Test Bank for Cultural Anthropology; A Problem-Based Approach by Richard Robbins & Rachel Doherty

Robbins, Cultural Anthropology 8e SAGE Publishing, 2021

Chapter 1: Culture and Meaning Test Bank Multiple Choice 1. People who belong to the same society have similar ways of seeing the world because they share ______. a. life events b. culture c. genes d. their environment Ans: B Learning Objective: 1.1: Why do human beings differ in their beliefs and behaviors?

Cognitive Domain: Knowledge Answer Location: Question 1.1 Why Do Human Beings Differ in Their Beliefs and Behaviors?

Difficulty Level: Easy 2. Why do people in the United States of America rarely eat insects? a. Insects are fundamentally dangerous to consume b. Americans are more civilized than people who live in other places c. Consuming animals is frowned upon in the United States d. Insects are not categorized as “good to eat” in the United States Ans: D Learning Objective: 1.1: Why do human beings differ in their beliefs and behaviors?

Cognitive Domain: Application Answer Location: Question 1.1 Why Do Human Beings Differ in Their Beliefs and Behaviors?

Difficulty Level: Medium 3. American ideas about which technically edible items are good to eat come from ______. a. direct experience of items as dangerous or safe b. Biblical designations of edible or inedible c. observations of animals eating some items but not others d. interpretation of the taste of items Ans: B Learning Objective: Question 1.1: Why do human beings differ in their beliefs and behaviors?

Cognitive Domain: Knowledge Answer Location: Question 1.1: Why Do Human Beings Differ In Their Beliefs and Behaviors?

Difficulty Level: Easy 4. A cultural belief that deceased ancestors are still involved in the lives of their descendants will most likely lead people to ______ upon the death of any member. a. seek vengeance b. catch and consume a salmon c. add mementos of the deceased to a shrine d. place heavy stones upon the deceased Ans: C Learning Objective: Learning Objective: 1.1: Why do human beings differ in their beliefs and behaviors?

Cognitive Domain: Application

Robbins, Cultural Anthropology 8e SAGE Publishing, 2021 Answer Location: Question 1.1 Why Do Human Beings Differ in Their Beliefs and Behaviors?

Difficulty Level: Medium 5. Which of the following statements is true about interpretations of death? a. They are universally similar b. They vary widely from culture to culture c. They are irrational among some cultures. d. They always involve belief in an afterlife Ans: B Learning Objective: Learning Objective: 1.1: Why do human beings differ in their beliefs and behaviors?

Cognitive Domain: Comprehension Answer Location: Question 1.1 Why Do Human Beings Differ in Their Beliefs and Behaviors?

Difficulty Level: Medium 6. Why did the Wari of western Brazil consume the flesh of the dead prior to Western contact? a. They did not have alternative protein sources. b. They had to placate their bloodthirsty gods. c. They wanted to show respect and compassion. d. They believed they would consume the strength of the deceased.

Ans: C Learning Objective: Learning Objective: 1.1: Why do human beings differ in their beliefs and behaviors?

Cognitive Domain: Knowledge Answer Location: Question 1.1 Why Do Human Beings Differ in Their Beliefs and Behaviors?

Difficulty Level: Easy 7. The belief that ______ is an example of the ethnocentric fallacy. a. people in different societies have different beliefs b. cannibalism is tolerable as long as it has ritual significance c. those who practice arranged marriage are barbaric d. anthropologists should be activists Ans: C Learning Objective: 1.2: How do people judge the beliefs and behaviors of others?

Cognitive Domain: Application Answer Location: The Ethnocentric Fallacy and the Relativist Fallacy Difficulty Level: Medium 8. Which of the following beliefs is an example of a relativist fallacy? a. Human sacrifice is acceptable when people believe it will save the world b. Female genital mutilation must be abolished c. Western culture is superior to other ways of living d.Death is part of a cycle rather than an end Ans: A Learning Objective: 1.2: How do people judge the beliefs and behaviors of others?

Cognitive Domain: Application Answer Location: The Ethnocentric Fallacy and the Relativist Fallacy Difficulty Level: Medium 9. Anthropologists reject ethnocentrism on a/n ______ basis. a. moral

Robbins, Cultural Anthropology 8e SAGE Publishing, 2021 b. comparative c. intellectual d. judgmental Ans: C Learning Objective: 1.2: How do people judge the beliefs and behaviors of others?

Cognitive Domain: Knowledge Answer Location: The Ethnocentric Fallacy and the Relativist Fallacy Difficulty Level: Easy 10. Virginity testing in traditional Turkish villages is one result of ______. a. Turkish moral inferiority to Europeans b. agricultural metaphors of reproduction c. matrilineal kinship patterns d. increasing secularization Ans: B Learning Objective: 1.2: How do people judge the beliefs and behaviors of others?

Cognitive Domain: Comprehension Answer Location: Virginity Testing in Turkey and Cannibalism Among the Wari Difficulty Level: Medium 11. Which of the following includes both an ethnocentric and a relativistic interpretation of the consumption of insects? a. It is disgusting to eat insects, but it makes sense as a source of nutrition in some places. b. Insects are nutritious and tasty sources of food. c. Insects are nasty, and those who eat insects are barbaric. d. Insects are as valid a food source as steak, lettuce, or rice.

Ans: A Learning Objective: Question 1.2: How do people judge the beliefs and behaviors of others?

Cognitive Domain: Application Answer Location: The Ethnocentric Fallacy and the Relativist Fallacy Difficulty Level: Hard 12. The ethnocentric perspective is ______ the relativism perspective. a. better than b. more problematic than c. the same thing as d. just as bad as Ans: D Learning Objective: Question 1.2: How do people judge the beliefs and behaviors of others?

Cognitive Domain: Application Answer Location: The Ethnocentric Fallacy and the Relativist Fallacy Difficulty Level: Medium 13. Which of the following is goal of cultural anthropologists? a. understand each cultural practice as part of the larger whole b. spread Western ideals across the world c. teach those from various cultures better ways to live d. decide which cultural practices are best Ans: A Learning Objective: Question 1.2: How do people judge the beliefs and behaviors of others?

Cognitive Domain: Comprehension

Robbins, Cultural Anthropology 8e SAGE Publishing, 2021 Answer Location: The Ethnocentric Fallacy and the Relativist Fallacy Difficulty Level: Medium 14. An ethnocentric interpretation of the northern Sudanese practice of genital mutilation would be that ______. a. sexual modesty is crucial for family honor b. Sudanese people are barbarians who hate women c. genital mutilation protects girls from sexual assault d. women who do not undergo the process are unlikely to marry Ans: B Learning Objective: Question 1.2: How do people judge the beliefs and behaviors of others?

Cognitive Domain: Application Answer Location: The Ethnocentric Fallacy and the Relativist Fallacy Difficulty Level: Medium 15. A relativistic interpretation of the traditional Turkish virginity test would be that ______. a. it is a reflection of patrilineal descent practices b. human rights groups should end the practice c. it helps women by giving them an incentive to remain chaste d. it is an outdated way to think Ans: A Learning Objective: Question 1.2: How do people judge the beliefs and behaviors of others?

Cognitive Domain: Application Answer Location: Virginity Testing in Turkey and Cannibalism Among the Wari Difficulty Level: Medium 16. Anthropologists serve as ______ between different cultures. a. translators of meaning b. guides of morality c. agents of development d. teachers of skills Ans: A Learning Objective: 1.3: Is it possible to see the world through the eyes of others?

Cognitive Domain: Knowledge Answer Location: Question 1.3: Is It Possible to See the World Through the Eyes of Others?

Difficulty Level: Easy 17. Cultural anthropology differs from other social sciences in its use of the ______ method. a. survey b. secondary source c. scientific d. ethnographic Ans: D Learning Objective: 1.3: Is it possible to see the world through the eyes of others?

Cognitive Domain: Knowledge Answer Location: Question 1.3: Is It Possible to See the World Through the Eyes of Others?

Difficulty Level: Easy 18. Which of the following is an example of ethnographic fieldwork? a. Interviewing a tourist who has visited the Marshall Islands b. Writing a newspaper article about drug use in the inner city

Robbins, Cultural Anthropology 8e SAGE Publishing, 2021 c. Reading scholarly articles about polygamy in Tibet d. Helping women dig sweet potatoes in Papua New Guinea Ans: D Learning Objective: 1.3: Is it possible to see the world through the eyes of others?

Cognitive Domain: Application Answer Location: Question 1.3: Is It Possible to See the World Through the Eyes of Others?

Difficulty Level: Medium 19. Anthropologists who face danger as they conduct fieldwork learn ______. a. something about the dangers faced by the people they study b. to be as obedient to local authority as they would at home c. to hide their true objective from the locals d. that they should have chosen a different place to study Ans: A Learning Objective: 1.3: Is it possible to see the world through the eyes of others?

Cognitive Domain: Comprehension Answer Location: Confronting Witchcraft in Mexico Difficulty Level: Medium 20. Cultural anthropologists experience ______ during their fieldwork as a result of misunderstanding something about the people they study. a. communication b. embarrassment c. stage fright d. participant observation Ans: B Learning Objective: Question 1.3: Is it possible to see the world through the eyes of others?

Cognitive Domain: Comprehension Answer Location: The Embarrassed Anthropologist Difficulty Level: Medium 21. Which of the following demonstrates the importance of ethnographic fieldwork in understanding other cultures? a. Michael Kearney’s fear that he had been bewitched by his neighbor after he helped Delfina’s sister-in-law b. The murder of anthropologists such as Ruth First, Myrna Mack, Arnold Ap, and David Webster c. Clifford Geertz’ rapport with the Balinese d. Sherlock Holmes’ analysis of Watson’s brother’s watch Ans: A Learning Objective: Question 1.3: Is it possible to see the world through the eyes of others?

