machismo in Latin America Difficulty Level: Medium 29. Colonialism led to ______ for women in Africa.

A. decreased status B. more educational opportunity C. land ownership D. job opportunity Ans: A Learning Objective: 18.10: Discuss gender relations in Latin America, Africa, the Middle East, and Asia.

Cognitive Domain: Comprehension Answer Location: Gender in Africa Difficulty Level: Medium 30. Educated women in cities in Africa tend to work in ______ jobs.

A. agricultural B. technology C. service D. manufacturing Ans: C Learning Objective: 18.10: Discuss gender relations in Latin America, Africa, the Middle East, and Asia.

Cognitive Domain: Knowledge Answer Location: Urban African Women Difficulty Level: Easy

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31. An unmarried, childless woman in India is most likely to be treated ______.

A. as though they are worthless B. better than married women C. as better potential employees D. as equal to men Ans: A Learning Objective: 18.10: Discuss gender relations in Latin America, Africa, the Middle East, and Asia.

Cognitive Domain: Application Answer Location: Gender and Status in South Asia Difficulty Level: Medium 32. Patriarchal ideals in India tend to persist in ______ even when they are challenged in other parts of the country.

A. cities B. rural areas C. places with more Western contact D. coastal regions Ans: B Learning Objective: 18.10: Discuss gender relations in Latin America, Africa, the Middle East, and Asia.

Cognitive Domain: Comprehension Answer Location: Gender and Status in South Asia Difficulty Level: Medium 33. The Communist Chinese marriage laws passed in 1950 had what effect on Chinese women?

A. Women were required to marry the partner chosen for them by the government.

B. Women were able to divorce their husbands without losing their children.

C. Women no longer had to live near their mothers-in-law.

D. Daughters were valued as much as sons.

Ans: B Learning Objective: 18.10: Discuss gender relations in Latin America, Africa, the Middle East, and Asia.

Cognitive Domain: Application Answer Location: Gender in China Difficulty Level: Medium 34. Polyamorous practices are usually viewed as ______ by the wider society.

A. adaptive B. honest C. productive D. deviant Ans: D

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Learning Objective: 18.11: What have anthropologists learned about sexuality in different societies?

Cognitive Domain: Knowledge Answer Location: Codes of Sexual Behavior Difficulty Level: Easy 35. Restrictive views of sexual behavior often lead to ______.

A. segregation of the sexes B. a lack of sex within marriages C. polyamory D. celibacy Ans: A Learning Objective: 18.11: What have anthropologists learned about sexuality in different societies?

Cognitive Domain: Application Answer Location: Codes of Sexual Behavior Difficulty Level: Medium

True/False 1. People with XY chromosomes will always be born with male external genitalia.

Ans: F Learning Objective: 18.1: Discuss the complexities of sex as described by anthropologists.

Cognitive Domain: Knowledge Answer Location: The Complexities of Sex Difficulty Level: Easy 2. Neuroscientific data indicate that the brain anatomy of transgender people is more like the brains of the gender with which they identify than those of their natal sex.

Ans: T Learning Objective: 18.3: Discuss the variations of transgender and LGBTQ persons found by anthropologists in different societies.

Cognitive Domain: Comprehension Answer Location: The Complexities of Gender Difficulty Level: Medium 3. In foraging societies, rigid gender roles dictate that men do the hunting and women the gathering.

Ans: F Learning Objective: 18.4: Describe the gender relations in foraging societies.

Cognitive Domain: Comprehension Answer Location: Gender and the Division of Labor Difficulty Level: Medium

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4. The Qur’an calls for harsher punishments for women who commit adultery compared with men.

Ans: F Learning Objective: 18.10: Discuss gender relations in Latin America, Africa, the Middle East, and Asia.

Cognitive Domain: Comprehension Answer Location: Gender in the Middle East Difficulty Level: Medium 5. Middle Eastern countries that have had more contact with the West have eliminated patriarchy.

Ans: F Learning Objective: 18.10: Discuss gender relations in Latin America, Africa, the Middle East, and Asia.

Cognitive Domain: Comprehension Answer Location: Gender in the Middle East Difficulty Level: Medium

Short Answer 1. Analyze the evidence for and against a binary view of sex.

Ans: There are general differences between males and females. On the whole, males tend to have larger bodies, more body hair, and more muscular upper bodies. On the whole, females tend to have breasts and wider hips than men. Males and females tend to have different genitalia. Males tend to have stronger connectivity in the right hemisphere of the brain, and females in the left. However, these are tendencies and by no means apply to all humans. There are females who have more muscular upper bodies than some males, and even genitalia (which many in the wider public view as definitive) can be ambiguous. Sex chromosomes usually (but not always) determine the genitalia, but certain conditions can lead to the development of different genitalia than expected. A binary view of biological sex is insufficient to explain the variation that exists in humans.

Learning Objective: 18.1: Discuss the complexities of sex as described by anthropologists.

Cognitive Domain: Analysis Answer Location: The Complexities of Sex Difficulty Level: Hard 2. Discuss the effect of feminism in Japan.

Ans: There is a strong patriarchal ideal in Japan. Feminist activism has made headway against this system, but it remains strong. Since the end of World War II, women in Japan have had the legal right to vote, consent to marriage, and hold jobs without sex discrimination. However, there are no penalties for violating these rights. Women in Japan often join the workforce, though many leave when they marry. Women make up about half of the student population, but well-educated women are treated as servants

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both in their work and home life. Japanese women have decision-making power in the domestic realm, but are expected to wait upon their husbands. Feminist activism in Japan has led to some changes for Japanese women, but there is considerably more progress to be made.

Learning Objective: 18.9: Discuss the changes in gender in industrial and postindustrial societies.

Cognitive Domain: Application Answer Location: Feminism Difficulty Level: Medium 3. What is the relationship between Western contact and feminism in non-Western societies?

Ans: For the most part, the more Western contact a society has had, the more likely there are to have been feminist advances in recent history. However, Western contact has not led exclusively to benefits for women. Western colonial interference in Africa actually led to a reduced status for women in many ways, though more recently feminist activism has led to support for women. In the Middle East, it does seem that Western contact and advances for women have a causal relationship--the more contact with the West, the more advances for women.

Learning Objective: 18.10: Discuss gender relations in Latin America, Africa, the Middle East, and Asia.

Cognitive Domain: Application Answer Location: Gender in Africa | Gender in the Middle East Difficulty Level: Medium 4. What is one factor that explains the resilience of the patriarchy in India?

Ans: There have been advances for women in India. Many women now live single, childless lives, are well-educated, and have careers outside of the home. However, these ways of life are not given respect by the rest of society. The vast majority of Indians live in rural areas, and feminist activism seems limited for the most part to cities.

Learning Objective: 18.10: Discuss gender relations in Latin America, Africa, the Middle East, and Asia.

Cognitive Domain: Application Answer Location: Gender and Status in South Asia Difficulty Level: Medium 5. Compare and contrast life for women in the United States and China.

Ans: While there have been many advances for women in China and the United States, neither has achieved gender equality. Women in both countries have free choice of marriage partners, the ability to divorce without losing their children, and the right to work outside the home. In both places, women might have help from their male partners in child-rearing activities. However, life for women in China is not the same as life for women in the United States. Until recently, China had a one-child policy. American women are free to choose the number of children they bear. China’s one-child policy has since been relaxed, but other aspects of Chinese society make multiple children a hardship. Many women in China do agricultural work and have limited educational

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access. Female children are less valued than male children. Arranged marriages are common. None of these conditions apply to American women.

Learning Objective: 18.10: Discuss gender relations in Latin America, Africa, the Middle East, and Asia.

Cognitive Domain: Analysis Answer Location: Gender in China Difficulty Level: Hard

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Chapter 19: Politics, Warfare, and Law Test Bank Multiple Choice 1. Centralization of power is a feature of which society?

A. bands B. tribes C. chiefdoms D. states Ans: C Learning Objective: 19.1: Discuss how anthropologists understand politics, warfare, and law.

Cognitive Domain: Knowledge Answer Location: Politics, Warfare, and Law Difficulty Level: Easy 2. Armed conflict within the same political community is ______.

A. internal warfare B. external warfare C. a feud D. a riot Ans: C Learning Objective: 19.1: Discuss how anthropologists understand politics, warfare, and law.

Cognitive Domain: Knowledge Answer Location: Warfare and Feuds Difficulty Level: Easy 3. Guilt can result from the violation of a society’s ______.

A. power systems B. ethos C. sanctions D. ritual capital Ans: B Learning Objective: 19.1: Discuss how anthropologists understand politics, warfare, and law.

Cognitive Domain: Comprehension Answer Location: Law and Social Control Difficulty Level: Medium 4. Being made to pay a speeding ticket of $200 is an example of the exercise of ______.

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A. theft B. illegitimate power C. coercion D. authority Ans: D Learning Objective: 19.1: Discuss how anthropologists understand politics, warfare, and law.

Cognitive Domain: Application Answer Location: Politics, Warfare, and Law Difficulty Level: Medium 5. The possession of weapons is a form of ______ capital.

A. social B. martial C. ritual D. symbolic Ans: B Learning Objective: 19.1: Discuss how anthropologists understand politics, warfare, and law.

Cognitive Domain: Application Answer Location: Politics, Warfare, and Law Difficulty Level: Medium 6. Leadership in band societies is based on ______.

A. personal qualities B. inheritance C. wealth D. martial capital Ans: A Learning Objective: 19.2: Discuss the characteristics of politics in foraging societies.

Cognitive Domain: Knowledge Answer Location: Political Organization in Foraging Societies Difficulty Level: Easy 7. Leaders of bands would ______ others to follow the course of action they think best.

A. force B. command C. coerce D. persuade Ans: D Learning Objective: 19.2: Discuss the characteristics of politics in foraging societies.

Cognitive Domain: Application Answer Location: Political Organization in Foraging Societies Difficulty Level: Medium

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8. When a person in a foraging society fails to do their share of work, what type of conflict resolution will likely occur?

A. violent punishment B. ostracism from the group C. ridicule by children D. assessment of a fine Ans: C Learning Objective: 19.3: Describe the features of violence and warfare in foraging societies.

Cognitive Domain: Comprehension Answer Location: Conflict Resolution Difficulty Level: Medium 9. The conflict resolution method used by Inuit men who both wanted the same woman is most similar to the contemporary Western practice of ______.

A. the rap battle B. political debate C. creating memes D. mass incarceration Ans: A Learning Objective: 19.3: Describe the features of violence and warfare in foraging societies.

Cognitive Domain: Application Answer Location: The Eskimo Song Duel Difficulty Level: Medium 10. Foraging societies do not wage extended campaigns of warfare because ______.

A. they are generally peaceful people B. subsistence activities prevent the absence of people for long periods C. men are needed at home to defend the farms D. perpetrators of violence are exiled from the group Ans: B Learning Objective: 19.3: Describe the features of violence and warfare in foraging societies.

Cognitive Domain: Comprehension Answer Location: Warfare and Violence in Foraging Societies Difficulty Level: Medium 11. An example of a nonkin sodality in tribal sodalities is the ______.

A. descent group B. council of elders C. lineage D. band Ans: B Learning Objective: 19.4: Discuss the characteristics of politics in tribal societies.

Cognitive Domain: Application

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Answer Location: Sodalities Difficulty Level: Medium 12. The absence of centralized political power in tribal societies can be traced to which factor?

A. horticulture B. violence C. reciprocity D. nomadism Ans: D Learning Objective: 19.4: Discuss the characteristics of politics in tribal societies.

Cognitive Domain: Comprehension Answer Location: How Leaders Are Chosen Difficulty Level: Medium 13. When a big man dies, what happens to his political power?

A. It is passed to his eldest son.

B. It reverts to the council.

C. It dissolves.

D. It goes to his most respected supporter.

Ans: C Learning Objective: 19.4: Discuss the characteristics of politics in tribal societies.

Cognitive Domain: Comprehension Answer Location: Big Man Difficulty Level: Medium 14. In pastoralist tribal societies, the leader of a more self-sufficient group is ______.

A. less powerful B. wields more coercive power C. responsible for the herds of all of his followers D. able to command cooperation Ans: A Learning Objective: 19.4: Discuss the characteristics of politics in tribal societies.

Cognitive Domain: Comprehension Answer Location: Pastoralist Tribal Politics Difficulty Level: Medium 15. ______ are crucial in the accumulation and maintenance of a headman’s power in tribal societies.

A. Outsiders B. Enemies C. Women D. Spells Ans: C Learning Objective: 19.4: Discuss the characteristics of politics in tribal societies.

Cognitive Domain: Application

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Answer Location: Village Headman Difficulty Level: Medium 16. Internal warfare among the Mae Enga is fought primarily for ______.

A. ideals B. land C. wives D. vengeance Ans: B Learning Objective: 19.5: Discuss how anthropologists explain tribal warfare.

Cognitive Domain: Knowledge Answer Location: Explaining Tribal Warfare Difficulty Level: Easy 17. Which method of conflict resolution is not available to most people in tribal societies?

A. moving to another location B. oaths C. negotiation D. ordeals Ans: A Learning Objective: 19.5: Discuss how anthropologists explain tribal warfare.

Cognitive Domain: Application Answer Location: Law and Conflict Resolution Among Tribes Difficulty Level: Medium 18. In witch hunts of the 16th and 17th centuries, suspected witches were thrown into water to see they drowned or lived. This practice is most similar to which tribal conflict resolution practice?

A. oaths B. ordeals C. oracles D. negotiation Ans: B Learning Objective: 19.5: Discuss how anthropologists explain tribal warfare.

Cognitive Domain: Application Answer Location: Ordeals Difficulty Level: Medium 19. Mediators in tribal disputes have ______.

A. authority but not coercive power B. coercive power to enforce decisions C. influence but no authority or power D. no impact on decisions Ans: C Learning Objective: 19.5: Discuss how anthropologists explain tribal warfare.

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Cognitive Domain: Comprehension Answer Location: Law and Conflict Resolution Among Tribes Difficulty Level: Medium 20. The practice of succession based on primogeniture meant that which individual was the most likely successor to chiefly power?

A. the son of the previous chief B. the head of the clan C. the chief of the conquering group D. the son of the chief’s sister Ans: A Learning Objective: 19.6: Describe political authority in chiefdoms.

