Introduction to Cultural Anthropology
Final Exam
Course Introduction
Introduction to Cultural Anthropology offers an exploration into the diversity of human cultures past and present. The course examines fundamental anthropological concepts such as culture, kinship, language, belief systems, economic organization, and social change. Through ethnographic case studies and discussions, students learn how anthropologists study and interpret cultural practices, the impact of globalization, and issues of power, identity, and representation. The course fosters critical thinking about cultural differences and similarities, encouraging students to develop a deeper understanding of their own and others' ways of life.
Recommended Textbook
Cultural Anthropology A Toolkit for a Global Age 2nd Edition by Kenneth J. Guest
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Page 2
Chapter 1: Anthropology in a Global Age
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Sample Questions
Q1) The theory of time-space compression suggests that the way we think about time and space has been transformed. What do anthropologists think might be the underlying reason for this?
A) flexible time scales
B) rapid economic growth
C) rapid accumulation of profits
D) rapid innovation of communication and transportation
Answer: D
Q2) Material remains help prehistoric archaeologists reconstruct:
A) human behavior.
B) written records.
C) garbage dumps.
D) burial sites.
Answer: A
Q3) Globalization is also affecting the world's environment. Identify three effects of human activity on the environment, and then choose one and discuss its consequences. Answer: Possible effects include overfishing, population growth, limited access to water, pollution, and global warming. The consequences are frequently very bad and threaten the world's ecological balance.
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Page 3
Chapter 2: Culture
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Q1) What is the idea that humans are continually evolving and adapting, both on the species level and within the individual lifespan?
A) epigenetics
B) radical evolution
C) cultural relativism
D) human becomings
Answer: D
Q2) We often find ourselves seeing something as a "natural truth" and viewing any alternative as unthinkable. What is this an expression of?
A) the hegemony of ideas
B) the power of institutions
C) cultural stratification
D) human agency
Answer: A
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Page 4
Chapter 3: Fieldwork and Ethnography
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Sample Questions
Q1) Explain how ethnographers can explore global phenomena by conducting fieldwork at the local level.
Answer: As we extend our analysis as anthropologists, we try to see how local lives compare to others and fit into larger human patterns and global contexts (that is, multisited ethnography).
Q2) Fieldwork is often considered a rite of passage for students because it:
A) forges a bond of collegiality with other researchers.
B) forces a special kind of mutual transformation.
C) is a key developmental stage for all social scientists.
D) develops a sense of deep empathy for others.
Answer: D
Q3) Ethnographers must work to establish trust and friendship with their research subjects, and often build rapport. This gives them a(n) ________.
A) reflexive perspective
B) clear sense of who holds power
C) understanding of local values
D) opportunity to become an insider
Answer: D
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Chapter 4: Language
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Sample Questions
Q1) Linguistic anthropologists have shown that languages are disappearing at an unprecedented rate. Many argue that efforts should be made to preserve these endangered languages by documenting their lexicon and grammar. Why are anthropologists interested in preserving languages? Do you agree with these efforts? Why or why not? Which types of knowledge are embedded in language that might make them worthwhile to preserve? What are some of the techniques or strategies that have been used to either preserve or revitalize less-prominent languages? Discuss two examples where anthropologists have been involved in preserving endangered languages, and reflect on how information technology may be used in language revitalization.
Q2) What can linguistic anthropologists learn from studying the focal vocabulary of a social group? Why would words that show a particular sophistication and that describe unique cultural realities of a group of people be useful to investigate? Discuss one example of how the focal vocabulary of a language has changed or may change in the future, and discuss how men and women may have different vocabularies on particular topics.
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Chapter 5: Human Origins
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Sample Questions
Q1) Around 15,000 yBP, where had modern Homo sapiens migrated to from Asia?
A) Europe
B) North and South America
C) Australia
D) Indonesia
Q2) Which of the following absorbs ultraviolet radiation as a natural sunscreen?
A) melanocyctes
B) melanin
C) folic acid
D) vitamin D
Q3) The individual most likely to demonstrate a developmental adaptation is someone who
A) has spent his or her adult life in a high-altitude environment.
B) has temporarily moved to a high-altitude environment as an adult, but returns to low altitude for a short time.
C) has grown up in a high-altitude environment.
D) was born in a low-altitude environment, but whose parents grew up in a high-altitude environment.
Q4) Discuss sickle cell anemia as an example of natural selection at work in the human population.
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Chapter 6: Race and Racism
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Sample Questions
Q1) What do we call the process of categorizing, differentiating, and attributing a particular racial character to a person or group of people?
A) stereotyping
B) racialization
C) discrimination
D) hypodescent
Q2) Explain what is meant by the concept of "white privilege."
Q3) What rule assigns the children of racially mixed unions to the subordinate group?