Cognitive Domain: Application Answer Location: Confronting Witchcraft in Mexico Difficulty Level: Medium 22. The ethnographic technique of participant observation is crucial because ______ a member of the culture under study. a. it turns the anthropologist into b. the anthropologist can interview c. anthropologists are less likely to meet

Robbins, Cultural Anthropology 8e SAGE Publishing, 2021 d. it helps the anthropologist see the world like Ans: D Learning Objective: Question 1.3: Is it possible to see the world through the eyes of others?

Cognitive Domain: Application Answer Location: Question 1.3: Is It Possible to See the World Through the Eyes of Others?

Difficulty Level: Medium 23. Communication requires ______. a. each party to have the same background b. a suspension of relativism c. participant observation d. shared meanings Ans: D Learning Objective: Question 1.3: Is it possible to see the world through the eyes of others?

Cognitive Domain: Knowledge Answer Location: Confronting Witchcraft in Mexico Difficulty Level: Easy 24. Anthropologists are similar to detectives like Sherlock Holmes in that both ______. a. ‘read’ deeper meanings into ordinary objects b. are concerned with solving problems c. study other cultures d. measure time by completed task Ans: A Learning Objective: 1.4: How can the meanings that others find in experience be interpreted and described?

Cognitive Domain: Comprehension Answer Location: Question 1.4: How Can the Meanings That Others Find in Experience Be Interpreted and Described?

Difficulty Level: Medium 25. How are anthropologists different from detectives like Sherlock Holmes? a. Anthropologists use deductive reasoning and detectives use inductive reasoning. b. Anthropologists are concerned with cultures as a whole and detectives are concerned with the actions of individuals. c. Detectives study the actions of individuals to interpret cultural meaning rather than individual action. d. Detectives use ethnographic methodology and anthropologists use participant observation.

Ans: B Learning Objective: 1.4: How can the meanings that others find in experience be interpreted and described?

Cognitive Domain: Comprehension Answer Location: Question 1.4: How Can the Meanings That Others Find in Experience Be Interpreted and Described?

Difficulty Level: Medium 26. Which of the following statements best describes a Balinese cockfight? a. It is a way for marginal Balinese to profit economically b. It acts as an expression of Balinese bloodthirstiness. c. It is a form of entertainment for the elite. d. Its primary function is the nonviolent release of social tension.

Robbins, Cultural Anthropology 8e SAGE Publishing, 2021 Ans: D Learning Objective: 1.4: How can the meanings that others find in experience be interpreted and described?

Cognitive Domain: Comprehension Answer Location: Deciphering the Balinese Cockfight Difficulty Level: Medium 27. Understanding the ‘cultural text’ of other societies is an ability that ______ have. a. only the best anthropologists b. not even anthropologists c. all humans d. only children Ans: C Learning Objective: 1.4: How can the meanings that others find in experience be interpreted and described?

Cognitive Domain: Knowledge Answer Location: Question 1.4: How Can the Meanings That Others Find in Experience Be Interpreted and Described?

Difficulty Level: Easy 28. Something is a symbol if it ______. a. has no functional purpose b. is the same across cultures c. represents only one thing d. carries meaning Ans: D Learning Objective: 1.4: How can the meanings that others find in experience be interpreted and described?

Cognitive Domain: Comprehension Answer Location: Question 1.4: How Can the Meanings That Others Find in Experience Be Interpreted and Described?

Difficulty Level: Medium 29. Balinese cockfights involve the negotiation of ______. a. status b. business deals c. political alliances d. marriages Ans: A Learning Objective: 1.4: How can the meanings that others find in experience be interpreted and described?

Cognitive Domain: Knowledge Answer Location: Deciphering the Balinese Cockfight Difficulty Level: Easy 30. Balinese anthropologists might analyze the American practice of ______ in a similar manner to Geertz’ analysis of the Balinese cockfight. a. dining etiquette b. football c. Groundhog Day d. livestock farming

Robbins, Cultural Anthropology 8e SAGE Publishing, 2021 Ans: B Learning Objective: 1.5: What can learning about other peoples tell Americans about themselves?

Cognitive Domain: Comprehension Answer Location: A Balinese Anthropologist Studies Football Difficulty Level: Medium 31. ______ is an important step in analyzing cultural practices like the Balinese cockfight. a. Analyzing the language associated with the practice b. Training a cock to fight or joining a football team c. Concluding that each practice is solely for recreation d. Seeking oral histories of the practice Ans: A Learning Objective: Question 1.5: What can learning about other peoples tell Americans about themselves?

Cognitive Domain: Application Answer Location: A Balinese Anthropologist Studies Football Difficulty Level: Medium 32. Someone who had never heard of American football would be most likely to interpret it as a ______. a. form of warfare b. festival c. rite of passage d. example of religious worship Ans: A Learning Objective: Question 1.5: What can learning about other peoples tell Americans about themselves?

Cognitive Domain: Comprehension Answer Location: A Balinese Anthropologist Studies Football Difficulty Level: Medium 33. Which ‘outsider’ interpretation of the Happy Meal would be most surprising to the average American? a. Happy Meals are delicious but not very nutritious. b. Happy Meals reflect the environmental destruction inherent in American patterns of consumption. c. Happy Meals are made by workers who do not make a living wage. d. Happy Meals, like many other American meals, feature meat as the main course rather than vegetables or carbohydrates.

Ans: B Learning Objective: Question 1.5: What can learning about other peoples tell Americans about themselves?

Cognitive Domain: Application Answer Location: An Anthropologist Looks at a “Happy Meal” Difficulty Level: Medium 34. Renato Rosaldo understood the rage of the Ilongots only when ______. a. his wife died b. he returned from the field c. he got into a fight with a fellow anthropologist

Robbins, Cultural Anthropology 8e SAGE Publishing, 2021 d. the Ilongot expelled him from their territory Ans: A Learning Objective: Question 1.5: What can learning about other peoples tell Americans about themselves?

Cognitive Domain: Knowledge Answer Location: Question 1.5: What Can Learning About Other Peoples Tell Americans About Themselves?

Difficulty Level: Application 35. Renato Rosaldo’s experience with the Ilongots illustrates how ______. a. spectator sports are a form of status negotiation b. experiences of rejection are universal c. gender roles differ from culture to culture d. learning about others can help anthropologists understand themselves Ans: D Learning Objective: Question 1.5: What can learning about other peoples tell Americans about themselves?

Cognitive Domain: Application Answer Location: Question 1.5: What Can Learning About Other Peoples Tell Americans About Themselves?

Difficulty Level: Medium

True/False 1. People in different societies experience natural events like the death of a loved one in the same way.

Ans: F Learning Objective: 1.1: Why do human beings differ in their beliefs and behaviors?

Cognitive Domain: Comprehension Answer Location: Question 1.1: Why Do Human Beings Differ in Their Beliefs and Behaviors?

Difficulty Level: Medium 2. Politically engaged anthropologists remain objective about their research communities.

Ans: F Learning Objective: 1.2: How do people judge the beliefs and behaviors of others?

Cognitive Domain: Comprehension Answer Location: Objectivity and Morality Difficulty Level: Medium 3. Every cultural practice is equally moral.

Ans: F Learning Objective: Question 1.2: How do people judge the beliefs and behaviors of others?

Cognitive Domain: Comprehension Answer Location: The Ethnocentric Fallacy and the Relativist Fallacy Difficulty Level: Medium 4. Anthropologists remain outsiders during the course of their ethnographic fieldwork.

Ans: T Learning Objective: 1.3: Is it possible to see the world through the eyes of others?

Robbins, Cultural Anthropology 8e SAGE Publishing, 2021 Cognitive Domain: Comprehension Answer Location: The Endangered Anthropologist Difficulty Level: Medium 5. Cultural anthropologists can study their own cultures.

Ans: T Learning Objective: Question 1.5: What can learning about other peoples tell Americans about themselves?

Cognitive Domain: Comprehension Answer Location: Question 1.5: What Can Learning About Other Peoples Tell Americans About Themselves?

Difficulty Level: Medium

Short Answer 1. Is it valid to say that one culture is superior to another from an anthropological perspective?

Why or why not?

Ans: Answers may vary but should include a robust defense that includes discussion of ethnocentrism and cultural relativism. Complete relativism leads to the idea that all cultural practices are morally equal, an idea which should be rejected. Ethnocentrism leads to the idea that there is one ‘right’ way to do things, an idea which should also be rejected. Ideally, students will conclude that a benefit of relativism is the ability to see cultural practices in their full context while rejecting human rights abuses.

Learning Objective: 1.2: How do people judge the beliefs and behaviors of others?

Cognitive Domain: Analysis Answer Location: The Ethnocentric Fallacy and the Relativist Fallacy Difficulty Level: Hard 2. Discuss the moral dilemma faced by anthropologists who study the disenfranchised, poor, and powerless.

Ans: One goal of the anthropologist is to describe and explain the ways of life in various places.

This includes being truthful about the totality of their observations. However, fieldwork often includes observation of immoral or morally questionable behavior. The anthropologist has a duty to report this, too, but should be aware that their work can be weaponized against the poor or otherwise oppressed. Some anthropologists have even advised against studying the poor at all to avoid this, though likely out of dismay rather than as a real recommendation.

Learning Objective: 1.2: How do people judge the beliefs and behaviors of others?