Cognitive Domain: Application Answer Location: Political Authority in Chiefdoms Difficulty Level: Medium 21. Unlike band and tribal leaders, chiefs held ______.

A. absolute power B. all of the wealth of the group C. coercive power D. roles as mediators Ans: C Learning Objective: 19.6: Describe political authority in chiefdoms.

Cognitive Domain: Comprehension Answer Location: Political Authority in Chiefdoms Difficulty Level: Medium 22. Which of the following statements about chiefly power is true?

A. It was absolute.

B. It could be diminished.

C. It passed through the matrilineage.

D. It depended upon the control of the spirit realm.

Ans: B Learning Objective: 19.6: Describe political authority in chiefdoms.

Cognitive Domain: Comprehension Answer Location: A Case Study: The Trobriand Islands Difficulty Level: Medium 23. According to the regional symbiosis hypothesis, chiefly power emerged as a result of ______.

A. conquest of bands and tribes by powerful men B. increases in the intelligence of human groups C. the exchange of wives over a broad region D. the regulation of the distribution of resources Ans: D

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Learning Objective: 19.7: Discuss how anthropologists explain the evolution and origins of chiefdoms.

Cognitive Domain: Comprehension Answer Location: The Evolution of Chiefdoms Difficulty Level: Medium 24. The instability of many chiefdom societies led to ______.

A. their disintegration and return to band societies B. their easy conquest by agricultural states C. cycling between greater and lesser degrees of centralization D. exploitation by tribal societies Ans: C Learning Objective: 19.7: Discuss how anthropologists explain the evolution and origins of chiefdoms.

Cognitive Domain: Comprehension Answer Location: The Evolution of Chiefdoms Difficulty Level: Medium 25. Which of the following is a sanction for crimes against authority in chiefdoms?

A. the death sentence B. ridicule C. arbitration D. ordeals Ans: A Learning Objective: 19.7: Discuss how anthropologists explain the evolution and origins of chiefdoms.

Cognitive Domain: Application Answer Location: Law in Chiefdoms Difficulty Level: Medium 26. Chiefs acted as ______ in disputes.

A. mediators B. complementary opposition C. spiritual guides D. judges Ans: D Learning Objective: 19.7: Discuss how anthropologists explain the evolution and origins of chiefdoms.

Cognitive Domain: Comprehension Answer Location: Law in Chiefdoms Difficulty Level: Medium 27. Which of the following is an example of an agricultural state?

A. the Mbuti B. the Ju/’hoansi C. the Aztecs

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D. the Yanomamö Ans: C Learning Objective: 19.8: Discuss the features of politics in agricultural civilizations.

Cognitive Domain: Application Answer Location: Politics in Agricultural States Difficulty Level: Medium 28. The first formal laws were known as ______.

A. the Ten Commandments B. the Rosetta Stone C. the code of Hammurabi D. Confucianism Ans: C Learning Objective: 19.8: Discuss the features of politics in agricultural civilizations.

Cognitive Domain: Knowledge Answer Location: Law in Agricultural States Difficulty Level: Easy 29. From the very beginning, legal systems have functioned to maintain order and ______.

A. benefit those in authority B. ensure everyone had equal rights C. punish those who oppressed others D. regulate marriage Ans: A Learning Objective: 19.8: Discuss the features of politics in agricultural civilizations.

Cognitive Domain: Comprehension Answer Location: Law in Agricultural States Difficulty Level: Medium 30. How did warfare in agricultural states differ from warfare in band societies?

A. It could be initiated by any male.

B. It included feuding.

C. They used professional armies.

D. It was waged as raids.

Ans: C Learning Objective: 19.8: Discuss the features of politics in agricultural civilizations.

Cognitive Domain: Comprehension Answer Location: Warfare Difficulty Level: Medium 31. Nationalism in industrial and postindustrial states is a result of ______.

A. self-identity B. stronger connections among all of the people in a state C. social class conflict D. literacy

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Ans: D Learning Objective: 19.9: Discuss the characteristics of politics in industrial and postindustrial societies.

Cognitive Domain: Application Answer Location: Political Organization in Industrial and Postindustrial States Difficulty Level: Medium 32. How did Marx see socialist governments?

A. as the final phase of cultural evolution B. as the ideal form of society C. as a precursor to the downfall of the state D. as the end of inequality Ans: C Learning Objective: 19.9: Discuss the characteristics of politics in industrial and postindustrial societies.

Cognitive Domain: Comprehension Answer Location: Political Organization in Socialist States Difficulty Level: Medium 33. Social change in industrial and postindustrial societies depends on ______.

A. the legal system B. protests C. sanctions D. religion Ans: A Learning Objective: 19.9: Discuss the characteristics of politics in industrial and postindustrial societies.

Cognitive Domain: Knowledge Answer Location: Law Difficulty Level: Easy 34. Japanese culture prioritizes ______ over obtaining justice.

A. wealth B. reconciliation C. respect D. moral blame Ans: B Learning Objective: 19.9: Discuss the characteristics of politics in industrial and postindustrial societies.

Cognitive Domain: Comprehension Answer Location: Japanese Law Difficulty Level: Medium 35. What has been the primary goal of warfare in industrial and postindustrial states?

A. the establishment of socialist regimes B. the spread of Christianity to all corners of the world

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C. political and economic dominance over other states D. controlling migration Ans: C Learning Objective: 19.10: Discuss how warfare changes in industrial and postindustrial states.

Cognitive Domain: Comprehension Answer Location: Warfare and Industrial Technology Difficulty Level: Medium

True/False 1. Sanctions are punishments for violation of norms.

Ans: F Learning Objective: 19.1: Discuss how anthropologists understand politics, warfare, and law.

Cognitive Domain: Knowledge Answer Location: Law and Social Control Difficulty Level: Easy 2. Band societies do not engage in warfare.

Ans: F Learning Objective: 19.3: Describe the features of violence and warfare in foraging societies.

Cognitive Domain: Knowledge Answer Location: Warfare and Violence in Foraging Societies Difficulty Level: Easy 3. According to the rules of complementary opposition in tribal societies, a person should fight on the side of an enemy within their group against any person outside of their group.

Ans: T Learning Objective: 19.4: Discuss the characteristics of politics in tribal societies.

Cognitive Domain: Comprehension Answer Location: Complementary Opposition Difficulty Level: Medium 4. Humans have a biological drive for violence.

Ans: F Learning Objective: 19.5: Discuss how anthropologists explain tribal warfare.

Cognitive Domain: Knowledge Answer Location: Explaining Tribal Warfare Difficulty Level: Easy 5. The legal system replaced mediation as a conflict resolution system.

Ans: F

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Learning Objective: 19.8: Discuss the features of politics in agricultural civilizations.

Cognitive Domain: Knowledge Answer Location: Mediation and Self-Help Difficulty Level: Easy

Short Answer 1. Compare and contrast legitimate and illegitimate power.

Ans: Both legitimate and illegitimate power are the use of someone else’s actions to achieve your own goals. The major difference between legitimate power (or authority) and illegitimate power (or coercion) is how the exercise of that power is viewed by others. Though the end result may be the same--that is, others may act according to the will of the person exercising power--authority is seen as power one has a right to wield while coercion is seen as power one has no right to wield.

Learning Objective: 19.1: Discuss how anthropologists understand politics, warfare, and law.

Cognitive Domain: Analysis Answer Location: Politics, Warfare, and Law Difficulty Level: Hard 2. How does the segmentary lineage system organize loyalty in violent conflict in tribal societies?

Ans: Segmentary lineage systems are organized by complementary opposition in determining which group a particular person backs in a violent conflict. In most cases, one would back their closer relations against more distant relations, and more distant relations against others in the group, friends in the group against enemies in the group, and anyone in the group against anyone outside of the group. This allows for people to know who they can count on in times of conflict, as well as who might oppose them, without the need for a king or warlord to command people to fight.

Learning Objective: 19.4: Discuss the characteristics of politics in tribal societies.

Cognitive Domain: Analysis Answer Location: Complementary Opposition Difficulty Level: Hard 3. Discuss the factors that might influence a man in a tribal society to instigate warfare.

Ans: Warfare is a complex phenomenon with multiple factors. Some hypothesize that men in tribal societies go to war to ensure their own or their offspring’s survival, or due to protein shortages, or due to some biological drive. The reasons an individual man might wage war, however, may not be due to any biological factor. Cultural factors such as prestige, honor, revenge, or religious reasons can also lead a man to instigate warfare. Usually, a combination of both biological and cultural factors is at play.

Learning Objective: 19.5: Discuss how anthropologists explain tribal warfare.

Cognitive Domain: Analysis Answer Location: Multidimensional Explanations of Tribal Warfare Difficulty Level: Hard

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4. Discuss the relationship between religion and royalty in agricultural states.

Ans: Royal authority was seen as bestowed by the divine in many agricultural states.

Kings and queens were set apart from commoners (as distinguished by sumptuary rules and taboos) by the gods or spirits. Sometimes the rulers were thought to be deities themselves. The “divine right” of rulers lent even greater authority to royalty. After all, it is one thing to disobey a human like any other, and entirely another to disobey the gods themselves.

Learning Objective: 19.8: Discuss the features of politics in agricultural civilizations.

Cognitive Domain: Analysis Answer Location: Politics in Agricultural States Difficulty Level: Hard 5. Discuss the development of nationalism in industrial and postindustrial societies.

Ans: Nationalism emerged along with literacy and print technology. The written word could encourage the development of fellow feeling with people one had never met. Prior to the availability of written information about one’s national history, people felt most loyal to their religious groups or local community--those to whom they were closest.

Print technology and widespread literacy expanded the circle of closeness to include entire nations.

Learning Objective: 19.9: Discuss the characteristics of politics in industrial and postindustrial societies.

Cognitive Domain: Analysis Answer Location: Political Organization in Industrial and Postindustrial States Difficulty Level: Hard

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Chapter 20: Religion and Aesthetics Test Bank Multiple Choice 1. Which of the following statements about religious beliefs is most accurate?

A. They are influenced by the culture in which they live.

B. They are based on an objective reality.

C. They are measurable and testable.

D. They are categorized as savage, barbaric, or civilized.

Ans: A Learning Objective: 20.1: Discuss how anthropologists such as Clifford Geertz define religion.

Cognitive Domain: Comprehension Answer Location: Religion Difficulty Level: Medium 2. Which perspective is often used to examine religious beliefs?

A. scientific B. humanistic-interpretive C. cultural materialist D. functionalist Ans: B Learning Objective: 20.1: Discuss how anthropologists such as Clifford Geertz define religion.

Cognitive Domain: Knowledge Answer Location: Religion Difficulty Level: Easy 3. Which of the following statements about mythic knowledge is true?

A. Mythic knowledge explains people’s place in the natural and supernatural worlds.

B. Mythic knowledge is fictional.

C. Mythic knowledge is based on objective reality.

D. Mythic knowledge is supernatural.

Ans: A Learning Objective: 20.2: Discuss how anthropologists define myth and ritual.

Cognitive Domain: Comprehension Answer Location: Myths and Rituals Difficulty Level: Medium 4. ______ convey(s) unique personal and psychological experiences for every individual who participates.

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A. Myths B. Rituals C. Spells D. Aggregation Ans: B Learning Objective: 20.2: Discuss how anthropologists define myth and ritual.

Cognitive Domain: Knowledge Answer Location: Myths and Rituals Difficulty Level: Easy 5. Many Christians experience a deeply emotional moment when they repent their sins and accept Jesus Christ as their savior. This is an example of the ______ mode of religiosity.

A. doctrinal B. mythical C. ritual D. imagistic Ans: D Learning Objective: 20.2: Discuss how anthropologists define myth and ritual.

Cognitive Domain: Application Answer Location: Myths and Rituals Difficulty Level: Medium 6. What are the four major rites of passage around the world?

A. education, marriage, retirement, and burial B. puberty, graduation, parenthood, and death C. birth, puberty, marriage, and funerals D. birth, puberty, graduation, and marriage Ans: C Learning Objective: 20.3: Describe the stages of rites of passage as discussed by anthropologists.

Cognitive Domain: Knowledge Answer Location: Rites of Passage Difficulty Level: Easy 7. If we consider marriage in the United States a rite of passage, what would be the liminal phase?

A. proposal B. engagement C. wedding D. honeymoon Ans: B Learning Objective: 20.3: Describe the stages of rites of passage as discussed by anthropologists.

Cognitive Domain: Application

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Answer Location: Rites of Passage Difficulty Level: Medium 8. Seeing a human face in a crumpled piece of paper is an example of the human phenomenon of ______.

A. deification B. cognition C. perception D. anthropomorphism Ans: D Learning Objective: 20.4: Discuss the new developments by cognitive anthropologists and their understanding of religion.

Cognitive Domain: Application Answer Location: Cognition and Religion Difficulty Level: Medium 9. Religion served as a ______ force in large-scale societies.

A. prosocial B. kinship C. cognitive D. competitive Ans: A Learning Objective: 20.4: Discuss the new developments by cognitive anthropologists and their understanding of religion.

Cognitive Domain: Comprehension Answer Location: Cognition and Religion Difficulty Level: Medium 10. What was the effect of religion in agricultural civilizations?

A. competition within groups and cooperation between groups B. competition within and between groups C. cooperation within and between groups D. cooperation within groups and competition between groups Ans: D Learning Objective: 20.4: Discuss the new developments by cognitive anthropologists and their understanding of religion.

Cognitive Domain: Knowledge Answer Location: Cognition and Religion Difficulty Level: Easy 11. The “all-knowing” nature of many gods or spiritual entities is ______.

A. logical B. counterintuitive C. universal

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D. irrelevant Ans: B Learning Objective: 20.4: Discuss the new developments by cognitive anthropologists and their understanding of religion.

Cognitive Domain: Comprehension Answer Location: Cognition and Religion Difficulty Level: Medium 12. An ethnomusicologist would be most likely to study which of the following?

A. sculpture B. painting C. dance D. building Ans: C Learning Objective: 20.5: Discuss how anthropologists study art and music in different societies.

Cognitive Domain: Application Answer Location: Aesthetics: Art and Music Difficulty Level: Medium 13. Which of the following statements about art and music is most accurate?