A) miscegenation
B) hypodescent
C) racialization
D) drop down
Q4) If a person inherits genes for a dark complexion and blue eyes from his or her parents, what aspect of inheritance does this refer to?
A) RNA
B) phenotype
C) genotype
D) DNA
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Chapter 7: Ethnicity and Nationalism
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Sample Questions
Q1) What is the primary difference between assimilation and multiculturalism?
A) Assimilation is the same thing as multiculturalism.
B) Assimilation is a fully voluntary process.
C) Assimilation means preserving ethnic identity.
D) Assimilation implies a loss of ethnic identity.
Q2) A group of people who share an idea of cultural and ancestral connection and who see themselves as distinct from people in other groups are described as a(n) ________.
A) society.
B) ethnic group.
C) cultural dominion.
D) nation.
Q3) When minorities abandon their separate identity and adopt the culture and norms of the dominant group, what are they practicing?
A) nationalization
B) integration
C) absorption
D) assimilation
Q4) Explain what is meant when we say that a nation is an imagined community, and give an example.
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Chapter 8: Gender
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Sample Questions
Q1) Evaluate the merits of the "man the hunter, woman the gatherer" debate. What are two of the specific cultural debates used to support the notion that there is a biological basis for the behaviors reported in this model? Provide two examples from the text that do not support the biological argument in favor of a gendered division of labor in foraging societies. Conclude by discussing the accuracy of the evolutionary model for understanding the idealized model of the sexual division of labor.
Q2) Evaluate which of the five sexes in biologist Anne Fausto-Sterling's continuum represents the hijras of India. How do they perform their gender identity in daily life? What economic and social roles do they play in society? Why are they often victims of violence?
Q3) Which best describes the learned behaviors perceived as masculine or feminine?
A) sexual dimorphism
B) alternate sexualities
C) cultural constructions
D) gender stratification
Q4) Analyze how idealized gender roles and attributes of both sexes are reflected in the sexual division of labor and jobs that adult men and women tend to pursue in the United States. Provide two examples for each gender.
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Page 10
Chapter 9: Sexuality
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Sample Questions
Q1) In the research by anthropologist Denise Brennan, both Dominican sex workers and the sex tourists have fantasies that define their work. What do many sex workers fantasize about?
A) marrying a tourist and starting a new life
B) creating transnational economic links for themselves
C) persuading a sex tourist to remain in the area for a long period of time
D) connecting with the hotel where the sex tourist is staying to find work
Q2) The work of early sexologists such as Kinsey tended to reinforce the idea of heterosexuality. In spite of this, what was one of the surprising results that Kinsey and his research revealed about sexual behavior in the United States?
A) Most people who were having sex used condoms.
B) Fantasies and same-sex attraction were much more common than expected.
C) Married women cheated with a higher frequency than married men.
D) Most people did not consider marriage between a man and a woman desirable.
Q3) Why do the "salary men" of white-collar Japan go to hostess bars?
A) to find suitable companions for the evening
B) to build and strengthen office relationships and corporate culture
C) to relieve their sexual tensions
D) to enjoy banter about women's breasts
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Page 11
Chapter 10: Kinship, Family, and Marriage
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Q1) While the notion of a romantic marriage predominates thinking in the United States, what is another common reason for marriage prevalent in other countries?
A) to ensure domestic bliss
B) to stabilize the tax base
C) to create a strategic alliance
D) to ensure accurate paternal identification
Q2) Bridewealth is still prevalent in many African societies and frequently means that the groom's family gives cattle (and sometimes other goods) to the family of the bride-to-be. What is the goal of bridewealth?
A) It stabilizes the marriage through establishment of mutual, vested interest.
B) It creates a sense of obligation on the part of the groom's family.
C) It helps ensure the newlyweds' financial success.
D) It can force the bride to be a good homemaker.
Q3) How do humans build kinship ties between two people who are not their immediate biological kin?
A) blood
B) marriage
C) school
D) cohabitation
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Page 12
Chapter 11: Class and Inequality
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Q1) The review of economic data in the text underscores the growing inequality in the United States, and yet it remains true that class is rarely discussed. To what factors does the author attribute this, aside from media?
A) the ability of many middle-class families to maintain the experience of their lifestyle through consumption
B) the ability of many middle-class families to effectively tune out poverty
C) the inability of the lower middle class to draw attention to inequality
D) the lack of will at the highest levels of government to address inequality
Q2) A chief in a ranked society performs an act of gift giving that shares accumulated wealth while also enhancing the chief's prestige. What do anthropologists call this process?
A) redistribution
B) reciprocity
C) potlatch
D) reintegration
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Chapter 12: The Global Economy
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Q1) Henry Ford is known for the introduction of the assembly line and the Model T. As his manufacturing effort expanded, however, he also adopted an attitude that came to be known as Fordism. What was one of the central tenets in his system?