Cognitive Domain: Analysis Answer Location: Objectivity and Morality Difficulty Level: Hard 3. Is it possible for an anthropologist to fully understand the cultures they study? Support your answer.

Ans: Answers may vary, but should include a discussion of the difficulty of communication when few meanings are shared. Answers should also include the strength of participant observation as a methodology that allows anthropologists to immerse themselves into a culture, at which point they can learn about the group under study in a similar way to that which children use to acquire their own culture. Strong answers may include Levi-Strauss’ assertion that

Robbins, Cultural Anthropology 8e SAGE Publishing, 2021 anthropologists are ‘marginal’ or Keesing’s characterization of anthropologists as outsiders who know what it is like to be an insider.

Learning Objective: 1.3: Is it possible to see the world through the eyes of others?

Cognitive Domain: Analysis Answer Location: Question 1.3: Is It Possible to See the World Through the Eyes of Others?

Difficulty Level: Hard 4. Choose one of the following items or cultural practices and discuss how it can reveal meaningful information about both individuals and a culture as a whole: clock/watch, classroom, cockfight, or football game.

Ans: Answers will vary depending on which object or practice was chosen. An example answer follows: The classroom can be ‘read’ in a multitude of ways, revealing important information about both individuals and culture as a whole. An individual classroom reflects something of the preferences of the teacher as well as what is valued by society as a whole. A fifth grade classroom likely has desks all in a row, reflecting that the society wants students to face forward and pay attention to the teacher, who is likely to stand at the front of the room. Decorations on the walls are likely to be educational in nature, reflecting the subject matter taught but also something of the personality of the teacher. Some teachers choose inspirational posters and others emphasize factual or informational posters. The classroom may have an American flag, reflecting ideals that the society wants to impart to children. By interpreting each part of the classroom as well as the classroom as a whole, an observer can learn much about what is valued by the culture as a whole as well as individual teachers. Classrooms can be read at various levels from the micro to the macro.

Learning Objective: 1.4: How can the meanings that others find in experience be interpreted and described?

Cognitive Domain: Analysis Answer Location: Question 1.4: How Can the Meanings That Others Find in Experience Be Interpreted and Described?

Difficulty Level: Hard 5. Would the anthropological (outsider) explanations of the Happy Meal resonate with the average American Happy Meal consumer (insider)? Which perspective, the insider or the outsider, is more useful in understanding the Happy Meal and why?

Ans: Answers may vary, but should include that the average consumer would not read their Happy Meal consumption as a story of environmental degradation, but would instead emphasize the cheapness, tastiness, and convenience. Both the insider and the outsider perspectives are important, and both are essential to an understanding of the Happy Meal.

Learning Objective: 1.5: What can learning about other peoples tell Americans about themselves?

Cognitive Domain: Analysis Answer Location: An Anthropologist Looks at a “Happy Meal” Difficulty Level: Hard

Robbins, Cultural Anthropology 8e SAGE Publishing, 2021

Chapter 2: The Meaning of Progress and Development Test Bank Multiple Choice 1. The three stages of human cultural development described by Morgan were ______. a. Neolithic, Iron Age, and Bronze Age b. primitivism, sedentism, and modernism c. band, tribe, and state d. savagery, barbarism, and civilization Ans: D Learning Objective: Question 2.1: Why did hunter-gatherer societies switch to sedentary agriculture?

Cognitive Domain: Knowledge Answer Location: Question 2.1: Why Did Hunter-Gatherer Societies Switch to Sedentary Agriculture?

Difficulty Level: Easy 2. Morgan divided societies into stages based on change in ______. a. population size b. technology c. brain size d. political organization Ans: B Learning Objective: Question 2.1: Why did hunter-gatherer societies switch to sedentary agriculture?

Cognitive Domain: Comprehension Answer Location: Question 2.1: Why Did Hunter-Gatherer Societies Switch to Sedentary Agriculture?

Difficulty Level: Medium 3. White would most likely explain the relationship between technology and productivity in which of the following ways? a. As technology progresses, productivity increases. b. Productivity allows for the creation of more advanced technology. c. Technology is less advanced among more productive people. d. As technology becomes more efficient, output is reduced.

Ans: A Learning Objective: Question 2.1: Why did hunter-gatherer societies switch to sedentary agriculture?

Cognitive Domain: Comprehension Answer Location: Question 2.1: Why Did Hunter-Gatherer Societies Switch to Sedentary Agriculture?

Difficulty Level: Medium 4. According to White’s perspective, technological advances eventually led to ______. a. human rights advances b. a shift from savagery to civilization c. occupational specialization

Robbins, Cultural Anthropology 8e SAGE Publishing, 2021 d. the development of small family groups Ans: C Learning Objective: Question 2.1: Why did hunter-gatherer societies switch to sedentary agriculture?

Cognitive Domain: Comprehension Answer Location: Question 2.1: Why Did Hunter-Gatherer Societies Switch to Sedentary Agriculture?

Difficulty Level: Medium 5. In most hunter-gatherer societies, ______ who ______contributed the most calories to group subsistence. a. men; hunted b. women; gathered c. men; fished d. women; farmed Ans: B Learning Objective: Question 2.1: Why did hunter-gatherer societies switch to sedentary agriculture?

Cognitive Domain: Comprehension Answer Location: Question 2.1: Why Did Hunter-Gatherer Societies Switch to Sedentary Agriculture?

Difficulty Level: Medium 6. The Hadza of Tanzania relied on ______ for food. a. wild foods b. cattle c. seal and whale meat d. maize crops Ans: A Learning Objective: Question 2.1: Why did hunter-gatherer societies switch to sedentary agriculture?

Cognitive Domain: Application Answer Location: Life Among Hunter-Gatherers: The Hadza and the Bushman Difficulty Level: Medium 7. The average Bushman spent ______ hunting and gathering food. a. every waking hour b. about 20 hours per week c. between 40-60 hours per week d. about 6 hours per month Ans: B Learning Objective: Question 2.1: Why did hunter-gatherer societies switch to sedentary agriculture?

Cognitive Domain: Comprehension Answer Location: Life Among Hunter-Gatherers: The Hadza and the Bushman Difficulty Level: Medium 8. Cohen viewed the shift from hunting and gathering to agriculture as the result of ______. a. degradation of wild resources b. the ease of agriculture compared with hunting and gathering

Robbins, Cultural Anthropology 8e SAGE Publishing, 2021 c. increased population density d. increased intelligence Ans: C Learning Objective: Question 2.1: Why did hunter-gatherer societies switch to sedentary agriculture?

Cognitive Domain: Comprehension Answer Location: The Transition to Agriculture Difficulty Level: Medium 9. The belief that agriculture led to improved quality of life over the hunting and gathering lifestyle comes from ______. a. an understanding of the change in population densities b. the reduced workload of those practicing agriculture c. the holistic perspective d. ethnocentric ideas about modern Western cultural superiority Ans: D Learning Objective: Question 2.1: Why did hunter-gatherer societies switch to sedentary agriculture?

Cognitive Domain: Application Answer Location: Life Among Hunter-Gatherers: The Hadza and the Bushman Difficulty Level: Medium 10. Swidden agriculture takes ______ labor and ______ land than irrigation agriculture. a. more;more b. more; less c. less; more d. less; less land Ans: C Learning Objective: Question 2.1: Why did hunter-gatherer societies switch to sedentary agriculture?

Cognitive Domain: Application Answer Location: The Transition to Agriculture Difficulty Level: Medium 11. Which subsistence method leads to increased social stratification? a. hunting b. gathering c. swidden agriculture d. intensive agriculture Ans: D Learning Objective: Question 2.1: Why did hunter-gatherer societies switch to sedentary agriculture?

Cognitive Domain: Application Answer Location: The Transition to Agriculture Difficulty Level: Medium 12. Early wool textiles in England were produced mostly by ______. a. industrial factories b. village councils c. small factories

Robbins, Cultural Anthropology 8e SAGE Publishing, 2021 d. rural families Ans: D Learning Objective: Question 2.2: Why are some societies more industrially advanced than others?

Cognitive Domain: Knowledge Answer Location: Question 2.2: Why Are Some Societies More Industrially Advanced Than Others?

Difficulty Level: Easy 13. An intermediate step in the industrialization of wool textile production in England was ______. a. the “putting out” system b. the factory system c. handicraft production d. loom weaving Ans: A Learning Objective: Question 2.2: Why are some societies more industrially advanced than others?

Cognitive Domain: Comprehension Answer Location: Question 2.2: Why Are Some Societies More Industrially Advanced Than Others?

Difficulty Level: Medium 14. Which of the following families is most likely to be involved in the “putting out” system? a. The father and older sons watch and shear the sheep, and the mother and daughters comb the wool, spin the thread, weave the thread into fabric, and dye the fabric. The family sells the finished fabric at the local market. b. The family makes textiles with looms and raw wool given to them by a merchant, who will return later to pick up finished products and pay the family per piece produced. c. The family relocates to the city, where all members work in a factory, where they are paid a wage to produce textiles. d. The family purchases textiles produced by women working in factories in another country for low wages.

Ans: B Learning Objective: Question 2.2: Why are some societies more industrially advanced than others?

Cognitive Domain: Application Answer Location: Question 2.2: Why Are Some Societies More Industrially Advanced Than Others?

Difficulty Level: Medium 15. Which of the following factors contributed to industrialization? a. Easier maintenance of social control b. Cheapness of labor c. New prosperity from corn production d. Declining returns on long-distance trade Ans: B Learning Objective: Question 2.2: Why are some societies more industrially advanced than others?