A. They are excluded from ritual and religious contexts in most societies.

B. They exist only in more advanced societies.

C. They are less important in anthropological work than economic and political systems.

D. They have different symbolic meanings for different audiences.

Ans: D Learning Objective: 20.5: Discuss how anthropologists study art and music in different societies.

Cognitive Domain: Comprehension Answer Location: Aesthetics: Art and Music Difficulty Level: Medium 14. Cosmic religions consider ______ sacred.

A. the natural world B. art C. suffering D. the church Ans: A Learning Objective: 20.6: Describe examples of religion found in foraging societies.

Cognitive Domain: Comprehension Answer Location: Religion Among Foragers Difficulty Level: Medium 15. How do animistic religions view humans?

A. as one of many types of beings with souls B. as dominant over nature

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C. as deities D. as being in constant competition with one another Ans: A Learning Objective: 20.6: Describe examples of religion found in foraging societies.

Cognitive Domain: Application Answer Location: Religion Among Foragers Difficulty Level: Medium 16. Which Australian Aborigine phenomenon explains the origins of the world and provides a moral order for humans?

A. tree of life B. dreamtime C. Garden of Eden D. spirit realm Ans: B Learning Objective: 20.6: Describe examples of religion found in foraging societies.

Cognitive Domain: Comprehension Answer Location: The Dreamtime Difficulty Level: Medium 17. Where do souls go after death in Inuit religion?

A. a fearsome afterlife with eternal punishment B. a warm paradise with ample food and drink C. near the living until they are reincarnated D. the underworld to be punished or rewarded based on their lives Ans: C Learning Objective: 20.6: Describe examples of religion found in foraging societies.

Cognitive Domain: Knowledge Answer Location: Inuit Religion Difficulty Level: Easy 18. Which of the following statements is true about the art produced by foraging societies?

A. It is based on the body.

B. It is primitive and rudimentary.

C. It is associated with nature.

D. It is reflective of great deprivation.

Ans: C Learning Objective: 20.7: Describe examples of art and music found in foraging societies.

Cognitive Domain: Knowledge Answer Location: Art, Music, and Religion Among Foragers Difficulty Level: Easy 19. Illness among the Jivaro is attributed to ______.

A. germs

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B. spells C. spirit helpers D. natema Ans: C Learning Objective: 20.8: Describe examples of religion found in horticulturalist and pastoralist societies.

Cognitive Domain: Knowledge Answer Location: Animism and Shamanism in South America Difficulty Level: Easy 20. The funerary rituals of the Yanomamö involve which of the following?

A. cannibalism B. trance C. ritual battle D. headhunting Ans: A Learning Objective: 20.8: Describe examples of religion found in horticulturalist and pastoralist societies.

Cognitive Domain: Application Answer Location: Animism and Shamanism in South America Difficulty Level: Medium 21. Among the Azande, witches got their power by ______.

A. consuming the flesh of the dead B. inheriting it from another witch C. feeding benge to a bird D. drinking natema Ans: B Learning Objective: 20.8: Describe examples of religion found in horticulturalist and pastoralist societies.

Cognitive Domain: Comprehension Answer Location: The Role of Witchcraft Difficulty Level: Medium 22. Which of the following statements about the Navajo belief in witchcraft is true?

A. It led to frequent battles between kinship groups.

B. It contradicted their beliefs in spirit beings.

C. It explained the origins of the universe.

D. It led to the distribution of excess wealth.

Ans: D Learning Objective: 20.8: Describe examples of religion found in horticulturalist and pastoralist societies.

Cognitive Domain: Application Answer Location: The Role of Witchcraft

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Difficulty Level: Medium 23. Which of the following statements is true about religion in chiefdom societies?

A. It was respected only by common people.

B. It conflicted with chiefly authority.

C. It had individual prophets.

D. It legitimized chiefly power.

Ans: D Learning Objective: 20.9: Discuss how religion is interrelated with politics in chiefdom societies.

Cognitive Domain: Comprehension Answer Location: Religion in Chiefdoms Difficulty Level: Medium 24. In Hawaiian, Tongan, and Tahitian chiefdoms, deposed chiefs lost their ______.

A. mana B. tabu C. souls D. witchcraft Ans: A Learning Objective: 20.9: Discuss how religion is interrelated with politics in chiefdom societies.

Cognitive Domain: Comprehension Answer Location: A Case Study: Law and Religion in Polynesia Difficulty Level: Easy 25. The practice of ______ in some chiefdoms was a strategy used to eliminate political rivals of chiefs.

A. tabu B. mana C. makahiki D. human sacrifice Ans: D Learning Objective: 20.9: Discuss how religion is interrelated with politics in chiefdom societies.

Cognitive Domain: Application Answer Location: Human Sacrifice Difficulty Level: Medium 26. The creation of the Easter Island moai was possible due to ______ in chiefdoms.

A. witchcraft and sorcery B. highly organized labor C. egalitarianism D. subsistence technology Ans: B Learning Objective: 20.10: Describe examples of art, architecture, and music in chiefdom societies.

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Cognitive Domain: Comprehension Answer Location: Art, Architecture, and Music in Chiefdoms Difficulty Level: Medium 27. Hawaiian performances of music and dance were meant to honor the ______.

A. ocean spirits B. chiefs and ancestors C. importance of kinship and family ties D. turning of the seasons Ans: B Learning Objective: 20.10: Describe examples of art, architecture, and music in chiefdom societies.

Cognitive Domain: Knowledge Answer Location: Music Difficulty Level: Easy 28. Written religious texts are found in which type of societies?

A. foraging B. horticultural C. pastoralist D. agricultural Ans: D Learning Objective: 20.11: Describe some examples of ecclesiastical and universalistic religions found in agricultural societies.

Cognitive Domain: Knowledge Answer Location: Religion in Agricultural States Difficulty Level: Easy 29. Ecclesiastical religions were characterized by which of the following?

A. separation of church and state B. the global spread of beliefs C. close ties between religious and state authority D. religious tolerance and pluralism Ans: C Learning Objective: 20.11: Describe some examples of ecclesiastical and universalistic religions found in agricultural societies.

Cognitive Domain: Comprehension Answer Location: Ecclesiastical Religions Difficulty Level: Medium 30. Which of the following statements is true about priests in ecclesiastical religions?

A. They were considered gods in their own right.

B. They challenged the authority of political rulers.

C. They guided individuals to their own religious practice.

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D. They standardized religious beliefs.

Ans: D Learning Objective: 20.11: Describe some examples of ecclesiastical and universalistic religions found in agricultural societies.

Cognitive Domain: Comprehension Answer Location: Divine Rulers, Priests, and Religious Texts Difficulty Level: Medium 31. Islamic art focused on which of the following?

A. calligraphic representations of Qur’an verses B. the human body and portraits C. daily and religious life D. landscapes and seascapes Ans: A Learning Objective: 20.12: Describe some examples of art, architecture, and music in agricultural societies.

Cognitive Domain: Knowledge Answer Location: Art, Architecture, and Music in Agricultural States Difficulty Level: Easy 32. ______ in Western industrial states is largely due to the emergence of scientific explanations for phenomena.

A. Religious belief B. Secularization C. Genocidal wars D. Industrialization Ans: B Learning Objective: 20.13: Discuss religion and secularization in industrial and postindustrial societies.

Cognitive Domain: Application Answer Location: Religion and Secularization in Industrial and Postindustrial Societies Difficulty Level: Medium 33. Which of the following statements is true about religion in socialist states?

A. It did not exist.

B. It was seen as a tool of oppression.

C. It was practiced only by political leaders.

D. It increased as industrialization progressed.

Ans: B Learning Objective: 20.13: Discuss religion and secularization in industrial and postindustrial societies.

Cognitive Domain: Knowledge Answer Location: Religion in Socialist States Difficulty Level: Easy

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34. ______ religious beliefs are often a response to secularization.

A. Expanded B. Liberal C. Restricted D. Fundamentalist Ans: D Learning Objective: 20.13: Discuss religion and secularization in industrial and postindustrial societies.

Cognitive Domain: Comprehension Answer Location: Fundamentalist Movements Difficulty Level: Medium 35. Which of the following statements is true about musical trends in postindustrial Europe?

A. It made classical music accessible to all levels of society.

B. It became more restrictive in terms of social class.

C. It rejected the earlier themes of passion and love.

D. It embraced the rigid hierarchy of modern life.

Ans: A Learning Objective: 20.14: Discuss some developments in art and music in industrial and postindustrial societies.

Cognitive Domain: Comprehension Answer Location: Music Difficulty Level: Medium

True/False 1. Anthropological studies of religion aim to determine which religious beliefs are most accurate.

Ans: F Learning Objective: 20.1: Discuss how anthropologists such as Clifford Geertz define religion.

Cognitive Domain: Knowledge Answer Location: Religion Difficulty Level: Easy 2. Rites of passage are religious rituals.

Ans: F Learning Objective: 20.3: Describe the stages of rites of passage as discussed by anthropologists.

Cognitive Domain: Comprehension Answer Location: Rites of Passage Difficulty Level: Medium

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3. Sorcery in tribal societies is used for evil deeds.

Ans: F Learning Objective: 20.8: Describe examples of religion found in horticulturalist and pastoralist societies.

Cognitive Domain: Knowledge Answer Location: The Role of Sorcery Difficulty Level: Easy 4. Judaism is an example of a universalistic religion.

Ans: T Learning Objective: 20.11: Describe some examples of ecclesiastical and universalistic religions found in agricultural societies.

Cognitive Domain: Application Answer Location: Universalistic Religions Difficulty Level: Medium 5. Wealthy patrons of the arts emerged in agricultural societies.

Ans: T Learning Objective: 20.12: Describe some examples of art, architecture, and music in agricultural societies.

Cognitive Domain: Application Answer Location: Art, Architecture, and Music in Agricultural States Difficulty Level: Medium

Short Answer 1. Discuss shamanic power among foraging religions.

Ans: Shamans are different from leaders of major world religions. They are often thought to have control over elements of the spirit world such as spirits or the souls of the deceased.

Shamans have very direct contact with the spirit realm through the induction of trance or the use of certain substances. Shamans do not deal only with ritual aspects of life but also with medical issues. This reflects that in foraging societies, the body and soul are not always seen as separate. Shamans are skilled at inducing altered states of consciousness within themselves and the group as a whole.

Learning Objective: 20.6: Describe examples of religion found in foraging societies.

Cognitive Domain: Analysis Answer Location: Inuit Religion Difficulty Level: Hard 2. Compare and contrast witchcraft and sorcery in tribal societies.

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Ans: While Evans-Pritchard drew a hard line between witchcraft and sorcery, they overlap a bit more than his division implies. For Evans-Pritchard, witchcraft was an innate characteristic or ability some people had, sorcery was external. Witchcraft was always used for harmful purposes, while sorcery could cause harm or help. In many cases, sorcery and witchcraft provide explanatory models for misfortune that cannot otherwise be explained. People in the West often speak of coincidence or bad luck, but for many tribal societies, witchcraft and sorcery are better explanations. Neither sorcery nor witchcraft are always intentional--it is possible to cause harm without meaning to do so, and one may not even be aware they had done so.

Learning Objective: 20.8: Describe examples of religion found in horticulturalist and pastoralist societies.

Cognitive Domain: Analysis Answer Location: Witchcraft and Sorcery Difficulty Level: Hard 3. Discuss Aztec human sacrifice in the context of Aztec religion.

Ans: Many Americans are ethnocentric about the practice of human sacrifice. Human sacrifice, like every other aspect of culture, must be viewed in the context of the culture that practiced it.

The Aztec practice of human sacrifice goes back to its origin myth, in which the god Quetzalcoatl gave his blood to create humanity. Humans in their turn must provide blood to the gods to nourish them, so that the gods can continue to nourish the world with rain and fertile soil. Without human sacrifice, the gods would wither and so would the world. Viewed from this perspective, the practice of human sacrifice makes more sense.

Learning Objective: 20.11: Describe some examples of ecclesiastical and universalistic religions found in agricultural societies.

Cognitive Domain: Analysis Answer Location: Human Sacrifice Difficulty Level: Medium 4. Compare and contrast ecclesiastical and universalistic religions in agricultural societies.

Ans: Both ecclesiastical and universalistic religions are larger in scale than religions found in bands, tribes, and chiefdoms. Both had priests that interpreted doctrine for worshippers.

Ecclesiastical religions were specific to the societies that produced them. In other words, they were not mean to apply to every human in the world, but rather to the people in that particular cultural group. Ecclesiastical religious power was intimately tied to political power, and each constantly reinforced the other. Rulers in societies with ecclesiastical religions were sometimes thought to be divine, but were typically at least thought of as chosen by the gods to rule.

Universalistic religions were thought to apply to humans everywhere. Though universalistic religions were also often used to prop up the authority of political leaders, the overarching themes were morality and justice.

Learning Objective: 20.11: Describe some examples of ecclesiastical and universalistic religions found in agricultural societies.

Cognitive Domain: Analysis Answer Location: Universalistic Religions

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Difficulty Level: Hard 5. Discuss the secularization of modern Japanese people.

Ans: In many societies, religion is not separate from the rest of culture. Japan is one of these societies. Though many Japanese people do not consider themselves religious, they may still participate in practices that Western society would call religious, including having shrines and altars in their homes. While religious belief has declined as industrialization progressed, these practices persist. This is similar, in a way, to the American cultural practice of celebrating Christmas even when one is not actually Christian.

Learning Objective: 20.13: Discuss religion and secularization in industrial and postindustrial societies.

Cognitive Domain: Analysis Answer Location: Religion in Japan Difficulty Level: Medium

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Chapter 21: Globalization, Culture, and Indigenous Societies Test Bank Multiple Choice 1. Though anthropologists disagree about how to define globalization, there is agreement that it involves an increase in ______.

A. interconnectedness B. warfare C. isolation D. cultural sophistication Ans: A Learning Objective: 21.1: Discuss how anthropologists define globalization.

Cognitive Domain: Comprehension Answer Location: Globalization: A Contested Term Difficulty Level: Medium 2. Which of the following is an effect of globalization?

A. a decline in imperialism B. the restricted spread of technological innovations C. the Industrial Revolution D. McDonald’s locations in Turkey Ans: D Learning Objective: 21.1: Discuss how anthropologists define globalization.