A) Workers should earn higher wages and work shorter hours, creating a new pool of consumers with the income and leisure to purchase a car.
B) Workers should earn lower wages and work shorter hours, since they were easily replaced on the assembly line.
C) Workers should be drawn from a pool of immigrant labor, which was cheaper and willing to tolerate the grueling work of an assembly line.
D) Workers could easily tolerate working on an assembly line, so they should be paid lower wages and work longer hours.
Q2) What major event set the stage for the end of European colonialism?
A) the Haitian revolution
B) World War I
C) the Battle of Algiers
D) World War II
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Page 14
Chapter 13: Migration
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Q1) Internal migration is often the result of forces beyond our control. Discuss why a two-hour commute, say, from your home in the suburbs to your job in a neighboring state, might be considered a form of internal migration? Why might it not be considered that?
Q2) What does the author suggest with regard to the case of Muslim taxi drivers in Minnesota?
A) Religious beliefs about alcohol use affected local transportation services.
B) The refusal to wear appropriate attire led to disciplinary action.
C) The Metropolitan Airports Commission refused to seek input from local Somalis.
D) Disciplinary action for refusing to take a fare proved to be an effective strategy.
Q3) According to the author, what do Indian immigrants in Dubai often experience?
A) complete acceptance by the local population in Dubai
B) human rights violations
C) an easy path to full citizenship
D) access to extensive guest worker programs
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15
Chapter 14: Politics and Power
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Sample Questions
Q1) Small, kin-based groups that hunt and gather over a particular territory and constantly break up and re-form in response to conflicts are referred to as what?
A) bands
B) chiefdoms
C) movements
D) tribes
Q2) The ability or potential to bring about change through action or influence is referred to as power. In the study of human social organization, anthropologists examine power because:
A) it is found in some relationships.
B) it is exercised by the state alone.
C) it must be established through public, dramatic, and violent actions.
D) it is embedded in all human relationships.
Q3) In a brief essay, describe three elements of a social movement. Provide examples to illustrate your description.
Q4) In a brief essay, compare and contrast the concept of power, in general, with state power, and give an example of each.
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16
Chapter 15: Religion
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Sample Questions
Q1) Whether studying a small temple in a remote village or the most famous Catholic cathedral in Rome, anthropologists try to convey each religion's sense of moral order, dynamic public expressions, and:
A) truthfulness.
B) appeal in order to convert new followers.
C) connection to all the major world religions.
D) interactions with other systems of meaning and power.
Q2) In the view of Talal Asad, religion has been defined by Western anthropology. What does "religion" then become?
A) an attempt at a universal definition
B) a fieldwork problem
C) an ethnocentrism problem
D) a Christian definition
Q3) Which of the following individuals believed that ideas can be just as powerful as economics in shaping society?
A) Emile Durkheim
B) Max Weber
C) Karl Marx
D) Victor Turner
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Page 17
Chapter 16: Health, Illness, and the Body
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Sample Questions
Q1) Nancy Scheper-Hughes and Margaret Lock reported a case of a woman under tremendous personal stress. How did the medical students respond to the story?
A) They advised her to adhere to the prescription regimen.
B) The students questioned the veracity of the doctor's diagnosis.
C) They attempted to analyze her illness narrative.
D) The students asked what the real causes of her pain were.
Q2) During the European conquest of North America, entire populations suffered due to the diseases brought to the continent by the conquering armies. In a very real sense, this early form of "globalization" was a type of medical migration. How does medical migration today, as discussed in the text, differ from this?
A) It also includes the movement of diseases across national borders.
B) It ignores the movement of faith-based healing across national borders.
C) It provides a reduction in the number of poor patients seeking treatment abroad.
D) It also includes the movement of treatments for disease across national borders.
Q3) What is biomedicine, and how do the practitioners view and treat diseases? Discuss two criticisms that anthropologists have about the European biases in the model.
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18
Chapter 17: Art and Media
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Sample Questions
Q1) From an anthropological perspective, who is eligible to create and experience art?
A) all groups
B) non-Western populations
C) skilled performers
D) trained artists
Q2) What does the complexity of cave art suggest?
A) The paintings may have been used in storytelling or for record keeping.
B) Early humans did not yet have advanced cognitive skills needed to create true art.
C) Early humans had limited knowledge of the technology required to create art.
D) The type of paint used for painting was simple watercolors.
Q3) What do anthropologists emphasize in definitions of art?
A) It is solely the domain of elites.
B) It is created only by professional artists.
C) It is a product of individual rather than community production.
D) It is shaped by the viewer's perception as well as the artistic intent.
Q4) Consider the global trade of West African "wood" and "mud" artwork. Are these objects "authentic"? Refer to examples from Steiner and Stoller's ethnographies in your answer.
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Page 19