Cognitive Domain: Comprehension

Robbins, Cultural Anthropology 8e SAGE Publishing, 2021 Answer Location: Question 2.2: Why Are Some Societies More Industrially Advanced Than Others?

Difficulty Level: Medium 16. The British destroyed the Indian textile industry due to ______. a. the superiority of British textiles to Indian textiles b. British military action and economic restrictions c. the decrease in raw material availability in India d. technological innovations allowing for faster production Ans: B Learning Objective: Question 2.2: Why are some societies more industrially advanced than others?

Cognitive Domain: Application Answer Location: The British in India Difficulty Level: Medium 17. The only export of the British East India Company for which there was demand in China was ______. a. tea b. wool c. calico d. opium Ans: D Learning Objective: Question 2.2: Why are some societies more industrially advanced than others?

Cognitive Domain: Knowledge Answer Location: The British in India Difficulty Level: Easy 18. The expansion of the British textile industry led to which of the following? a. Increased prosperity for everyone involved b. The end of slavery in the colonies c. Huge profits for some and great suffering for others d. Decreased quality of life for factory owners Ans: C Learning Objective: Question 2.2: Why are some societies more industrially advanced than others?

Cognitive Domain: Application Answer Location: Cotton, Slavery, and the Cherokee Removal Difficulty Level: Medium 19. Industrialization shifted the occupations of those in Western Europe and the United States from ______. a. farmers to laborers b. laborers to information workers c. hunters and gatherers to farmers d. sharecroppers to landowners Ans: A Learning Objective: Question 2.3: Why do poor countries not modernize and develop in the same way as wealthier countries?

Robbins, Cultural Anthropology 8e SAGE Publishing, 2021 Cognitive Domain: Knowledge Answer Location: Question 2.3: Why Do Poor Countries Not Modernize and Develop in the Same Way as Wealthier Countries?

Difficulty Level: Easy 20. Why do poor countries struggle despite loans from the World Bank? a. The World Bank favored countries that were politically allied with European countries, so other countries could not access loans. b. World Bank loans included political requirements that countries did not want to accept, so many eligible countries did not apply. c. Countries unable to repay debt were forced to accept Structural Adjustment Programs that further devastated their economies to benefit wealthy investors. d. Poor countries do not have natural or human resources that are valuable in the world economy.

Ans: C Learning Objective: Question 2.3: Why do poor countries not modernize and develop in the same way as wealthier countries?

Cognitive Domain: Application Answer Location: Debt, SAPs, and Vultures Difficulty Level: Medium 21. Economic development plans rely on which of the following ideas? a. Nonwestern countries need to be more like Western countries b. Nonindustrialized nations are more technologically savvy than industrialized nations c. Rich nations became wealthy through the exploitation of other countries d. Each nation has a wealth of valuable cultural knowledge that must be preserved Ans: A Learning Objective: Question 2.3: Why do poor countries not modernize and develop in the same way as wealthier countries?

Cognitive Domain: Application Answer Location: Question 2.3: Why Do Poor Countries Not Modernize and Develop in the Same Way as Wealthier Countries?

Difficulty Level: Medium 22. Economic development was successful for countries that ______. a. were largely composed of farmers b. had more natural and human resources c. are in Europe d. were not colonized by Western countries Ans: D Learning Objective: Question 2.3: Why do poor countries not modernize and develop in the same way as wealthier countries?

Cognitive Domain: Comprehension Answer Location: Debt, SAPs, and Vultures Difficulty Level: Medium 23. While many formerly colonized countries were no longer under political control of colonizers, neocolonialism in the form of ______ ensured that these countries were still subject to control by others. a. warfare

Robbins, Cultural Anthropology 8e SAGE Publishing, 2021 b. debt c. missionaries d. reservations Ans: B Learning Objective: Question 2.3: Why do poor countries not modernize and develop in the same way as wealthier countries?

Cognitive Domain: Knowledge Answer Location: Question 2.3: Why Do Poor Countries Not Modernize and Develop in the Same Way as Wealthier Countries?

Difficulty Level: Easy 24. Life expectancy ______ between the years 1900 and 2000. a. did not change b. increased by 40% c. doubled d. grew exponentially Ans: C Learning Objective: Question 2.4: How do modern standards of health and medical treatment compare with those of traditional societies?

Cognitive Domain: Knowledge Answer Location: Illness and Inequality Difficulty Level: Easy 25. Many in the United States ignore the impact of ______ on illness. a. handwashing b. pathogens c. microorganisms d. inequality Ans: D Learning Objective: Question 2.4: How do modern standards of health and medical treatment compare with those of traditional societies?

Cognitive Domain: Comprehension Answer Location: Illness and Inequality Difficulty Level: Medium 26. People in some cultures attribute illness to soul loss or sorcery because they ______. a. connect social conflict and illness b. do not know any better c. cannot access Western biomedical practitioners d. are charlatans who take advantage of people Ans: A Learning Objective: Question 2.4: How do modern standards of health and medical treatment compare with those of traditional societies?

Cognitive Domain: Comprehension Answer Location: The Meaning of Illness Difficulty Level: Medium 27. Which of the following is an example of an expression of an interpersonal theory of disease? a. diabetes b. gout

Robbins, Cultural Anthropology 8e SAGE Publishing, 2021 c. susto d. rickets Ans: C Learning Objective: Question 2.4: How do modern standards of health and medical treatment compare with those of traditional societies?

Cognitive Domain: Application Answer Location: The Meaning of Illness Difficulty Level: Medium 28. If Victor Turner had supplied sufferers of illness among the Ndembu with antibiotics, would he have cured the illness? a. No, because he would not have dealt with the social conflict. b. No, because the sufferers were not really ill. c. Yes, because the illness was the result of bacterial infection. d. Yes, because the antibiotic would have had a placebo effect even if it did not kill the pathogen.

Ans: A Learning Objective: Question 2.4: How do modern standards of health and medical treatment compare with those of traditional societies?

Cognitive Domain: Application Answer Location: The Meaning of Illness Difficulty Level: Medium 29. When Plenty-coups told Linderman, “After this, nothing happened,” what did he mean? a. When the buffalo disappeared, the Crow were left alone by settlers. b. Everything that had cultural meaning to the Crow had been destroyed, so nothing of significance could happen anymore. c. Plenty-coups could not remember what happened after that, because he had been knocked out. d. All of the Crow except him were dead, and so nothing could happen for the Crow anymore.

Ans: B Learning Objective: Question 2.5: Why are simpler societies disappearing?

Cognitive Domain: Application Answer Location: Cultural Devastation and Radical Hope Difficulty Level: Medium 30. The death of indigenous groups after contact with European settlers was due to ______. a. indigenous cultural inferiority b. sorcery and soul loss c. random chance d. systematic extermination Ans: D Learning Objective: Question 2.5: Why are simpler societies disappearing?

Cognitive Domain: Comprehension Answer Location: Question 2.5: Why Are Simpler Societies Disappearing?

Difficulty Level: Medium 31. The vast majority of loss of life upon Columbus’ arrival in the New World was due to ______. a. warfare b. disease

Robbins, Cultural Anthropology 8e SAGE Publishing, 2021 c. famine d. natural disasters Ans: B Learning Objective: Question 2.5: Why are simpler societies disappearing?

Cognitive Domain: Knowledge Answer Location: Cultural Devastation and Radical Hope Difficulty Level: Easy 32. The Crow did not suffer military defeat by the United States government, but did experience ______. a. cultural devastation b. enslavement c. displacement d. plague Ans: A Learning Objective: Question 2.5: Why are simpler societies disappearing?

Cognitive Domain: Comprehension Answer Location: Cultural Devastation and Radical Hope Difficulty Level: Medium 33. Hunter-gatherer groups tend to have a low life expectancy because ______. a. their diets are poor b. infant mortality is high c. they lack electricity d. they do not get enough exercise Ans: B Learning Objective: Question 2.5: Why are simpler societies disappearing?

Cognitive Domain: Knowledge Answer Location: Case Studies in Doing Anthropology #2: The Search for the Perfect Diet and Building Latrines Difficulty Level: Easy 34. The hunter-gatherer lifestyle has been called a paradise, but the Bushmen struggle today because ______. a. they turned to swidden agriculture b. they overharvested their territory c. 90% of their land was taken d. they prefer modern technology and cannot afford it Ans: C Learning Objective: Question 2.5: Why are simpler societies disappearing?

Cognitive Domain: Application Answer Location: Question 2.5: Why Are Simpler Societies Disappearing?

Difficulty Level: Medium 35. One contemporary example of cultural devastation is the effects of ______. a. the Eagles winning Super Bowl LII b. relocating for a new job c. Apple releasing a new iPhone d. the COVID19 pandemic Ans: D

Robbins, Cultural Anthropology 8e SAGE Publishing, 2021 Learning Objective: Question 2.5: Why are simpler societies disappearing?

Cognitive Domain: Application Answer Location: Cultural Devastation and Radical Hope Difficulty Level: Medium True/False 1. Hunter-gatherer societies in the past struggled to get enough food.

Ans: F Learning Objective: Question 2.1: Why did hunter-gatherer societies switch to sedentary agriculture?

Cognitive Domain: Knowledge Answer Location: Question 2.1: Why Did Hunter-Gatherer Societies Switch to Sedentary Agriculture?

Difficulty Level: Easy 2. Textile factories during the Industrial Revolution used child labor.

Ans: T Learning Objective: Question 2.2: Why are some societies more industrially advanced than others?

Cognitive Domain: Comprehension Answer Location: Question 2.2: Why Are Some Societies More Industrially Advanced Than Others?