Cognitive Domain: Application Answer Location: Globalization: A Contested Term Difficulty Level: Medium 3. How are postindustrial societies different from industrial societies?

A. They are less connected to other parts of the world.

B. They have less emphasis on manufacturing.

C. They have fewer jobs in the information sector.

D. They reward and promote manual labor jobs.

Ans: B Learning Objective: 21.2: Discuss some of the technological and economic trends resulting in globalization.

Cognitive Domain: Comprehension Answer Location: Globalization: Technological and Economic Trends Difficulty Level: Medium 4. What was the original purpose of the Internet?

A. the production and circulation of memes to increase American standing B. communicating research about defense projects

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C. creating a global encyclopedia of human knowledge D. increasing communication among previously warring nations Ans: B Learning Objective: 21.2: Discuss some of the technological and economic trends resulting in globalization.

Cognitive Domain: Knowledge Answer Location: Globalization: Technological and Economic Trends Difficulty Level: Easy 5. When Americans call technical support numbers, they often expect to reach someone in India, rather than in the United States. Why is this the case?

A. glocalization B. international relations C. outsourcing D. manufacturing Ans: C Learning Objective: 21.2: Discuss some of the technological and economic trends resulting in globalization.

Cognitive Domain: Application Answer Location: Globalization: Technological and Economic Trends Difficulty Level: Medium 6. The idea that traditional values must be discarded in order for societies to progress comes from ______.

A. modernization theory B. dependency theory C. world-systems analysis D. feminist anthropology Ans: A Learning Objective: 21.3: Compare the three theoretical approaches to analyzing globalization.

Cognitive Domain: Comprehension Answer Location: Modernization Theory and the Cold War Difficulty Level: Medium 7. Rostow’s explanations of cultural change are most similar to ______ views.

A. historical particularist B. enlightenment C. traditionalist D. unilineal Ans: D Learning Objective: 21.3: Compare the three theoretical approaches to analyzing globalization.

Cognitive Domain: Analysis Answer Location: Modernization Theory and the Cold War Difficulty Level: Hard

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8. Why is the concept of “Third World” countries problematic?

A. There is no difference between countries categorized as First and Third World.

B. Countries called Third World have no natural resources.

C. Societies categorized as Third World are very different from each another.

D. The socialist countries that make up the Third World have disappeared.

Ans: C Learning Objective: 21.3: Compare the three theoretical approaches to analyzing globalization.

Cognitive Domain: Comprehension Answer Location: Criticisms of Modernization Theory Difficulty Level: Medium 9. The ______ theory of globalization recognizes that global inequality is a product of the exploitation of some nations by others.

A. modernization B. dependency C. world-systems D. mode of production Ans: B Learning Objective: 21.3: Compare the three theoretical approaches to analyzing globalization.

Cognitive Domain: Comprehension Answer Location: Dependency Theory Difficulty Level: Medium 10. According to dependency theorists, the United States is a ______.

A. metropole B. satellite C. First World country D. core Ans: A Learning Objective: 21.3: Compare the three theoretical approaches to analyzing globalization.

Cognitive Domain: Application Answer Location: Dependency Theory Difficulty Level: Medium 11. Wallerstein’s idea of core countries is most similar to the ______ countries of modernization theorists.

A. satellite B. exploited C. First World D. periphery Ans: C

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Learning Objective: 21.3: Compare the three theoretical approaches to analyzing globalization.

Cognitive Domain: Comprehension Answer Location: Criticisms of World-System Analysis Difficulty Level: Medium 12. By studying “globalization from below,” anthropologists examine the ______.

A. ways in which Third World countries develop into First World countries B. interaction between cores, peripheries, and semiperipheries C. exploitation of poor countries by wealthy countries D. daily lives of people in areas affected by globalization Ans: D Learning Objective: 21.4: Discuss how anthropologists analyze globalization.

Cognitive Domain: Comprehension Answer Location: Anthropological Analysis and Globalization Difficulty Level: Medium 13. What is the result of “glocalization?”

A. hybridization of Western practices with local ones B. the erasure of local traditions in favor of Western practices C. increasing homogeneity across the world D. privileging the hegemonic worldview Ans: A Learning Objective: 21.4: Discuss how anthropologists analyze globalization.

Cognitive Domain: Application Answer Location: Anthropological Analysis and Globalization Difficulty Level: Medium 14. ______ would be most likely to support a policy that allowed for completely free markets.

A. World-system analysts B. Modernization theorists C. Anthropologists D. Neoliberals Ans: D Learning Objective: 21.4: Discuss how anthropologists analyze globalization.

Cognitive Domain: Comprehension Answer Location: Anthropological Analysis and Globalization Difficulty Level: Medium 15. Which of the following is an example of what Benjamin Barber calls “jihad”?

A. resistance to dictatorships B. the adoption of the Internet in developing countries C. French protests of McDonald’s D. neoliberalism Ans: C

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Learning Objective: 21.5: Discuss how anthropologists criticize some of the approaches to understanding politics, culture, and globalization.

Cognitive Domain: Application Answer Location: Globalization, Politics, and Culture Difficulty Level: Medium 16. One advantage to an anthropological perspective on globalization is that anthropologists are more likely to ______.

A. interview only the elites in a society B. talk to people at every level of society C. have an unbiased perspective D. grasp the intricate factors at play Ans: B Learning Objective: 21.5: Discuss how anthropologists criticize some of the approaches to understanding politics, culture, and globalization.

Cognitive Domain: Comprehension Answer Location: Globalization, Politics, and Culture Difficulty Level: Medium 17. Modernization theorists would refer to band, tribe, and chiefdom societies as ______.

A. First World B. Second World C. Third World D. Fourth World Ans: D Learning Objective: 21.6: Discuss the consequences of globalization for indigenous peoples.

Cognitive Domain: Knowledge Answer Location: Globalization and Indigenous Peoples Difficulty Level: Easy 18. Globalization processes often resulted in the absorption and ______ of indigenous societies.

A. genocide B. democratization C. ethnocide D. progress Ans: C Learning Objective: 21.6: Discuss the consequences of globalization for indigenous peoples.

Cognitive Domain: Comprehension Answer Location: Globalization and Indigenous Peoples Difficulty Level: Medium

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19. The production of cell phones and laptops rely on ______, which results in environmental degradation and health problems in the Democratic Republic of the Congo.

A. coltan mining B. diamond extraction C. coal reserves D. Ik labor Ans: A Learning Objective: 21.6: Discuss the consequences of globalization for indigenous peoples.

Cognitive Domain: Knowledge Answer Location: The Mbuti Difficulty Level: Easy 20. Colin Turnbull called the Ik people the ______, due to the famine that resulted from their forced resettlement.

A. pygmies B. hungry folk C. loveless people D. social movers Ans: C Learning Objective: 21.6: Discuss the consequences of globalization for indigenous peoples.

Cognitive Domain: Knowledge Answer Location: The Ik Difficulty Level: Easy 21. The idea of ______ helped Europeans to feel better about the seizure of land from Native Americans.

A. sedentism B. cultural imperialism C. imperialism D. manifest destiny Ans: D Learning Objective: 21.6: Discuss the consequences of globalization for indigenous peoples.

Cognitive Domain: Application Answer Location: The Relocation of Native Americans Difficulty Level: Easy 22. The ______ system was responsible for atrocities such as the Trail of Tears.

A. reservation B. modernization C. education D. cultural materialist Ans: A

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Learning Objective: 21.6: Discuss the consequences of globalization for indigenous peoples.

Cognitive Domain: Application Answer Location: The Relocation of Native Americans Difficulty Level: Medium 23. Colonization by Europeans reduced the indigenous population of North America by ______ by 1890.

A. 42% B. 95% C. 400,000 D. 5 million Ans: B Learning Objective: 21.6: Discuss the consequences of globalization for indigenous peoples.

Cognitive Domain: Knowledge Answer Location: Native North American Indians in the Twenty-First Century Difficulty Level: Easy 24. Missionary activity in the Amazon rain forests has resulted in ______ for groups such as the Yanomamö.

A. increased civilization B. large-scale conversions to Christianity C. cultural progress D. increased scarcity of game for hunting Ans: D Learning Objective: 21.6: Discuss the consequences of globalization for indigenous peoples.

Cognitive Domain: Application Answer Location: Native South American Horticulturalists Difficulty Level: Medium 25. The ______ way of life of many pastoralists makes them less easily controlled by state governmental power.

A. foraging B. sedentary C. warlike D. nomadic Ans: D Learning Objective: 21.6: Discuss the consequences of globalization for indigenous peoples.

Cognitive Domain: Comprehension Answer Location: Pastoralist Tribes Difficulty Level: Medium

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26. Prohibitions against ______ in Hawaii led to a decrease in cultural and ethnic identity.

A. speaking the native language B. trading with Europeans C. growing sugarcane D. whaling Ans: A Learning Objective: 21.6: Discuss the consequences of globalization for indigenous peoples.

Cognitive Domain: Comprehension Answer Location: The Hawaiian Islands Difficulty Level: Medium 27. Captain Cook was treated as a ______ by the people of Hawaii.

A. savior B. savage C. sacrificial victim D. priest Ans: C Learning Objective: 21.6: Discuss the consequences of globalization for indigenous peoples.

Cognitive Domain: Knowledge Answer Location: The Hawaiian Islands Difficulty Level: Easy 28. One example of a tribe created as a result of interaction with state-level societies is the ______.

A. Bedouins B. Mbuti C. Qashqa’i D. Yanomamö Ans: C Learning Objective: 21.6: Discuss the consequences of globalization for indigenous peoples.

Cognitive Domain: Application Answer Location: The Qashqa’i Difficulty Level: Medium 29. ______ were key players in revitalization movements among Native American groups.

A. Peyote guides B. Prophets C. Priests D. Missionaries Ans: B

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Learning Objective: 21.7: Describe the different forms of resistance to globalization by indigenous peoples.

Cognitive Domain: Knowledge Answer Location: Revitalization Among Native Americans Difficulty Level: Easy 30. According to Wovoka, the ______ would cause the Whites to disappear and bring about the restoration of Native American ways of life.

A. Ghost Dance B. peyote C. reservations D. chiefs Ans: A Learning Objective: 21.7: Describe the different forms of resistance to globalization by indigenous peoples.

Cognitive Domain: Comprehension Answer Location: The Ghost Dance Difficulty Level: Medium 31. The Native American Church combined Christian teachings and ______.

A. Western economic systems B. traditional gods C. the Ghost Dance D. the use of peyote Ans: D Learning Objective: 21.7: Describe the different forms of resistance to globalization by indigenous peoples.

Cognitive Domain: Comprehension Answer Location: The Peyote Cult Difficulty Level: Medium 32. ______ cults emerged as Melanesian and Papua New Guinean groups tried to replicate the spiritual processes that brought certain goods to Westerners.

A. Peyote B. Prophetic vision C. Cargo D. Christian Ans: C Learning Objective: 21.7: Describe the different forms of resistance to globalization by indigenous peoples.

Cognitive Domain: Comprehension Answer Location: Melanesia and New Guinea: The Cargo Cults Difficulty Level: Medium 33. The Hawaiian Renaissance is a response to ______.

A. syncretism

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B. pressure from Japan C. the decline in tourism as European culture becomes predominant D. native Hawaiians’ marginalization in their own land Ans: D Learning Objective: 21.7: Describe the different forms of resistance to globalization by indigenous peoples.

Cognitive Domain: Application Answer Location: A Hawaiian Religious Renaissance Difficulty Level: Medium 34. What is one result of the disappearance of indigenous cultures?

A. technological progress B. the loss of practical knowledge and wisdom C. increased morality D. the loss of harmony between people and their environment Ans: B Learning Objective: 21.7: Describe the different forms of resistance to globalization by indigenous peoples.

Cognitive Domain: Application Answer Location: A Lost Opportunity?

Difficulty Level: Medium 35. One result of globalization has been ______.

A. social progress B. increasing human intelligence C. reduced poverty D. a widening wealth gap Ans: D Learning Objective: 21.8: Discuss how anthropologists contribute to the understanding of globalization.

Cognitive Domain: Knowledge Answer Location: Pro- and Anti-Globalization: An Anthropological Contribution Difficulty Level: Easy

True/False 1. Globalization reduces armed conflict.

Ans: F Learning Objective: 21.1: Discuss how anthropologists define globalization.

Cognitive Domain: Comprehension Answer Location: Globalization: A Contested Term Difficulty Level: Medium 2. Imperialism did not exist in preindustrial states.

Ans: F

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Learning Objective: 21.3: Compare the three theoretical approaches to analyzing globalization.

Cognitive Domain: Knowledge Answer Location: Dependency Theory Difficulty Level: Easy 3. Non-Western culture is more fixed and unchanging than Western culture.

Ans: F Learning Objective: 21.5: Discuss how anthropologists criticize some of the approaches to understanding politics, culture, and globalization.

Cognitive Domain: Knowledge Answer Location: Globalization, Politics, and Culture Difficulty Level: Easy 4. Globalization continues to impact indigenous people in North America today.

Ans: T Learning Objective: 21.6: Discuss the consequences of globalization for indigenous peoples.

Cognitive Domain: Comprehension Answer Location: Native North American Indians in the Twenty-First Century Difficulty Level: Easy 5. Peyote is highly addictive.

Ans: F Learning Objective: 21.7: Describe the different forms of resistance to globalization by indigenous peoples.

Cognitive Domain: Knowledge Answer Location: The Peyote Cult Difficulty Level: Easy

Short Answer 1. Analyze the strengths and weaknesses of evaluating globalization from a modernization theory perspective.

Ans: Modernization theory includes not only economic factors but also cultural factors, which is one of its strengths. This is in contrast to earlier Marxist ideas that prioritized economic factors to the exclusion of cultural values. Modernization theory also incorporates a cross-cultural perspective. However, those strengths do not outweigh the many weaknesses of a modernization theory perspective. Modernization theory is ethnocentric, implying and often saying explicitly that countries that make up the socalled First World are better than or have progressed more than Third World countries.

Modernization theory was heavily shaped by Cold War politics, and the system of First, Second, and Third World no longer makes sense. Modernization theory hearkens back to the unilineal evolutionary perspective, which anthropologists discarded long ago, and holds the Western world up as a pinnacle of cultural achievement to which all other

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societies must aspire. It rejects traditional values as inherently worthwhile and privileges the Western perspective that individual achievement and technology are better.

Learning Objective: 21.3: Compare the three theoretical approaches to analyzing globalization.

Cognitive Domain: Analysis Answer Location: Criticisms of Modernization Theory Difficulty Level: Hard 2. Does globalization help foraging societies? Examine the arguments for and against globalization as progress for foragers.

Ans: Many people would argue that globalization has good effects for everyone in the world, and that access to electricity, the Internet, democracy, and other Western technologies and beliefs are beneficial for anyone in the world. While globalization has been advantageous for some foragers, that has not been the universal experience.

Many foraging bands have been “resettled,” or forced off of their land. They have been encouraged or forced to adopt agricultural and sedentary practices, often with disastrous effects (especially when they were resettled to areas that were not ideal for agriculture). The governments’ desire for the resources, including diamonds or coltan, on the traditional lands of foraging bands, has led to abuse and degradation of the environment. Ethnocide and even genocide have occurred. While some have benefited from globalization, others have suffered.

Learning Objective: 21.6: Discuss the consequences of globalization for indigenous peoples.

Cognitive Domain: Analysis Answer Location: Vanishing Foragers Difficulty Level: Hard 3. The impact of the forced and coerced resettlement of Native American groups in what is now the United States is often taught from the perspective of the colonizer rather than the indigenous people in U.S. schools. What would be included and left out of the way we teach about resettlement if the emphasis were instead on the indigenous perspective?

Ans: If an indigenous perspective were emphasized in the educational system, Manifest Destiny would not be glorified as a motivation for the seizure of land from indigenous people. The concept of Manifest Destiny relies upon the assumption that “Western civilization” is beneficial and advantageous for everyone, and is always superior to the cultural practices and beliefs of the people being displaced. An indigenous perspective would likely highlight the trauma, brutality, and cruelty of the process rather than justifications. It would also focus on the cultural beliefs and practices that have been lost to ethnocide.

Learning Objective: 21.6: Discuss the consequences of globalization for indigenous peoples.

Cognitive Domain: Analysis Answer Location: The Relocation of Native Americans Difficulty Level: Hard

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4. How is the idea of Manifest Destiny ethnocentric?

Ans: Manifest Destiny is the idea that European settlers needed to spread their culture over the whole of North America. In order to believe that they needed to spread their culture, they had to believe that their culture was superior--an ethnocentric belief. This belief led to ethnocide and brutality.

Learning Objective: 21.6: Discuss the consequences of globalization for indigenous peoples.

Cognitive Domain: Application Answer Location: The Relocation of Native Americans Difficulty Level: Medium 5. Discuss the forms of resistance by indigenous societies against globalization.

Ans: Resistance to globalization has taken many forms among indigenous societies.

One way that societies resist is through revitalization movements, which aim to restore traditional ways of life that have been lost or taken by colonial powers. Ghost Dances thought to make Whites disappear have been a way for Native American groups to resist as well as revitalize their traditional ways. Using peyote is another form of resistance and led to the creation of a new religion. In some places, alternative religions to Christianity were themselves a form of resistance. The peyote cult is one example, but so are the cargo cults of Melanesia and New Guinea. Religious organization was partly pushback against encroaching Christian ideals, but also allowed the organization of other forms of political resistance. The anti-tourist movement in Hawaii is another form of resistance, the goals of which include raising awareness of and ending the appropriation and commercialization of Hawaiian culture.

Learning Objective: 21.7: Describe the different forms of resistance to globalization by indigenous peoples.

Cognitive Domain: Analysis Answer Location: Forms of Resistance Among Indigenous Peoples Difficulty Level: Hard

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Chapter 22: Globalization, Colonialism, and Postcolonialism Test Bank Multiple Choice 1. What were the major goals of the first Europeans to engage in mercantilism in the Americas?

A. wealth and conquest B. religious conversion and the establishment of churches C. spreading democratic and capitalist ideals D. the capture and sale of people as slaves Ans: A Learning Objective: 22.1: Discuss the early phases of Western colonialism in Latin America, Africa, the Caribbean, the Middle East, and Asia.

Cognitive Domain: Application Answer Location: Latin America Difficulty Level: Medium 2. Which infrastructure project facilitated Britain’s economic and political control in South Asia?

A. the Hoover Dam B. the Three Gorges Dam C. the Panama Canal D. the Suez Canal Ans: D Learning Objective: 22.1: Discuss the early phases of Western colonialism in Latin America, Africa, the Caribbean, the Middle East, and Asia.

Cognitive Domain: Knowledge Answer Location: Colonialism in the Middle East Difficulty Level: Easy 3. Who were the first Europeans to establish a slave trade in Africa?

A. Spanish B. French C. Portuguese D. English Ans: C Learning Objective: 22.1: Discuss the early phases of Western colonialism in Latin America, Africa, the Caribbean, the Middle East, and Asia.

Cognitive Domain: Knowledge Answer Location: Slave Trade Difficulty Level: Easy

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4. The majority of the wealth taken by European colonizers from the Caribbean was in the form of ______.

A. gold B. rich treasuries C. diamonds D. sugar plantation profits Ans: D Learning Objective: 22.1: Discuss the early phases of Western colonialism in Latin America, Africa, the Caribbean, the Middle East, and Asia.

Cognitive Domain: Comprehension Answer Location: The Caribbean Difficulty Level: Medium 5. Britain exploited India’s ______ to establish political and economic control.

A. rich raw materials B. cheap labor C. decentralized government D. weak religious rulers Ans: C Learning Objective: 22.1: Discuss the early phases of Western colonialism in Latin America, Africa, the Caribbean, the Middle East, and Asia.

Cognitive Domain: Comprehension Answer Location: India, Myanmar (Burma), and Malaysia Difficulty Level: Medium 6. ______ was a Southeast Asian country that did not become a direct colony of a European country.

A. Laos B. Cambodia C. Vietnam D. Thailand Ans: D Learning Objective: 22.1: Discuss the early phases of Western colonialism in Latin America, Africa, the Caribbean, the Middle East, and Asia.

Cognitive Domain: Knowledge Answer Location: Thailand: An Independent Country Difficulty Level: Easy 7. How did the British succeed in colonizing parts of China?

A. The Chinese government was attracted by Western imports.

B. They exploited Portuguese ports to invade.

C. China’s government was highly decentralized.

D. Conflicts over the import of opium led to war.

Ans: D Learning Objective: 22.1: Discuss the early phases of Western colonialism in Latin America, Africa, the Caribbean, the Middle East, and Asia.

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Cognitive Domain: Analysis Answer Location: China Difficulty Level: Medium 8. What was the most significant factor in the dramatic decline in population in the Americas after Western conflict?

A. disease B. European military violence C. famine D. fighting among indigenous groups Ans: A Learning Objective: 22.2: Describe the demographic, economic, and religious changes associated with globalization.

Cognitive Domain: Comprehension Answer Location: Demographic Change Difficulty Level: Medium 9. European colonial practices in non-Western countries resulted in ______ in the long term.

A. huge population growth B. rapid population decline C. no demographic changes D. slow but steady population decline Ans: A Learning Objective: 22.2: Describe the demographic, economic, and religious changes associated with globalization.

Cognitive Domain: Comprehension Answer Location: Demographic Change Difficulty Level: Medium 10. Haciendas in Latin America were sources of ______.

A. religious power for Portuguese Christians B. political power for indigenous resistance fighters C. social support for the economically disadvantaged D. economic power for Iberian landowners Ans: D Learning Objective: 22.2: Describe the demographic, economic, and religious changes associated with globalization.

Cognitive Domain: Analysis Answer Location: Economic Change Difficulty Level: Medium 11. The economic systems of colonized countries in the Middle East and Asia in the 19th century were based on ______.

A. sugar plantations B. the hacienda system

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C. production of goods for export D. information technology Ans: C Learning Objective: 22.2: Describe the demographic, economic, and religious changes associated with globalization.

Cognitive Domain: Comprehension Answer Location: Economic Change Difficulty Level: Medium 12. The Día de los Muertos celebrations in Latin America are an example of ______.

A. vodoun B. caudillismo C. resistance D. syncretism Ans: D Learning Objective: 22.2: Describe the demographic, economic, and religious changes associated with globalization.

Cognitive Domain: Application Answer Location: Religious Change Difficulty Level: Medium 13. Christianity spread in colonized African countries through ______ activity.

A. prophetic B. conquistadores C. missionary D. vodounist Ans: C Learning Objective: 22.2: Describe the demographic, economic, and religious changes associated with globalization.

Cognitive Domain: Knowledge Answer Location: Religious Change Difficulty Level: Easy 14. Nelson Mandela and Desmond Tutu were involved in resistance movements against ______.

A. monocultural dependency B. encomienda C. revitalization D. apartheid Ans: D Learning Objective: 22.3: Explain why independence, nationalist, and revolutionary movements developed in colonized countries.

Cognitive Domain: Comprehension Answer Location: Political Changes: Independence and Nationalist Movements Difficulty Level: Medium

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15. In South Africa, which racial category occupied the bottom rung of society?

A. Afrikaners B. colored C. Asians D. Black South Africans Ans: D Learning Objective: 22.3: Explain why independence, nationalist, and revolutionary movements developed in colonized countries.

Cognitive Domain: Knowledge Answer Location: Political Changes: Independence and Nationalist Movements Difficulty Level: Easy 16. The economies of peripheral and semiperipheral postcolonial countries are based around ______.

A. service and manufacturing jobs B. information technology C. the production of goods for export to core countries D. serving the needs of their large middle classes Ans: C Learning Objective: 22.4: Describe how the postcolonial countries are situated in the global economy today.

Cognitive Domain: Comprehension Answer Location: Peripheral Postcolonial Countries Difficulty Level: Medium 17. In what way did China’s “Cultural Revolution” impact the Chinese economy?

A. removing some of the most skilled and educated people from the workforce B. promoting Western values of individual achievement and competition C. pushing for a shift from agrarian to information technologies D. revitalizing the ancient traditional art forms Ans: A Learning Objective: 22.4: Describe how the postcolonial countries are situated in the global economy today.

Cognitive Domain: Application Answer Location: Withdrawal From the Global Economy Difficulty Level: Medium 18. The encouragement of ______ in postcolonial countries has led to a decline in “moral economies” among the peasantry.

A. cooperation and reciprocity B. individual achievement C. tobacco and alcohol use D. subsistence agriculture Ans: B Learning Objective: 22.5: Summarize what anthropologists have learned about the peasantry in postcolonial societies.

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Cognitive Domain: Analysis Answer Location: African Peasants: A Unique Phenomenon?

Difficulty Level: Medium 19. What is the most common type of family in postcolonial cities?

A. nuclear B. extended C. joint D. polygynous Ans: A Learning Objective: 22.6: List the characteristics of family and social structure in postcolonial societies.

Cognitive Domain: Knowledge Answer Location: Social Structure in Postcolonial Societies Difficulty Level: Easy 20. Why do anthropologists Brokensha and Erasmus (1969) argue that rural Africans were not typical peasants?

A. They engaged in horticultural production.

B. Most precolonial states had limited control over their populations.

C. They quickly adopted novel industrial technologies.

D. They already exhibited complex democratic political organization prior to the arrival of colonial forces.

Ans: B Learning Objective: 22.5: Summarize what anthropologists have learned about the peasantry in postcolonial societies.

Cognitive Domain: Analysis Answer Location: African Peasants: A Unique Phenomenon?

Difficulty Level: Medium 21. In a dyadic contract, patrons have ______ than clients.

A. lower status B. bigger families C. fewer children D. more power Ans: D Learning Objective: 22.6: List the characteristics of family and social structure in postcolonial societies.

Cognitive Domain: Comprehension Answer Location: Latin American Social Relationships Difficulty Level: Medium 22. Ideal families in the Arab world are ______.

A. matriarchal B. monogamous C. patrilineal

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D. exogamous for religious group Ans: C Learning Objective: 22.6: List the characteristics of family and social structure in postcolonial societies.

Cognitive Domain: Knowledge Answer Location: Family and Social Structure in the Middle East Difficulty Level: Easy 23. The majority of marriages in Muslim societies are ______.

A. polyandrous B. polygynous C. matrilocal D. monogamous Ans: D Learning Objective: 22.6: List the characteristics of family and social structure in postcolonial societies.

Cognitive Domain: Knowledge Answer Location: Marriage Difficulty Level: Easy 24. One factor that limits the ability of Muslim men to marry more than one wife is ______.

A. religious prohibitions against polygyny B. family disapproval of multiple marriage C. the ability to financially care for multiple wives D. the lower political power of men in Muslim societies Ans: C Learning Objective: 22.6: List the characteristics of family and social structure in postcolonial societies.

Cognitive Domain: Analysis Answer Location: Marriage Difficulty Level: Easy 25. The ideal marriage partner for someone in India would be ______.

A. a member of their own jati B. someone belonging to a superior caste C. a patron D. a Dalit Ans: A Learning Objective: 22.6: List the characteristics of family and social structure in postcolonial societies.

Cognitive Domain: Application Answer Location: Origins of the Caste System Difficulty Level: Medium 26. Women inherit wealth in India in the form of ______.

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A. land B. religious status C. their dowries D. livestock Ans: C Learning Objective: 22.6: List the characteristics of family and social structure in postcolonial societies.

Cognitive Domain: Knowledge Answer Location: The Dowry Difficulty Level: Easy 27. In Latin America, the proportions of mestizos and mulattos to indigenous people in various areas was largely impacted by which of the following?

A. the compadrazgo system B. religious beliefs C. taboos prohibiting intermarriage D. geographic isolation Ans: D Learning Objective: 22.7: Explain the issues related to ethnicity in postcolonial societies.

Cognitive Domain: Comprehension Answer Location: Ethnicity in Latin America Difficulty Level: Medium 28. In postcolonial Mexico, the ______ have occupied the lowest status.

A. Europeans B. mestizos C. mulattos D. indios Ans: D Learning Objective: 22.7: Explain the issues related to ethnicity in postcolonial societies.

Cognitive Domain: Comprehension Answer Location: Ethnicity in Latin America Difficulty Level: Medium 29. The major difference between indios and ladinos in Latin America was ______.

A. level of assimilation B. proportion of European ancestry C. landownership D. occupation Ans: A Learning Objective: 22.7: Explain the issues related to ethnicity in postcolonial societies.