Difficulty Level: Medium 3. People in colonized countries experienced an increased standard of living after industrialization.

Ans: F Learning Objective: Question 2.3: Why do poor countries not modernize and develop in the same way as wealthier countries?

Cognitive Domain: Comprehension Answer Location: Question 2.3: Why Do Poor Countries Not Modernize and Develop in the Same Way as Wealthier Countries?

Difficulty Level: Easy 4. Poverty increases the chance of dying from infectious disease.

Ans: T Learning Objective: Question 2.4: How do modern standards of health and medical treatment compare with those of traditional societies?

Cognitive Domain: Comprehension Answer Location: Question 2.4: How Do Modern Standards of Health and Medical Treatment Compare with Those of Traditional Societies?

Difficulty Level: Medium 5. Contact between European and indigenous communities was usually beneficial for the indigenous group.

Ans: F Learning Objective: Question 2.5: Why are simpler societies disappearing?

Cognitive Domain: Comprehension

Robbins, Cultural Anthropology 8e SAGE Publishing, 2021 Answer Location: Question 2.5: Why Are Simpler Societies Disappearing?

Difficulty Level: Medium

Short Answer 1. Discuss the advantages and disadvantages of shifting from hunting and gathering to agriculture.

Ans: Many people assume that societies transitioned from hunting and gathering to agriculture because it was easier, but that is not the case. That belief largely comes from ethnocentric beliefs that Western culture is best. The increased labor required for agriculture is one disadvantage of the shift. However, agriculture can support more people on smaller swaths of land, a significant advantage. Agriculture often led to increased social stratification, another disadvantage. Agriculture also required societies to be more sedentary, which brings with its own advantages and disadvantages.

Learning Objective: Question 2.1: Why did hunter-gatherer societies switch to sedentary agriculture?

Cognitive Domain: Analysis Answer Location: The Transition to Agriculture Difficulty Level: Hard 2. Why are some cultures more technologically advanced than others? Trace the path of technological advancement in one country to support your answer.

Ans: Answers may vary but will likely draw heavily upon the discussion of the British textile industry. Answers should reflect an understanding that some countries are more technologically advanced than others as a result of exploitation rather than inherent superiority of any kind.

Learning Objective: Question 2.2: Why are some societies more industrially advanced than others?

Cognitive Domain: Analysis Answer Location: Question 2.2: Why Are Some Societies More Industrially Advanced Than Others?

Difficulty Level: Hard 3. Discuss the impact of the World Bank and the International Monetary Fund (IMF) on development efforts in so-called Third World countries.

Ans: Development efforts, which were based on faulty assumptions to begin with, were not nearly as helpful as they should have been for countries that accepted development funds from the World Bank and the IMF. Countries were often unable to pay back debt, and were then subject to political interference that further devastated their economies (despite the declaration that funds would not be used for political control). One of the tools most responsible for this devastation was the Structural Adjustment Program (SAP). In exchange for restructuring debt that countries could not repay, debtor countries had to accept conditions that hurt their own economies and benefited foreign investors.

Learning Objective: Question 2.3: Why do poor countries not modernize and develop in the same way as wealthier countries?

Cognitive Domain: Analysis Answer Location: Debt, SAPs, and Vultures Difficulty Level: Hard

Robbins, Cultural Anthropology 8e SAGE Publishing, 2021 4. How is a person’s chance of dying from infectious disease impacted by cultural factors?

Ans: Answers should include an understanding of the four things that must happen for death from infectious disease to occur and should apply examples of cultural differences that might impact each stage. A sample answer follows: In order for someone to die of infectious disease, four things must happen: contact with a pathogen, virulence of the pathogen, the pathogen must evade the body’s immune system, and the pathogen must evade societal harm-reduction strategies. Permanent settlements involve the accumulation of human waste, which increases the chances of pathogen contact. Human activity like the use of water systems can lead to pathogens that do not need hosts to live to spread (and those with no access to clean water are more likely to contact the especially virulent pathogen). Immune system function is impacted by diet quality, so access to nutrition is incredibly important for fighting off pathogens. Finally, those with restricted access to medications that can kill pathogens are more likely to die from infectious disease.

Learning Objective: Question 2.4: How do modern standards of health and medical treatment compare with those of traditional societies?

Cognitive Domain: Analysis Answer Location: Question 2.4: How Do Modern Standards of Health and Medical Treatment Compare with Those of Traditional Societies?

Difficulty Level: Hard 5. Discuss a typical example of cultural contact between an indigenous group and Europeans.

Ans: Answers may vary, but should include the following elements, regardless of which group is chosen. Cultural contact between indigenous and European groups were often disastrous for the indigenous group. Infectious disease may wipe out a huge proportion of the indigenous group fairly quickly, leaving the group even more susceptible to military force on the part of Europeans, who frequently hunted down and killed indigenous people in a systematic way. If members of the indigenous group survived, they were often forced to assimilate to the European way of life to survive. Even when indigenous people survived, cultural devastation was nearly impossible to avoid.

Learning Objective: Question 2.5: Why are simpler societies disappearing?: Cognitive Domain: Analysis Answer Location: Question 2.5: Why Are Simpler Societies Disappearing?

Difficulty Level: Hard

Robbins, Cultural Anthropology 8e SAGE Publishing, 2021

Chapter 3: Debt, Globalization, and the Nation-State Test Bank Multiple Choice 1. Which of the following best characterizes how Americans obtain needed items? a. production on a household scale b. participation in a market economy c. bartering with an extensive network of kin and acquaintances d. pooling resources so that everyone gets an equal share Ans: B Learning Objective: Question 3.1: How Is money created and why must modern economies perpetually grow?

Cognitive Domain: Comprehension Answer Location: Money, Wealth, and Well-Being Difficulty Level: Medium 2. What is an example of something available to Americans that does not usually cost money? a. shelter b. food c. air d. water Ans: C Learning Objective: Question 3.1: How Is money created and why must modern economies perpetually grow?

Cognitive Domain: Comprehension Answer Location: Money, Wealth, and Well-Being Difficulty Level: Medium 3. The United States dollar is backed by ______. a. nothing b. gold c. platinum d. commodities Ans: A Learning Objective: Question 3.1: How Is money created and why must modern economies perpetually grow?

Cognitive Domain: Comprehension Answer Location: A Brief History of Money Difficulty Level: Medium 4. Furs are an example of ______ money. a. paper b. exchange c. demand d. commodity Ans: D Learning Objective: Question 3.1: How Is money created and why must modern economies perpetually grow?

Robbins, Cultural Anthropology 8e SAGE Publishing, 2021 Cognitive Domain: Application Answer Location: A Brief History of Money Difficulty Level: Medium 5. Contemporary use of ______ came from an agreement between the English Crown and London merchants. a. debt money b. democratic principles c. industrial agriculture d. barter exchange Ans: A Learning Objective: Question 3.1: How Is money created and why must modern economies perpetually grow?

Cognitive Domain: Knowledge Answer Location: A Brief History of Money Difficulty Level: Easy 6. Under the concept of fractional reserve banking, a bank that keeps $10 million in its possession can have up to ______ lent out. a. $1 million b. $10 million c. $100 million d. $1 billion Ans: C Learning Objective: Question 3.1: How Is money created and why must modern economies perpetually grow?

Cognitive Domain: Application Answer Location: A Brief History of Money Difficulty Level: Medium 7. The United States borrows money by ______. a. applying for a loan through the IMF and World Bank b. reaching out to wealthy countries for loans c. authorizing the U.S. Treasury to issue bonds d. collecting taxes from its citizens Ans: C Learning Objective: Question 3.1: How Is money created and why must modern economies perpetually grow?

Cognitive Domain: Knowledge Answer Location: A Brief History of Money Difficulty Level: Easy 8. What does the Federal Reserve do when money must be created? a. It buys bonds using money that did not exist before b. It turns raw ore into new coinage and issues the coinage c. It authorizes the mining of new gold to back more currency d. It initiates a war to seize wealth from other countries Ans: A Learning Objective: Question 3.1: How Is money created and why must modern economies perpetually grow?

Robbins, Cultural Anthropology 8e SAGE Publishing, 2021 Cognitive Domain: Comprehension Answer Location: A Brief History of Money Difficulty Level: Medium 9. Which of the following happens when inflation occurs? a. People in debt suffer because they owe more money b. Debt collectors profit because they collect more money c. Commodities accumulate more quickly than money is issued d. Money is worth less than before Ans: D Learning Objective: Question 3.1: How Is money created and why must modern economies perpetually grow?

Cognitive Domain: Application Answer Location: The Society of Perpetual Growth Difficulty Level: Medium 10. In a perfectly commoditized world, which of the following would occur? a. A parent could rely on family members for free childcare b. Everything would be reasonably priced c. People would purchase fresh air d. Only tangible items would be bought and sold Ans: C Learning Objective: Question 3.2: Where does the wealth needed to sustain growth come from?

Cognitive Domain: Application Answer Location: Capital Conversion Difficulty Level: Medium 11. One example of an economically positive event is ______. a. loaning a friend a sweater b. babysitting a niece as a favor c. losing a job d. replacing a broken laptop Ans: D Learning Objective: Question 3.2: Where does the wealth needed to sustain growth come from?

Cognitive Domain: Application Answer Location: Capital Conversion Difficulty Level: Medium 12. In small-scale societies, how do people get items they need? a. The steal them from others b. They make everything themselves c. Other members share with them d. They purchase them with debt Ans: C Learning Objective: Question 3.2: Where does the wealth needed to sustain growth come from?