Cognitive Domain: Comprehension Answer Location: Ethnicity in Latin America Difficulty Level: Medium

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30. The transition from identification as indio or mestizo to indigena reflects a shift in ______.

A. the proportion of European and indigenous ancestors B. agrarian to industrial production C. prioritizing an indigenous rather than a European perspective D. the rights of women and children Ans: C Learning Objective: 22.7: Explain the issues related to ethnicity in postcolonial societies.

Cognitive Domain: Analysis Answer Location: Ethnicity in Latin America Difficulty Level: Medium 31. Prior to European colonization, all three predominant ethnic groups in Nigeria relied on ______ for survival.

A. foraging B. nomadic horticulturalism C. agriculture D. herding Ans: C Learning Objective: 22.7: Explain the issues related to ethnicity in postcolonial societies.

Cognitive Domain: Comprehension Answer Location: Ethnicity in Africa Difficulty Level: Medium 32. The role of women in precolonial Igbo society included which of the following?

A. voting in group decision-making B. activities in the domestic but not the public sphere C. trade within the region but not with other regions D. shamanic control of ritual activities Ans: C Learning Objective: 22.7: Explain the issues related to ethnicity in postcolonial societies.

Cognitive Domain: Knowledge Answer Location: Ethnicity in Africa Difficulty Level: Easy 33. What has been one major challenge in the formation of Nigerian national identity?

A. the vast number of ethnic groups in Nigeria B. infighting among people of different social classes C. interference from neighboring political leaders D. destabilization caused by cyberattacks from the West Ans: A Learning Objective: 22.7: Explain the issues related to ethnicity in postcolonial societies.

Cognitive Domain: Comprehension Answer Location: Ethnicity in Africa Difficulty Level: Medium

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34. The ______ are an ethnic minority who face oppression in all of the countries in which they live.

A. Syrians B. Hans C. Kurds D. Tutsis Ans: C Learning Objective: 22.7: Explain the issues related to ethnicity in postcolonial societies.

Cognitive Domain: Comprehension Answer Location: Ethnicity in the Middle East and Asia Difficulty Level: Medium 35. Which ethnic group in China has faced ethnocide in recent years?

A. Han B. Uyghur C. Maoist D. Buddhist Ans: B Learning Objective: 22.7: Explain the issues related to ethnicity in postcolonial societies.

Cognitive Domain: Application Answer Location: China and Ethnic Minorities Difficulty Level: Medium

True/False 1. The Middle East is correctly referred to as the Arab world.

Ans: F Learning Objective: 22.1: Discuss the early phases of Western colonialism in Latin America, Africa, the Caribbean, the Middle East, and Asia.

Cognitive Domain: Comprehension Answer Location: The Middle East and Asia Difficulty Level: Medium 2. Karl Marx’s model best explains revolutions in non-Western countries.

Ans: F Learning Objective: 22.3: Explain why independence, nationalist, and revolutionary movements developed in colonized countries.

Cognitive Domain: Knowledge Answer Location: Explaining Revolution Difficulty Level: Easy 3. Open peasant communities are isolated from the world economy.

Ans: F Learning Objective: 22.5: Summarize what anthropologists have learned about the peasantry in postcolonial societies.

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Cognitive Domain: Knowledge Answer Location: Ethnographic Studies Difficulty Level: Easy 4. The ideal family structure of Arabic, Turkish, and Iranian extended family households has been impacted by globalization.

Ans: T Learning Objective: 22.6: List the characteristics of family and social structure in postcolonial societies.

Cognitive Domain: Application Answer Location: The Family Difficulty Level: Medium 5. Different cultural groups in Africa are referred to as ethnic groups rather than tribes.

Ans: T Learning Objective: 22.7: Explain the issues related to ethnicity in postcolonial societies.

Cognitive Domain: Knowledge Answer Location: Ethnicity in Africa Difficulty Level: Easy

Short Answer 1. How did the European slave trade in Africa differ from the forms of slavery found in indigenous African groups prior to European imperialism?

Ans: Slavery existed in Africa prior to the Portuguese establishment of the European slave trade in the 1440s. However, indigenous African groups had a more “open” form of slavery, in which people could be adopted into extended family groups, own property, marry, and were not subject to abuse. The European form of slavery regarded enslaved people as property, and these people could be treated in whatever way their “owner” wanted. As a result, families were torn apart, enslaved people were often physically and sexually abused, they could be bought and sold at will, and did not have property or marriage rights.

Learning Objective: 22.1: Discuss the early phases of Western colonialism in Latin America, Africa, the Caribbean, the Middle East, and Asia.

Cognitive Domain: Analysis Answer Location: Slave Trade Difficulty Level: Hard 2. Discuss the short-term and long-term impacts of European colonial activity on the populations of the Americas.

Ans: European colonization of the Americas had a dramatic short-term impact on the populations of the Americas. Disease killed up to 95% of the population in some places, and the systems of forced labor, subsistence, and economics imposed on the indigenous people further reduced the population. Over time, as the systems of

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production shifted to enforce sedentism and the production of huge surpluses, the populations grew incredibly quickly.

Learning Objective: 22.2: Describe the demographic, economic, and religious changes associated with globalization.

Cognitive Domain: Analysis Answer Location: Demographic Change Difficulty Level: Hard 3. Which groups participate in revolutions in non-Western countries, and which groups do not? What factors explain these groups’ levels of participation?

Ans: The middle class, along with those among the peasantry that are a bit more welloff than the rest, engage in political resistance and revolution. They are the ones with enough education and time and energy to devote to revolutionary activity, while the poorest of the poor must always be concerned with survival. Further, the poorest often feel as though nothing will change or if change happens, it will not affect their lives in a positive way.

Learning Objective: 22.3: Explain why independence, nationalist, and revolutionary movements developed in colonized countries.

Cognitive Domain: Application Answer Location: Explaining Revolution Difficulty Level: Medium 4. Compare and contrast the patterns of exchange in the compadrazgo and caste systems.

Ans: Both the compadrazgo and caste systems involve exchange between people of different statuses. In the compadrazgo system, the relationship was that of patron and client as well as godparent and godchild. The more powerful padrino or madrina would help in times of trouble, and in return their “client” would give loyalty and obedience. In the caste system, those of landowning castes would give some of the fruits of the land to those of lower caste in exchange for those people’s services or goods. However, this system also involves the exchange of pollution and purification. Lower-caste people are considered more ritually polluted, so when they give goods to higher-caste people, some of the pollution passes to them as well, and serves as a bit of a leveling mechanism. However, when higher-caste people give to lower-caste people, they pass some of that pollution back.

Learning Objective: 22.6: List the characteristics of family and social structure in postcolonial societies.

Cognitive Domain: Analysis Answer Location: Latin American Social Relationships | Social Structure and Family in India: Caste Difficulty Level: Hard 5. Discuss how globalization impacted the Rwandan genocide.

Ans: Globalization in the form of Belgian colonial activity in Rwanda did not create the ethnic identities of Hutu and Tutsi out of nothing, but certainly ramped up the importance of ethnic identity in the lives of everyday Rwandans. The Belgians preferred

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the Tutsis, and gave them privileged access to every means for success in Rwanda.

That their preference was problematic is clear, but it was also not based on much-which is evident from the fact that Tutsis were categorized as Hutus if they were poor, and Hutus as Tutsis if they became wealthy enough. Prior to colonial activity, most conflict took place within ethnic groups rather than among them, but with the systemic oppression of Hutus came rebellion and a strong sense of identification with ethnic group. Tutsis responded to Hutu rebellion, and massacres followed thereafter.

Learning Objective: 22.7: Explain the issues related to ethnicity in postcolonial societies.

Cognitive Domain: Analysis Answer Location: Ethnicity in Africa Difficulty Level: Hard

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Chapter 23: Ethnicity Test Bank Multiple Choice 1. The belief that White people are genetically more intelligent than those of other races is an example of a(n) ______ belief.

A. essentialist B. scientific C. ethnic D. relativistic Ans: A Learning Objective: 23.1: Discuss the basic criticisms of scientific racism.

Cognitive Domain: Application Answer Location: Race, Racism, and Culture Difficulty Level: Medium 2. The “one-drop” rule for determining Blackness in the United States is an example of the ______ concept of race.

A. scientific B. biblical C. hypodescent D. mestizo Ans: C Learning Objective: 23.2: Discuss how race is understood in different societies.

Cognitive Domain: Comprehension Answer Location: The Cultural and Social Significance of Race Difficulty Level: Medium 3. The fact that a person’s race can change when they travel from the United States to Brazil illustrates that race is ______.

A. not meaningful B. genetic C. scientific D. cultural Ans: D Learning Objective: 23.2: Discuss how race is understood in different societies.

Cognitive Domain: Application Answer Location: The Cultural and Social Significance of Race Difficulty Level: Medium

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4. The ______ model of ethnicity encompasses the deep emotional attachments people have to their culture.

A. circumstantialist B. instrumentalist C. scientific D. primordialist Ans: D Learning Objective: 23.4: Compare the primordialist and circumstantial perspectives on ethnicity.

Cognitive Domain: Comprehension Answer Location: The Primordialist Model Difficulty Level: Medium 5. According to Geertz’s model of ethnicity, ______ is an example of a primordial aspect of society.

A. kinship B. capitalism C. state organization D. biomedicine Ans: A Learning Objective: 23.4: Compare the primordialist and circumstantial perspectives on ethnicity.

Cognitive Domain: Application Answer Location: The Primordialist Model Difficulty Level: Medium 6. The ______ model emphasizes how people adjust their ethnicity strategically in different situations.

A. primordial B. circumstantialist C. bioarchaeological D. racial Ans: B Learning Objective: 23.4: Compare the primordialist and circumstantial perspectives on ethnicity.

Cognitive Domain: Comprehension Answer Location: The Circumstantialist Model Difficulty Level: Medium 7. Assimilation results in which of the following?

A. a more heterogeneous society B. the loss of political power C. increased homogeneity

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D. ethnic cleansing Ans: C Learning Objective: 23.5: Compare the different patterns of ethnic relations described by anthropologists.

Cognitive Domain: Comprehension Answer Location: Assimilation Difficulty Level: Medium 8. Requiring an ethnic group to adopt the language, religion, and manner of dressing of the dominant ethnic group is an example of ______.

A. forced cultural assimilation B. enculturation C. biological assimilation D. ethnic boundary markers Ans: A Learning Objective: 23.5: Compare the different patterns of ethnic relations described by anthropologists.

Cognitive Domain: Application Answer Location: Assimilation Difficulty Level: Medium 9. Biological assimilation among European Americans has resulted in which of the following?

A. apartheid B. racial superiority C. ethnocide D. the creation of a White American ethnic group Ans: D Learning Objective: 23.5: Compare the different patterns of ethnic relations described by anthropologists.

Cognitive Domain: Comprehension Answer Location: Assimilation Difficulty Level: Medium 10. Jim Crow laws in the United States enforced policies of ______.

A. assimilation B. segregation C. ethnic cleansing D. ethnogenesis Ans: B Learning Objective: 23.5: Compare the different patterns of ethnic relations described by anthropologists.

Cognitive Domain: Comprehension Answer Location: Ethnic Violence Difficulty Level: Medium

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11. ______ was/is an example of genocide.

A. Jim Crow laws B. Apartheid C. The reservation system D. The Holocaust Ans: D Learning Objective: 23.5: Compare the different patterns of ethnic relations described by anthropologists.

Cognitive Domain: Comprehension Answer Location: Ethnic Violence Difficulty Level: Medium 12. Which of the following statements is true about countries that are more ethnically homogeneous?

A. They have no ethnic stratification.

B. They can have ethnic conflict.

C. They have no ethnic boundary markers.

D. They have no concept of race.

Ans: B Learning Objective: 23.5: Compare the different patterns of ethnic relations described by anthropologists.

Cognitive Domain: Application Answer Location: Racial and Ethnic Stratification Difficulty Level: Medium 13. Which of the following statements is true about the lower status of conquered indigenous people?

A. They are readily accepted by the conquered group.

B. They are embedded into their cultural history.

C. They are due to their inferiority.

D. They are ascribed by the conquerors.

Ans: D Learning Objective: 23.5: Compare the different patterns of ethnic relations described by anthropologists.

Cognitive Domain: Knowledge Answer Location: Racial and Ethnic Stratification Difficulty Level: Easy 14. The predominance of WASP ethnicity in the United States reflects the fact that four out of five early colonizers were ______.

A. British Protestants B. Spanish conquistadors C. French Catholics

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D. Welsh merchants Ans: A Learning Objective: 23.6: Discuss the historical and contemporary conditions of race and ethnic groups in the United States.

Cognitive Domain: Knowledge Answer Location: WASP Dominance Difficulty Level: Easy 15. What was the most significant element of WASP culture that led to seizing land from Native Americans, slavery, and the Industrial Revolution?

A. the English language B. the Protestant religion C. capitalism D. White skin Ans: C Learning Objective: 23.6: Discuss the historical and contemporary conditions of race and ethnic groups in the United States.

Cognitive Domain: Comprehension Answer Location: WASP Dominance Difficulty Level: Medium 16. Which of the following statements is true about German immigrants to the United States?

A. They assimilated rapidly.

B. They tried to preserve their ways of life.

C. They faced discrimination based on their religion.

D. They came via the padrone system.

Ans: B Learning Objective: 23.6: Discuss the historical and contemporary conditions of race and ethnic groups in the United States.

Cognitive Domain: Comprehension Answer Location: German and Irish Americans Difficulty Level: Medium 17. Know-Nothing political activities were ______.

A. racist toward descendants of African slaves B. in favor of women’s suffrage C. xenophobic toward the Irish D. attempts to force the assimilation of Polish immigrants Ans: C Learning Objective: 23.6: Discuss the historical and contemporary conditions of race and ethnic groups in the United States.

Cognitive Domain: Comprehension Answer Location: German and Irish Americans Difficulty Level: Medium

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18. The padrone system helped immigrants from ______ migrate to the United States and find work.

A. Italy B. Mexico C. Poland D. Germany Ans: A Learning Objective: 23.6: Discuss the historical and contemporary conditions of race and ethnic groups in the United States.

Cognitive Domain: Knowledge Answer Location: Italian and Polish Americans Difficulty Level: Easy 19. What was one push factor that led to Polish immigration to the United States?

A. religious oppression B. family ties C. economic opportunities D. forced resettlement Ans: A Learning Objective: 23.6: Discuss the historical and contemporary conditions of race and ethnic groups in the United States.

Cognitive Domain: Application Answer Location: Italian and Polish Americans Difficulty Level: Medium 20. Other than White Americans, what is the largest ethnic group in the United States?

A. African Americans B. Asian Americans C. Arab Americans D. Hispanic and Latino Americans Ans: D Learning Objective: 23.6: Discuss the historical and contemporary conditions of race and ethnic groups in the United States.

Cognitive Domain: Comprehension Answer Location: Hispanic/Latino Americans Difficulty Level: Medium 21. Historically, support for Mexicans migrating to the United States has increased when ______.

A. the immigrants were highly skilled and educated B. political relations between the United States and Mexico were tense C. there were labor shortages in the United States D. assimilation was rapid and complete

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Ans: C Learning Objective: 23.6: Discuss the historical and contemporary conditions of race and ethnic groups in the United States.

Cognitive Domain: Application Answer Location: Hispanic/Latino Americans Difficulty Level: Medium 22. Cuban Americans who came to the United States as part of the first wave of political refugees from Castro’s Cuba have been ______ in American society.

A. more successful politically and economically B. struggling to adjust C. fully assimilated D. persecuted heavily Ans: A Learning Objective: 23.6: Discuss the historical and contemporary conditions of race and ethnic groups in the United States.

Cognitive Domain: Knowledge Answer Location: Cuban Americans Difficulty Level: Easy 23. “Hispanic/Latino” is a(n) ______ category.

A. racial B. ethnic C. nationalistic D. homogenous Ans: B Learning Objective: 23.6: Discuss the historical and contemporary conditions of race and ethnic groups in the United States.

Cognitive Domain: Application Answer Location: Hispanic/Latino Americans Difficulty Level: Medium 24. “The Yellow Peril” led to the enactment of a law prohibiting ______.

A. border crossings by Mexicans B. hiring people with Communist leanings C. the purchase of land by people of Japanese descent D. the immigration of Chinese laborers Ans: D Learning Objective: 23.6: Discuss the historical and contemporary conditions of race and ethnic groups in the United States.

Cognitive Domain: Comprehension Answer Location: Asian and Arab Americans Difficulty Level: Medium

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25. Which of the following groups was forced into military internment camps in the United States during World War II? A. suspected terrorists B. Chinese laborers C. Japanese people D. German war criminals Ans: C Learning Objective: 23.6: Discuss the historical and contemporary conditions of race and ethnic groups in the United States.

Cognitive Domain: Knowledge Answer Location: Asian and Arab Americans Difficulty Level: Easy 26. Which of the following lists U.S. ethnic groups in order from largest to smallest?

A. White Americans, Hispanic and Latino Americans, African Americans, Asian Americans, Arab Americans B. White Americans, African Americans, Hispanic and Latino Americans, Asian Americans, Arab Americans C. White Americans, Asian Americans, Black Americans, Hispanic and Latino Americans, Arab Americans D. African Americans, White Americans, Hispanic and Latino Americans, Asian Americans, Arab Americans Ans: A Learning Objective: 23.6: Discuss the historical and contemporary conditions of race and ethnic groups in the United States.

Cognitive Domain: Application Answer Location: Ethnic Relations in the United States Difficulty Level: Medium 27. According to the text, what is the major struggle faced by Arab Americans?

A. learning the English language B. the stereotype portraying them as terrorists C. forced assimilation D. finding work Ans: B Learning Objective: 23.6: Discuss the historical and contemporary conditions of race and ethnic groups in the United States.

Cognitive Domain: Comprehension Answer Location: Asian and Arab Americans Difficulty Level: Medium 28. Replacing the “melting pot” analogy with the idea of the United States as a “stir-fry” reflected calls for a(n) ______.

A. plural society

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B. assimilated society C. homogenous America D. egalitarian society Ans: A Learning Objective: 23.6: Discuss the historical and contemporary conditions of race and ethnic groups in the United States.

Cognitive Domain: Application Answer Location: Cultural Pluralism Difficulty Level: Medium 29. Ethnonationalist movements develop as a result of which of the following?

A. total assimilation by conquered indigenous populations B. contact among societies with very different cultural practices C. government policies promoting national identity and ideas of unity D. fears about the disappearance of ethnic identity in the face of globalization Ans: D Learning Objective: 23.7: Discuss why ethnonationalist movements have developed in relationship to globalization.

Cognitive Domain: Comprehension Answer Location: Ethnonationalism Difficulty Level: Medium 30. During World War II, Mexican laborers were invited to work in the United States under the ______ program. After the war, some 3.8 million people who “looked Mexican” were deported under the ______ program.

A. Guest Worker; Home Again B. Mexican Jobs; American Jobs C. Bracero; Operation Wetback D. Obrero; El Regreso Ans: C Learning Objective: 23.6: Discuss the historical and contemporary conditions of race and ethnic groups in the United States.

Cognitive Domain: Knowledge Answer Location: Hispanic Americans Today Difficulty Level: Easy

True/False 1. According to the ethnographic research of Joseph Doyle Hankins, some Japanese people claim that they can detect a burakumin person by smell.

Ans: T

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Learning Objective: 23.5: Compare the different patterns of ethnic relations described by anthropologists.

Cognitive Domain: Knowledge Answer Location: Racial and Ethnic Stratification Difficulty Level: Easy 2. Ethnicity and race are terms that can be used interchangeably.

Ans: F Learning Objective: 23.3: Discuss the basis of ethnicity as understood by contemporary anthropologists.

Cognitive Domain: Knowledge Answer Location: Ethnicity Difficulty Level: Easy 3. Pluralism always results in ethnic conflict.

Ans: F Learning Objective: 23.5: Compare the different patterns of ethnic relations described by anthropologists.

Cognitive Domain: Application Answer Location: Pluralism Difficulty Level: Medium 4. People in both the Northern and Southern United States used slave labor.

Ans: T Learning Objective: 23.6: Discuss the historical and contemporary conditions of race and ethnic groups in the United States.

Cognitive Domain: Knowledge Answer Location: African Americans Difficulty Level: Easy 5. Puerto Ricans are U.S. citizens.

Ans: T Learning Objective: 23.6: Discuss the historical and contemporary conditions of race and ethnic groups in the United States.

Cognitive Domain: Knowledge Answer Location: Puerto Rican Americans Difficulty Level: Easy

Short Answer 1. Discuss what contemporary scientists believe about race.

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Ans: Given that there is significantly more variation within the groups referred to as races than among them, and there is no scientific basis for dividing populations according to race, race is viewed as a construct. Brain size, skin color, facial feature shape, intelligence, and every other characteristic people have used to categorize groups as inferior or superior to others vary within each group and do not have a racial basis.

Learning Objective: 23.1: Discuss the basic criticisms of scientific racism.

Cognitive Domain: Analysis Answer Location: Critiques of Scientific Racism Difficulty Level: Hard 2. How did “races” like Irish, Italian, and Polish become homogenized under the White American ethnicity?

Ans: Each group had been considered to form a different race when the groups first began immigrating to the United States. As European immigrants assimilated into American society (in large part due to “melting pot” ideology), their culture became more and more similar to each other and to American or “Yankee” culture. As their cultural practices became less distinguishable from one another, a new ethnic identity of “Whiteness” emerged.

Learning Objective: 23.6: Discuss the historical and contemporary conditions of race and ethnic groups in the United States.

Cognitive Domain: Analysis Answer Location: Ethnic Challenges for U.S. Society Difficulty Level: Hard 3. Compare and contrast racism against Irish, Italian, and Polish immigrants and African Americans in the United States.

Ans: Early reactions to each wave of immigrants from Ireland, Italy, and Poland were hostile and often violent. As these groups became more homogenized and incorporated into American Whiteness, they became part of the dominant group in the racial hierarchy of the United States. African Americans, most of whom were brought to the United States involuntarily, did not benefit from Whiteness, and still struggle against systemic barriers to success today. The damaging essentialist stereotypes that allowed European Americans to justify enslaving nonWhite people lingered even when slavery was outlawed, and impact access to education, jobs, and other means of upward mobility.

Learning Objective: 23.6: Discuss the historical and contemporary conditions of race and ethnic groups in the United States.

Cognitive Domain: Analysis Answer Location: African Americans Difficulty Level: Hard 4. Discuss how the idea of the “melting pot” is problematic.

Ans: The “melting pot” analogy was a call for tolerance as waves of immigrants from various societies immigrated into the United States. However, the idea behind the analogy is that each wave would blend or “melt” into American culture. It was implied that immigrants would bring something new to American culture, but only good things, and that anything Americans

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deemed “bad” would disappear. There was no room in the melting pot for distinctive cultural practices. Rather, immigrants were expected to become like other Americans.

Learning Objective: 23.6: Discuss the historical and contemporary conditions of race and ethnic groups in the United States.

Cognitive Domain: Analysis Answer Location: The Melting Pot: Assimilation or Pluralism?

Difficulty Level: Hard 5. Discuss the limitations of the Thirteenth, Fourteenth, and Fifteenth Amendments to the U.S. Constitution in reducing racial inequality.

Ans: The Thirteenth, Fourteenth, and Fifteenth Amendments introduced historic changes for African Americans in the United States. The Thirteenth Amendment prohibited slavery (except for those convicted of crimes), the Fourteenth Amendment declared that those born in the United States were U.S. citizens, and the Fifteenth Amendment made sure that being African American or having been a slave did not preclude the right to vote. However, these amendments did not end racial stratification in the United States, and instead ushered in an era of Jim Crow laws, lynching, and angry backlash against racial progress that hasn’t ended in the modern era.

Learning Objective: 23.6: Discuss the historical and contemporary conditions of race and ethnic groups in the United States.

Cognitive Domain: Analysis Answer Location: Postslavery and Segregation Difficulty Level: Hard

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Chapter 24: Applied Anthropology Test Bank Multiple Choice 1. The difference between applied anthropology and the other subdisciplines is the ______.

A. objectives B. methodology C. theoretical perspectives D. location of the field Ans: A Learning Objective: 24.1: Describe the different roles of applied anthropologists.

Cognitive Domain: Knowledge Answer Location: The Roles of the Applied Anthropologist Difficulty Level: Easy 2. Which of the following is true about applied anthropologists who work in policy?

A. They make recommendations about profit maximization.

B. They provide raw data so that others can write policy.

C. They ensure that all new laws consider the needs of marginalized people.

D. They face resistance to their suggestions that limit their effectiveness.

Ans: D Learning Objective: 24.1: Describe the different roles of applied anthropologists.

Cognitive Domain: Comprehension Answer Location: The Roles of the Applied Anthropologist Difficulty Level: Medium 3. What is one critique of anthropologists in advocate or activist roles?

A. They do not do a good job.

B. They should be doing research that helps marginalized people.

C. They should prioritize local voices.

D. They are not effective at getting governments to listen to them.

Ans: C Learning Objective: 24.1: Describe the different roles of applied anthropologists.

Cognitive Domain: Knowledge Answer Location: The Roles of the Applied Anthropologist Difficulty Level: Easy 4. Forensic anthropology is the application of biological anthropological data to ______.

A. anatomy

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B. law C. policy D. medicine Ans: B Learning Objective: 24.2: Recall the applied aspects of biological anthropology Cognitive Domain: Knowledge Answer Location: Forensic Anthropology Difficulty Level: Easy 5. In Scudder and Colson’s involuntary resettlement model, which phase would involve informing a group that they will be resettled elsewhere?

A. recruitment B. transition C. potential development D. incorporation Ans: B Learning Objective: 24.1: Describe the different roles of applied anthropologists.

Cognitive Domain: Application Answer Location: The Roles of the Applied Anthropologist Difficulty Level: Medium 6. Why are applied anthropologists happy when their roles as advocates become unnecessary?

A. It means governments have taken on advocacy roles instead.

B. It allows them to find a new job.

C. It proves that the problems they have been working on have been solved.

D. It means local populations have achieved sufficient political power to advocate for themselves.

Ans: D Learning Objective: 24.1: Describe the different roles of applied anthropologists.

Cognitive Domain: Application Answer Location: The Roles of the Applied Anthropologist Difficulty Level: Medium 7. What is one way that applied anthropologists can advocate for local communities without speaking over local voices?

A. staying out of local political issues B. asserting their authority as experts on local groups C. coproducing knowledge with local people as partners D. working with indigenous leaders one-on-one Ans: C Learning Objective: 24.1: Describe the different roles of applied anthropologists.

Cognitive Domain: Application Answer Location: The Roles of the Applied Anthropologist Difficulty Level: Medium

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8. ______ calls for archaeologists to repatriate indigenous human remains to the groups to whom they belong.

A. NHPA B. NAGPRA C. USAID D. NGO Ans: B Learning Objective: 24.5: Discuss the meaning of “cultural patrimony” and the role of NAGPRA legislation in the United States.

Cognitive Domain: Knowledge Answer Location: The Roles of the Applied Anthropologist Difficulty Level: Easy 9. Policies designed to ______ are part of the sustainability model.

A. involve locals in policy decisions B. disseminate anthropological knowledge to all levels of government C. protect archaeological artifacts during planned construction D. ensure resources remain for the next generation Ans: D Learning Objective: 24.7: Describe how applied anthropologists assist in climate change projects.

Cognitive Domain: Comprehension Answer Location: Applied Anthropology, Climate Change, and Sustainability Difficulty Level: Medium 10. How can anthropologists contribute to the understanding of climate change?

A. consult with traditional healers to educate them on climate change B. convince climate change skeptics that they are wrong C. identify cultural factors that impact climate change D. push through policies limiting the environmental impact of multinational corporations Ans: C Learning Objective: 24.7: Describe how applied anthropologists assist in climate change projects.

Cognitive Domain: Application Answer Location: Applied Anthropology, Climate Change, and Sustainability Difficulty Level: Medium 11. Attributing disease to natural factors such as genetic issues is a feature of ______.

A. the Western biomedical perspective B. Chinese acupuncture C. East African traditional medicine D. therapeutic pluralism Ans: A

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Learning Objective: 24.3: Summarize some of the findings of medical anthropologists.