Cognitive Domain: Comprehension Answer Location: Capital Conversion Difficulty Level: Medium 13. Which type of capital involves the ability to make one’s own decisions?

Robbins, Cultural Anthropology 8e SAGE Publishing, 2021 a. Social capital b. Natural capital c. Political capital d. Network capital Ans: C Learning Objective: Question 3.2: Where does the wealth needed to sustain growth come from?

Cognitive Domain: Knowledge Answer Location: Capital Conversion Difficulty Level: Easy 14. As a country grows wealthier, its ability to maintain economic growth ______. a. declines b. accelerates c. holds steady d. varies based on external factors Ans: A Learning Objective: Question 3.2: Where does the wealth needed to sustain growth come from?

Cognitive Domain: Knowledge Answer Location: Capital Conversion Difficulty Level: Easy 15. Polanyi referred to the ______ as “The Great Transformation.” a. end of slavery in Europe b. Industrial Revolution c. rise of agriculture d. end of feudalism Ans: B Learning Objective: Question 3.3: What kind of economic system is necessary to sustain growth?

Cognitive Domain: Knowledge Answer Location: “The Great Transformation” Difficulty Level: Easy 16. Adam Smith’s view of the market ignored which of the following? a. The potential for social and environmental damage b. Humanity’s tendency to work for the good of all c. The advantages of wealth production d. The disadvantages of regulating the market Ans: A Learning Objective: Question 3.3: What kind of economic system is necessary to sustain growth?

Cognitive Domain: Application Answer Location: “The Great Transformation” Difficulty Level: Medium 17. Neoliberals advocate for which of the following? a. A Keynesian understanding of the market b. Minimal state involvement in trade c. Increased regulations to safeguard human rights d. Communal sharing of resources

Robbins, Cultural Anthropology 8e SAGE Publishing, 2021 Ans: B Learning Objective: Question 3.3: What kind of economic system is necessary to sustain growth?

Cognitive Domain: Comprehension Answer Location: The Emergence of Neoliberalism Difficulty Level: Medium 18. Which of the following provides the best example of the impact the nation-state can have on production? a. Government subsidies of Texas cotton farms b. Dutch tulip bulbs gifted annually to Canada c. Citizen demand for environmental laws d. Purchasing a locally-grown vegetable Ans: A Learning Objective: Question 3.4: What is the role of the nation-state in sustaining growth?

Cognitive Domain: Application Answer Location: T-Shirt Travels Difficulty Level: Medium 19. Which of the following practices is most consistent with the idea of free trade? a. Tariffs to protect domestic production b. Environmental laws limiting damage to the ecosystem c. Subsidies paid to farmers d. Rescinding laws protecting dolphins Ans: D Learning Objective: Question 3.4: What is the role of the nation-state in sustaining growth?

Cognitive Domain: Application Answer Location: Free Trade Difficulty Level: Medium 20. What is the purpose of the World Trade Organization? a. Promoting development in countries around the world b. Reducing poverty in Third World countries c. Removing barriers to trade d. mMaintaining global peace and security Ans: C Learning Objective: Question 3.4: What is the role of the nation-state in sustaining growth?

Cognitive Domain: Knowledge Answer Location: Free Trade Difficulty Level: Easy 21. The neoliberal view toward environmental protection laws would be that ______. a. they are crucial to protect valuable natural resources b. they are barriers to free trade c. companies should take responsibility for the waste they produce d. environmental costs should not be externalized Ans: B Learning Objective: Question 3.4: What is the role of the nation-state in sustaining growth?

Cognitive Domain: Application Answer Location: Free Trade

Robbins, Cultural Anthropology 8e SAGE Publishing, 2021 Difficulty Level: Medium 22. Environmental and human rights protection laws can pass despite opposition from corporate interests because ______. a. governments do not prioritize corporate interests b. citizens of democratic countries can demand them c. corporate leaders recognize that profit is not worth environmental and human damage d. multinational groups override corrupt governmental leadership Ans: B Learning Objective: Question 3.4: What is the role of the nation-state in sustaining growth?

Cognitive Domain: Comprehension Answer Location: Avoiding Democratic Decision Making Difficulty Level: Medium 23. The nation-state can be defined by its right to ______. a. influence policy b. use soft power c. work for the good of the people d. kill Ans: D Learning Objective: Question 3.4: What is the role of the nation-state in sustaining growth?

Cognitive Domain: Knowledge Answer Location: The Use of Force Difficulty Level: Easy 24. What did the Zapatistas protest? a. North American Free Trade Agreement (NAFTA) b. International Monetary Fund (IMF) c. World Bank d. World Trade Organization (WTO) Ans: A Learning Objective: Question 3.4: What is the role of the nation-state in sustaining growth?

Cognitive Domain: Knowledge Answer Location: The Use of Force Difficulty Level: Easy 25. Wall Street companies make money from ______. a. gold-backed currency b. economic collapse c. bonds d. interest and dividends Ans: D Learning Objective: Question 3.5: Why do economies collapse?

Cognitive Domain: Knowledge Answer Location: Question 3.5: Why Do Economies Collapse?

Difficulty Level: Easy 26. The first economic collapse involved the ______ trade. a. bond b. arms

Robbins, Cultural Anthropology 8e SAGE Publishing, 2021 c. drug d. tulip Ans: D Learning Objective: Question 3.5: Why do economies collapse?

Cognitive Domain: Knowledge Answer Location: Tulip Bulbs and Bubbles Difficulty Level: Easy 27. The 2007 economic crisis was related to the ______ industry. a. peonies b. housing c. technology d. clean water Ans: B Learning Objective: Question 3.5: Why do economies collapse?

Cognitive Domain: Comprehension Answer Location: Tulip Bulbs and Bubbles Difficulty Level: Medium 28. How do banks usually get around the reserve requirement? a. They offload debt to other banks. b. They pretend to hold the required reserve. c. They claim exemption based on charitable works. d. They don’t.

Ans: A Learning Objective: Question 3.5: Why do economies collapse?

Cognitive Domain: Knowledge Answer Location: The Housing Bubble of 2007 Difficulty Level: Easy 29. A ‘subprime loan’ refers to a loan that ______. a. has a very low interest rate b. is made to unqualified borrowers c. has low risk d. does not need to be repaid Ans: B Learning Objective: Question 3.5: Why do economies collapse?

Cognitive Domain: Knowledge Answer Location: The Housing Bubble of 2007 Difficulty Level: Easy 30. What financial innovation led to the 2007 economic crisis? a. Selling debt to other banks b. Selling collateralized debt obligations to investors and insuring the loans c. Offering home mortgages to borrowers with good credit and substantial savings d. Selling tulip futures Ans: B Learning Objective: Question 3.5: Why do economies collapse?

Cognitive Domain: Application Answer Location: The Housing Bubble of 2007

Robbins, Cultural Anthropology 8e SAGE Publishing, 2021 Difficulty Level: Medium 31. Why is it unlikely that regulations will require banks to take measures to prevent another economic crisis? a. Governments profit when the economy collapses b. Banks would refuse to follow regulations c. It is too difficult to determine what measures would help d. Those regulations would hinder economic growth Ans: D Learning Objective: Question 3.5: Why do economies collapse?

Cognitive Domain: Application Answer Location: Institutional Factors Contributing to the Collapse Difficulty Level: Medium 32. Economic growth is necessary in the current capitalist system because ______. a. countries that produce the most wealth have the best quality of life b. currency is backed by gold and must retain inherent value c. money comes from debt and must generate itself plus interest d. people are never satisfied with what they have Ans: C Learning Objective: Question 3.5: Why do economies collapse?

Cognitive Domain: Application Answer Location: Institutional Factors Contributing to the Collapse Difficulty Level: Medium 33. What can anthropologists contribute to discussions of public policy? a. Anthropologists do not contribute anything of value to policy discussions. b. Anthropologists can identify the impact of market externalities that are often ignored otherwise. c. Anthropologists advocate for a free market and neoliberal ideals. d. Anthropologists point out ways for banks and businesses to impact policy more effectively.

Ans: B Learning Objective: Question 3.5: Why do economies collapse?

Cognitive Domain: Comprehension Answer Location: Case Study in Doing Anthropology #3: Anthropology and Public Policy Difficulty Level: Medium 34. What is one market externality of industrial pig farming? a. Waterway pollution from pig waste runoff b. The metal buildings in which the pigs live c. The cost of feed d. The pigs themselves Ans: A Learning Objective: Question 3.5: Why do economies collapse?

Cognitive Domain: Application Answer Location: The Market Externalities of “Hog Hotels” Difficulty Level: Medium 35. Both Christianity and Islam consider lending money for interest to be ______. a. a worthwhile way to make money

Robbins, Cultural Anthropology 8e SAGE Publishing, 2021 b. forbidden c. frowned upon but okay if the lenders follow rules d. a common part of life Ans: B Learning Objective: Question 3.5: Why do economies collapse?

Cognitive Domain: Knowledge Answer Location: Question 3.5: Why Do Economies Collapse?

Difficulty Level: Easy True/False 1. Economies must grow at a rate of 3% per year to stay healthy.

Ans: T Learning Objective: Question 3.1: How Is money created and why must modern economies perpetually grow?

Cognitive Domain: Knowledge Answer Location: The Society of Perpetual Growth Difficulty Level: Easy 2. All societies have economies based on money.

Ans: F Learning Objective: Question 3.2: Where does the wealth needed to sustain growth come from?

Cognitive Domain: Knowledge Answer Location: Capital Conversion Difficulty Level: Easy 3. One externalized cost of the automobile is increased air pollution.