Cognitive Domain: Knowledge Answer Location: Medical Anthropology Difficulty Level: Easy 12. Cultures that do not ascribe to a Western view of medicine may attribute illness and disease to which of the following?

A. genetics B. microbes C. supernatural beings D. environmental factors Ans: C Learning Objective: 24.3: Summarize some of the findings of medical anthropologists.

Cognitive Domain: Comprehension Answer Location: Ethnomedicine Difficulty Level: Medium 13. Why do many people in Thailand turn to traditional practitioners rather than doctors?

A. They cannot afford doctors.

B. There is little access to Western medical knowledge.

C. Doctors are only for high-status people.

D. They do not feel doctors have a complete understanding of their issues.

Ans: D Learning Objective: 24.3: Summarize some of the findings of medical anthropologists.

Cognitive Domain: Application Answer Location: Ethnomedicine in Thailand Difficulty Level: Medium 14. People in Thailand who rely on both Western and traditional methods of healing are practicing ______.

A. acupuncture B. therapeutic pluralism C. witchcraft D. biomedical curing Ans: B Learning Objective: 24.3: Summarize some of the findings of medical anthropologists.

Cognitive Domain: Knowledge Answer Location: Ethnomedicine in Thailand Difficulty Level: Easy 15. The community may advise the sick person in East Africa to go to a doctor, a local healer, or a ______ depending on the circumstances.

A. witchfinder B. priest

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C. missionary D. hospital Ans: A Learning Objective: 24.3: Summarize some of the findings of medical anthropologists.

Cognitive Domain: Knowledge Answer Location: Ethnomedicine in East Africa Difficulty Level: Easy 16. Chinese acupuncture practitioners heal by ______.

A. applying herbal remedies B. killing microbes C. dealing with witches who intentionally cause harm D. controlling the flow of qi Ans: D Learning Objective: 24.3: Summarize some of the findings of medical anthropologists.

Cognitive Domain: Comprehension Answer Location: Chinese Acupuncture Difficulty Level: Medium 17. Medical anthropologists studying whether cultural factors impact the prevalence of disease work in which field?

A. ethnomedicine B. epidemiology C. alternative medicine D. traditional healing Ans: B Learning Objective: 24.3: Summarize some of the findings of medical anthropologists.

Cognitive Domain: Knowledge Answer Location: Cultural Patterns and Epidemiology Difficulty Level: Easy 18. Why have psychiatrists had to revise their definitions of mental illness?

A. The previous definitions only work within a Western cultural framework.

B. People today exhibit more mental illness than in previous generations.

C. Today only harmful behaviors are considered mental illnesses.

D. Mental illnesses do not exist in other societies.

Ans: A Learning Objective: 24.3: Summarize some of the findings of medical anthropologists.

Cognitive Domain: Analysis Answer Location: What Is Abnormal?

Difficulty Level: Medium 19. Latah is an example of a/n ______.

A. ethnogenic process

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B. culture-specific disorder C. traditional healing method D. biomedical disease Ans: B Learning Objective: 24.3: Summarize some of the findings of medical anthropologists.

Cognitive Domain: Application Answer Location: Culture-Specific Disorders Difficulty Level: Medium 20. The windigo psychosis is a disorder specific to ______.

A. the Saami reindeer herders B. East African traditional communities C. certain indigenous Canadian groups D. Southeast Asia Ans: C Learning Objective: 24.3: Summarize some of the findings of medical anthropologists.

Cognitive Domain: Application Answer Location: Culture-Specific Disorders Difficulty Level: Medium 21. The study of culture-specific disorders examines the role of culture in the expression of ______.

A. disease B. poor behavior C. economic deprivation D. mental illness Ans: D Learning Objective: 24.3: Summarize some of the findings of medical anthropologists.

Cognitive Domain: Comprehension Answer Location: Culture-Specific Disorders Difficulty Level: Medium 22. Applied archaeologists are often involved in which of the following?

A. alternative medicine practices B. social impact studies C. museum curation D. cultural resource management Ans: D Learning Objective: 24.4: Define cultural resource management and discuss the role of archaeologists in the field.

Cognitive Domain: Comprehension Answer Location: Cultural Resource Management: Applied Archaeology Difficulty Level: Medium

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23. Which of the following poses the biggest threat to archaeological sites?

A. cultural identity B. construction projects C. museum studies D. ethnographic fieldwork Ans: B Learning Objective: 24.4: Define cultural resource management and discuss the role of archaeologists in the field.

Cognitive Domain: Comprehension Answer Location: Cultural Resource Management: Applied Archaeology Difficulty Level: Medium 24. Looters remove archaeological finds from ______, resulting in the loss of knowledge.

A. museums B. antique dealers C. cultural context D. circulation Ans: C Learning Objective: 24.4: Define cultural resource management and discuss the role of archaeologists in the field.

Cognitive Domain: Comprehension Answer Location: Cultural Resource Management: Applied Archaeology Difficulty Level: Medium 25. Excavations can be planned to ______ artifacts from sites threatened by construction projects.

A. salvage B. destroy C. cover up D. hide Ans: A Learning Objective: 24.4: Define cultural resource management and discuss the role of archaeologists in the field.

Cognitive Domain: Comprehension Answer Location: Preserving the Past Difficulty Level: Medium 26. Archaeologists working in CRM conduct ______ to locate archaeological sites of significance.

A. excavations B. surveys C. laboratory work D. ethnographies Ans: B

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Learning Objective: 24.4: Define cultural resource management and discuss the role of archaeologists in the field.

Cognitive Domain: Comprehension Answer Location: Cultural Resource Management in the United States Difficulty Level: Medium 27. An archaeological site underneath a proposed location for a new public school is protected by which of the following?

A. Native American Graves Protection and Repatriation Act B. Antiquities Act C. Abandoned Shipwreck Act D. National Historic Preservation Act Ans: D Learning Objective: 24.4: Define cultural resource management and discuss the role of archaeologists in the field.

Cognitive Domain: Application Answer Location: Cultural Resource Management in the United States Difficulty Level: Medium 28. Artifacts located on privately owned land in the United States belong to the ______.

A. federal government B. landowner C. cultural group that produced the artifacts D. archaeologist who excavates them Ans: B Learning Objective: 24.4: Define cultural resource management and discuss the role of archaeologists in the field.

Cognitive Domain: Application Answer Location: Cultural Resource Management in the United States Difficulty Level: Medium 29. Ethical relativists would make which of the following arguments?

A. Societies that practice infanticide are just as moral as societies that do not.

B. Each society’s practices must be understood in context.

C. Humans have basic rights that must not be violated regardless of culture.

D. Some cultural practices must be condemned.

Ans: A Learning Objective: 24.8: Explain how applied anthropologists are engaged in human rights research.

Cognitive Domain: Application Answer Location: Ethical Relativism Difficulty Level: Medium 30. What is the best way to end harmful cultural practices, according to the text?

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A. to swiftly implement laws and punish violations harshly B. study the practice in a holistic way and design policies accordingly C. show films to the locals that explain how harmful the practice is D. make sure to not impose Western ethical ideals onto non-Western societies Ans: B Learning Objective: 24.8: Explain how applied anthropologists are engaged in human rights research.

Cognitive Domain: Comprehension Answer Location: The Problem of Intervention Difficulty Level: Medium 31. ______ caused many anthropologists to reconsider their stance on cultural relativism.

A. The World’s Fair B. The election of Theodore Roosevelt C. World War I D. Japanese Internment Ans: C Learning Objective: 24.8: Explain how applied anthropologists are engaged in human rights research.

Cognitive Domain: Comprehension Answer Location: Relativism Reconsidered Difficulty Level: Medium 32. What is one cultural practice condemned by many anthropologists?

A. polygamy B. traditional healing practices C. shamanic beliefs D. genocide Ans: D Learning Objective: 24.8: Explain how applied anthropologists are engaged in human rights research.

Cognitive Domain: Comprehension Answer Location: Ethical Relativism Difficulty Level: Medium 33. Anthropologists comfortable with criticizing the practices of state societies but not smallscale societies proposed a/n ______.

A. double standard B. ethical relativistic approach C. essentialist belief system D. advocacy role Ans: A Learning Objective: 24.8: Explain how applied anthropologists are engaged in human rights research.

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Cognitive Domain: Comprehension Answer Location: Ethical Relativism Difficulty Level: Medium 34. Relativism without regard for basic human rights benefits ______.

A. the most marginalized B. those with hegemonic power C. homogenization of ethnicity D. Western society at the expense of non-Western cultures Ans: B Learning Objective: 24.8: Explain how applied anthropologists are engaged in human rights research.

Cognitive Domain: Analysis Answer Location: A Resolution to the Problem of Relativism Difficulty Level: Medium 35. The AAA works to promote ______.

A. the development of capitalist economic systems B. ethical relativism C. absolute relativism D. cultural relativism and human rights Ans: D Learning Objective: 24.8: Explain how applied anthropologists are engaged in human rights research.

Cognitive Domain: Comprehension Answer Location: The Role of Applied Anthropology in Human Rights Difficulty Level: Medium

True/False 1. Mental illnesses are uniform across cultures.

Ans: F Learning Objective: 24.3: Summarize some of the findings of medical anthropologists.

Cognitive Domain: Comprehension Answer Location: Medical Anthropology and Mental Illness Difficulty Level: Medium 2. There is no harm done when members of the public pick up arrowheads they find on the ground.

Ans: F Learning Objective: 24.4: Define cultural resource management and discuss the role of archaeologists in the field.

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Cognitive Domain: Application Answer Location: Cultural Resource Management in the United States Difficulty Level: Medium 3. Cultural relativism means that anthropologists should not work to end female genital mutilation.

Ans: F Learning Objective: 24.8: Explain how applied anthropologists are engaged in human rights research.

Cognitive Domain: Application Answer Location: A Resolution to the Problem of Relativism Difficulty Level: Medium 4. Globalization has resulted in uniformly increased human rights among non-Western societies.

Ans: F Learning Objective: 24.8: Explain how applied anthropologists are engaged in human rights research.

Cognitive Domain: Comprehension Answer Location: Universal Human Rights Difficulty Level: Medium 5. The harsh law against the dowry in India is effective in stopping sex-selective abortions.

Ans: F Learning Objective: 24.8: Explain how applied anthropologists are engaged in human rights research.

Cognitive Domain: Application Answer Location: The Role of Applied Anthropology in Human Rights Difficulty Level: Medium

Short Answer 1. How has neoliberalism impacted the foreign aid system?

Ans: Neoliberal ideals promote solutions through markets rather than governmental interventions. This tends to reduce the resources available for foreign aid programs, as well as eliminating the types of regulatory policies that could help fix certain issues. As the role of governments in development declined, nongovernmental organizations stepped in to fill some of the needs that would otherwise not be addressed.

Learning Objective: 24.1: Describe the different roles of applied anthropologists.

Cognitive Domain: Analysis Answer Location: The Roles of the Applied Anthropologist Difficulty Level: Hard

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2. Should applied anthropologists work in advocate and activism roles? Why or why not?

Ans: The role of applied anthropologists in advocacy and activism roles is complex. On the one hand, anthropologists have a deep understanding of the communities in which they conduct fieldwork. They often come from societies with more systemic power than those in which they work. For this reason, their voices are given more weight by the international community. This is inherently problematic. However, when anthropologists are able to bring positive change that would otherwise not happen, it may be worthwhile. The best case in these situations is for the anthropologist to promote relationships that allow for members of those communities to advocate for themselves. Often this happens when anthropologists are open to working as coproducers of knowledge rather than wishing to be seen as the authority on that group.

Learning Objective: 24.1: Describe the different roles of applied anthropologists.

Cognitive Domain: Analysis Answer Location: The Roles of the Applied Anthropologist Difficulty Level: Hard 3. Discuss why people in non-Western countries with access to Western medical doctors may choose a path of therapeutic pluralism.

Ans: Many places in the world have access to Western biomedical knowledge, technology, and practitioners, but do not convert wholly from their traditional ways of healing for many reasons. First, they do not take for granted that Western biomedical explanations are accurate.

They often find that Western doctors do not treat what they consider to be the whole issue.

Sickness in many societies is seen as a societal issue as well as an individual one, so treating the disease and leaving the social rift would be like a doctor giving a throat lozenge rather an antibiotic--that is, it is seen as treating the symptom rather than the problem. For this reason, people may consult a doctor to treat the disease and another type of healer to treat the rest.

Finally, Western cures sometimes do not work in the context of local belief systems. Medical anthropologists can work as liaisons of a sort to help doctors and local communities pursue healing.

Learning Objective: 24.3: Summarize some of the findings of medical anthropologists Cognitive Domain: Analysis Answer Location: Ethnomedicine in Thailand Difficulty Level: Hard 4. Discuss the significance of NAGPRA. Ans: The Native American Graves Protection and Repatriation Act was passed in the United States in 1990 and legislates how archaeologists must handle Native American archaeological resources. It requires the repatriation of human remains and items to the Native American group that they came from. This has drawn consternation from museums and archaeologists alike, but is crucial in respecting the cultural heritage of Native American groups.

Learning Objective: 24.5: Discuss the meaning of “cultural patrimony” and the role of NAGPRA legislation in the United States.

Cognitive Domain: Analysis Answer Location: Native American Graves Protection and Repatriation Act

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Difficulty Level: Hard 5. Should anthropologists accept all cultural practices and beliefs, even if they cause harm to individuals? Include the difference between cultural relativism and ethical relativism in your discussion.

Ans: Anthropologists should not accept or protect cultural practices that result in harm to people. For a time, people interpreted anthropology’s perspective of cultural relativism to mean that we could not criticize any cultural practice or belief for fear of being judgmental. This view leads into ethical relativism, in which no ethical standard or belief is considered superior to another--leading into the acceptance of human rights violations. Rather, cultural relativism means that each practice should be understood as a result of the society that produced it.

Understanding and acceptance are different. Many anthropologists adopt the standard that practices that result in bodily harm may be and should be condemned. They would still attempt to see these practices in context, however, so as to better understand them.

Learning Objective: 24.8: Explain how applied anthropologists are engaged in human rights research.

Cognitive Domain: Analysis Answer Location: Cultural Relativism and Human Rights Difficulty Level: Hard