Ans: T Learning Objective: Question 3.3: What kind of economic system is necessary to sustain growth?

Cognitive Domain: Comprehension Answer Location: Market Externalization Difficulty Level: Medium 4. The United States subsidizes the cotton industry today.

Ans: F Learning Objective: Question 3.4: What is the role of the nation-state in sustaining growth?

Cognitive Domain: Knowledge Answer Location: T-Shirt Travels Difficulty Level: Easy 5. Economic crises are rare.

Ans: F Learning Objective: Question 3.5: Why do economies collapse?

Cognitive Domain: Knowledge Answer Location: Question 3.5: Why Do Economies Collapse?

Difficulty Level: Easy

Robbins, Cultural Anthropology 8e SAGE Publishing, 2021 Short Answer 1. Analyze the relationship between economic growth and the existence of money in the United States.

Ans: Answers may be more or less detailed, but should include at least the following information: Since the U.S. economy is based on money, money must exist for economic growth to occur.

Since money in the United States is backed by nothing other than someone else’s promise to repay a debt plus interest on that debt, economic growth is required for money to continue to exist.

Learning Objective: Question 3.1: How Is money created and why must modern economies perpetually grow?

Cognitive Domain: Analysis Answer Location: A Brief History of Money Difficulty Level: Hard 2. Discuss at least two examples of economically positive and two examples of economically negative events in your life and how they reflect the level of capital conversion in your area.

Ans: Answers will vary based on student circumstances, but may include economically positive events such as paying for a doctor’s visit or childcare and economically negative events such as relying on a friend for a ride to the grocery store or borrowing a dress for a party. In addition to examples, students should indicate their understanding that capital conversion is a process of shifting nonmonetary things into money. So, they may indicate that they are from a traditional background where families rely on one another for a lot and things that may have undergone capital conversion elsewhere, like childcare or meal preparation, have not for them.

Learning Objective: Question 3.2: Where does the wealth needed to sustain growth come from?

Cognitive Domain: Analysis Answer Location: Capital Conversion Difficulty Level: Hard 3. Compare and contrast the views of Adam Smith and Karl Polanyi on the market.

Ans: Adam Smith saw the market as a benevolent god of sorts that would ensure the happiness of humanity as each person contributed to the good of the rest. The creation of wealth was inherently good, since the activity for which one obtained wealth would contribute to a happier society. Polanyi, on the other hand, took into account the ultimate goal of market capitalism— which was profit, not happiness. Polanyi saw that people would hoard wealth, maximizing profit by degrading the environment and disregarding human rights to the full extend tolerated by the public. He called for a balance between free operation of the market and regulations that would keep people safe.

Learning Objective: Question 3.3: What kind of economic system is necessary to sustain growth?

Cognitive Domain: Analysis Answer Location: “The Great Transformation” Difficulty Level: Hard 4. Discuss the advantages and disadvantages of free trade.

Ans: Free trade involves the removal of barriers to trade regardless of the environmental or human cost such as subsidies, tariffs, and regulation of the labor market. There are both advantages and disadvantages to free trade, largely dictated by the power structures of the

Robbins, Cultural Anthropology 8e SAGE Publishing, 2021 world. Those who profit tend not to be the ones who suffer from free trade rules, while those who suffer the worst do not reap the rewards. Subsidies to farmers, for example, benefit the farmer who receives them while harming farmers elsewhere who do not and who must compete with the subsidized farmer. Cutting subsidies can put people on a more even playing ground— one advantage of free trade. However, cutting subsidies can also ruin the ability of farmers to make a living, resulting in some cases in suicides and financial ruin. Free trade can have intensely harmful impacts on human rights and the environment. Laws that regulate corporate ability to harm the environment and take advantage of people are considered barriers to free trade, and so immense harm is done in the name of profit.

Learning Objective: Question 3.4: What is the role of the nation-state in sustaining growth?

Cognitive Domain: Analysis Answer Location: Free Trade Difficulty Level: Hard 5. How did the economic collapse of 2007 mirror the collapse of the Dutch tulip market?

Ans: The collapse of 2007, commonly referred to as the housing bubble collapse, had a few things in common with the collapse of the Dutch tulip market. First, each involved investment in futures, wherein people are betting on what the future cost of something will be. Those buying packages of housing debt were betting that housing prices would continue to skyrocket, just as the Dutch tulip buyers were betting that tulip prices would continue to jump. Both were wrong.

Each had widespread repercussions as buyers could not pay sellers (in the case of tulips) and investors could not pay banks (in the case of houses), and then sellers could not pay their debts and bank insurance companies could not pay their claims.

Learning Objective: Question 3.5: Why do economies collapse?

Cognitive Domain: Analysis Answer Location: Tulip Bulbs and Bubbles Difficulty Level: Hard

Robbins, Cultural Anthropology 8e SAGE Publishing, 2021

Chapter 4: The Cultural Construction of Social Hierarchy Test Bank Multiple Choice 1. The rise in global wealth over the past two decades has been concentrated mostly among the ______. a. poor b. middle class c. wealthy Ans: C Learning Objective: Question 4.1: How unequal are we?

Cognitive Domain: Knowledge Answer Location: Income and Wealth Inequality Difficulty Level: Easy 2. In a country with a Gini coefficient of 0.1, ______. a. each person earns exactly the same amount of money b. there is little income inequality c. one person has all the wealth and others have none d. each person earns money based on merit Ans: B Learning Objective: Question 4.1: How unequal are we?

Cognitive Domain: Application Answer Location: Income and Wealth Inequality Difficulty Level: Medium 3. Over the past several decades, the wealthy in the United States have ______. a. gained total wealth and gained their percentage of national income b. gained total wealth but decreased their percentage of national income c. lost both total wealth and their percentage of national income d. lost total wealth but gained their percentage of national income Ans: A Learning Objective: Question 4.1: How unequal are we?

Cognitive Domain: Knowledge Answer Location: Income and Wealth Inequality Difficulty Level: Easy 4. Which of the following people is most likely to be wealthy in the United States? a. A young man from Bolivia b. A teenaged Black girl from Arkansas c. A grandmother from Nebraska d. A middle-aged white man from New York Ans: D Learning Objective: Question 4.1: How unequal are we?

Cognitive Domain: Application Answer Location: Income and Wealth Inequality Difficulty Level: Medium

Robbins, Cultural Anthropology 8e SAGE Publishing, 2021 5. Why are teenagers, especially those of color from poor neighborhoods, often treated as dangerous criminals? a. Crime rates among Black and Hispanic juveniles has sharply increased over the last 30 years in the United States. b. Behaviors associated with the poor, the young, and people of color are criminalized. c. They cause greater societal harm than older, wealthier people. d. Teenagers do not vote, so it is okay to treat them poorly.

Ans: B Learning Objective: Question 4.1: How unequal are we?

Cognitive Domain: Comprehension Answer Location: Stratification and Youth Difficulty Level: Medium 6. Why did the high school students studied by Murray Milner, Jr. distinguish themselves into various cliques? a. Some students were demonstrably better than others, and the groups reflected the natural hierarchy. b. High school students lack empathy for others and take pleasure in destruction. c. Students have little power over their lives except to construct their own systems of social status. d. The youth are disenfranchised by their own poor behavior.

Ans: C Learning Objective: Question 4.1: How unequal are we?

Cognitive Domain: Comprehension Answer Location: Stratification and Youth Difficulty Level: Medium 7. The refusal to do well in school by the working-class boys in Willis’ study is one example of ______ in schools. a. racism b. sexism c. ageism d. environmentalism Ans: B Learning Objective: Question 4.1: How unequal are we?

Cognitive Domain: Application Answer Location: Stratification and Youth Difficulty Level: Medium 8. Which type of earnings tends to grow the fastest? a. Wage income b. Social capital c. Political capital d. Investment income Ans: D Learning Objective: Question 4.2: Why is social and economic inequality increasing?

Cognitive Domain: Knowledge Answer Location: Question 4.2: Why Is Social and Economic Inequality Increasing?

Difficulty Level: Easy 9. The majority of American families’ wealth is ______.

Robbins, Cultural Anthropology 8e SAGE Publishing, 2021 a. from returns on investment b. the value of their homes c. inherited from their ancestors d. growing more quickly than the economy Ans: B Learning Objective: Question 4.2: Why is social and economic inequality increasing?

Cognitive Domain: Knowledge Answer Location: Question 4.2: Why Is Social and Economic Inequality Increasing?

Difficulty Level: Easy 10. According to the text, income inequality in the United States is ______. a. increasing b. decreasing c. nonexistent d. unchanging Ans: A Learning Objective: Question 4.2: Why is social and economic inequality increasing?

Cognitive Domain: Comprehension Answer Location: Question 4.2: Why Is Social and Economic Inequality Increasing?

Difficulty Level: Medium 11. How does the level of income inequality in the United States change? a. The wealthy give donations to the poor to level incomes. b. Political leaders make laws designed to reduce income inequality. c. The poor do not contribute to economic growth, so they do not benefit from it. d. The wealthy have access to more profit from economic growth than do the poor.

Ans: D Learning Objective: Question 4.2: Why is social and economic inequality increasing?

Cognitive Domain: Application Answer Location: Question 4.2: Why Is Social and Economic Inequality Increasing?

Difficulty Level: Medium 12. The government contributes to income inequality in which of the following ways? a. Passing laws that aid the wealthy at the expense of the poor b. Increasing public services that aid the poor c. Limiting the ability of companies to externalize the human rights costs of their businesses d. Prioritizing the needs of the people as a whole over those of the wealthy Ans: A Learning Objective: Question 4.2: Why is social and economic inequality increasing?

Cognitive Domain: Comprehension Answer Location: Question 4.2: Why Is Social and Economic Inequality Increasing?

Difficulty Level: Medium 13. What is the impact of keeping inflation low? a. Unemployment decreases since companies have more money to pay workers. b. There is more money in the economy. c. Interest rates and worker wages increase. d. Investors make more money from interest while worker wages are kept lower.

Ans: D Learning Objective: Question 4.2: Why is social and economic inequality increasing?

Cognitive Domain: Application

Robbins, Cultural Anthropology 8e SAGE Publishing, 2021 Answer Location: Question 4.2: Why Is Social and Economic Inequality Increasing?

Difficulty Level: Medium 14. Student loan debt is the result of national policies to ______. a. control inflation b. lower taxes on the wealthy c. privatize government functions d. allow the concentration of corporate ownership Ans: C Learning Objective: Question 4.2: Why is social and economic inequality increasing?

Cognitive Domain: Application Answer Location: Question 4.2: Why Is Social and Economic Inequality Increasing?

Difficulty Level: Medium 15. Ideas about social class in the United States reflect the assumption that ______. a. individual hard work will lead to success b. social class is influenced by gender, race, and other factors c. all people are born with equal value d. poverty is the result of bad luck Ans: A Learning Objective: Question 4.3: How do people come to accept inequality as natural?

Cognitive Domain: Comprehension Answer Location: Constructing the Ideology of Racism Difficulty Level: Medium 16. Which of the following social hierarchies in the United States is often justified based on assumed biological differences? a. religion b. sexuality c. class d. race Ans: D Learning Objective: Question 4.3: How do people come to accept inequality as natural?

Cognitive Domain: Comprehension Answer Location: Constructing the Ideology of Racism Difficulty Level: Medium 17. The social hierarchy based on race is ______. a. natural b. nonexistent c. socially constructed d. inevitable Ans: C Learning Objective: Question 4.3: How do people come to accept inequality as natural?

Cognitive Domain: Comprehension Answer Location: Constructing the Ideology of Racism Difficulty Level: Medium 18. What did Samuel Morton’s measurements of cranial capacity prove? a. White people were more intelligent than everyone else b. Biased scientists produce biased science

Robbins, Cultural Anthropology 8e SAGE Publishing, 2021 c. Brain size and intelligence are correlated d. Volume measurements are objective data Ans: B Learning Objective: Question 4.3: How do people come to accept inequality as natural?

Cognitive Domain: Application Answer Location: Constructing the Ideology of Racism Difficulty Level: Medium 19. Cranial capacity is correlated with ______. a. intelligence b. race c. social class d. body size Ans: D Learning Objective: Question 4.3: How do people come to accept inequality as natural?

Cognitive Domain: Knowledge Answer Location: Constructing the Ideology of Racism Difficulty Level: Easy 20. Why does the idea of the natural superiority of the wealthy persist today? a. The wealthy really are superior to the poor b. Every American has an equal chance to be successful c. Economic redistribution policies have not helped the poor to be successful d. The flawed concept of intelligence lends legitimacy to this biological ranking of people Ans: D Learning Objective: Question 4.3: How do people come to accept inequality as natural?

Cognitive Domain: Application Answer Location: The Social Construction of “Intelligence” Difficulty Level: Medium 21. Which of the following is true about intelligence? a. Intelligence is measurable. b. People who score well on intelligence tests are more successful in life. c. There are many ways to be intelligent. d. People have varying amounts of intelligence based on their race.

Ans: C Learning Objective: Question 4.3: How do people come to accept inequality as natural?

Cognitive Domain: Comprehension Answer Location: The Social Construction of “Intelligence” Difficulty Level: Medium 22. What was one major flaw in the early studies of the inheritance of intelligence? a. The scientists and participants were highly objective b. They relied on biased judgments of peers and teachers c. They measured many kinds of intelligence d. They focused too much on the impact of environment Ans: B Learning Objective: Question 4.3: How do people come to accept inequality as natural?

Cognitive Domain: Comprehension Answer Location: The Social Construction of “Intelligence” Difficulty Level: Medium

Robbins, Cultural Anthropology 8e SAGE Publishing, 2021 23. Spearman’s “g factor” was significant because ______. a. its identification would prove the existence of intelligence and its impact on people’s value b. it proved the existence of multiple intelligences c. it showed the biological equality of all races d. it would lead to a social hierarchy based more on gender than race Ans: A Learning Objective: Question 4.3: How do people come to accept inequality as natural?

Cognitive Domain: Application Answer Location: The Social Construction of “Intelligence” Difficulty Level: Medium 24. What was the impact of early scientific studies of race and intelligence? a. Scientists advocated for objectivity and equality. b. Early scientists disproved the concept of intelligence as easily measurable and correlated with race. c. Early scientific studies lent an “illusion of objectivity” that legitimized harmful and incorrect ideas about racial differences. d. Early scientists showed conclusively that all races were biologically equal.

Ans: C Learning Objective: Question 4.3: How do people come to accept inequality as natural?

Cognitive Domain: Comprehension Answer Location: The Social Construction of “Intelligence” Difficulty Level: Medium 25. What is one way in which the illusion of objectivity places women lower in the social hierarchy today? a. Textbooks often discuss women’s biological functions in negative terms b. Scientific studies show that women are less capable of holding public office c. Biology classes teach about how women’s bodies differ from those of men d. Women have smaller cranial capacities than men, showing that they are less intelligent Ans: A Learning Objective: Question 4.3: How do people come to accept inequality as natural?

Cognitive Domain: Application Answer Location: Constructing Stratification by Gender Difficulty Level: Medium 26. The United States Supreme Court ruled that women’s bodies were a matter of public interest due to ______. a. the role of women as subservient to men b. beliefs in communal well-being c. their biological inferiority d. their reproductive capacity Ans: D Learning Objective: Question 4.3: How do people come to accept inequality as natural?

Cognitive Domain: Comprehension Answer Location: Constructing Stratification by Gender Difficulty Level: Medium 27. The medical treatment of menopause and menstruation as failures of the body reflect the belief that ______.

Robbins, Cultural Anthropology 8e SAGE Publishing, 2021 a. healthy bodies may or may not experience menstruation and menopause regardless of biological sex b. the body is at constant war with itself c. childbearing is the primary purpose of women’s lives d. menopause and menstruation can be painful experiences Ans: C Learning Objective: Question 4.3: How do people come to accept inequality as natural?

Cognitive Domain: Application Answer Location: Constructing Stratification by Gender Difficulty Level: Medium 28. The behavior of people in poverty is seen by anthropologists as ______. a. proof of their inferiority to the wealthy b. the result of fatherless households and broken homes c. stemming from lower intelligence d. adaptations to systemic inequality Ans: D Learning Objective: Question 4.4: How do people living in poverty adapt to their condition?

Cognitive Domain: Comprehension Answer Location: Question 4.4: How Do People Living in Poverty Adapt to Their Condition?

Difficulty Level: Medium 29. The people of The Flats, studied by Carol B. Stack, adapted to poverty by ______. a. selling crack to earn quick money b. forming strong kinship bonds c. directly trading items d. robbing wealthier people who came to the neighborhood Ans: B Learning Objective: Question 4.4: How do people living in poverty adapt to their condition?

Cognitive Domain: Comprehension Answer Location: Kinship as an Adaptation to Poverty Difficulty Level: Medium 30. One example of generalized reciprocity in American society is ______. a. paying for a close friend’s lunch one day and knowing that person will pay for yours in the future b. trading a night of babysitting for fixing your neighbor’s computer c. borrowing your friend’s car and refusing to replace the gasoline you used d. paying taxes that then pay for schools, healthcare, and defense Ans: A Learning Objective: Question 4.4: How do people living in poverty adapt to their condition?

Cognitive Domain: Application Answer Location: Kinship as an Adaptation to Poverty Difficulty Level: Medium 31. Parents in The Flats were unlikely to be married to one another because ______. a. they had no sense of right and wrong b. fathers did not want their children c. it was more advantageous to remain unmarried d. they could not afford weddings Ans: C

Robbins, Cultural Anthropology 8e SAGE Publishing, 2021 Learning Objective: Question 4.4: How do people living in poverty adapt to their condition?

Cognitive Domain: Comprehension Answer Location: Kinship as an Adaptation to Poverty Difficulty Level: Medium 32. Which of the following is an example of an underground economic activity? a. Working a full-time job at a factory b. Serving at a restaurant for less than minimum wage c. Babysitting for cash d. Working a part-time job as a receptionist Ans: C Learning Objective: Question 4.4: How do people living in poverty adapt to their condition?

Cognitive Domain: Application Answer Location: In Search of Respect: Selling Crack in El Barrio Difficulty Level: Medium 33. Which social factor that has the biggest impact on people’s well-being, according to the text? a. the degree of inequality in a country b. the amount of money a person makes c. how much people trust their government d. the tax rate Ans: A Learning Objective: Question 4.5: What are the effects of inequality on society?

Cognitive Domain: Knowledge Answer Location: The Health Effects of Inequality Difficulty Level: Easy 34. Why is international law not effective in reducing human rights abuses by corporations? a. cultural relativism dictates that all cultural practices be considered morally equal b. it is difficult to get many countries to agree to one definition of abuse c. international laws are written by those who profit from the abuses d. individual countries are left to enforce the laws, but are also the major violators Ans: D Learning Objective: Question 4.5: What are the effects of inequality on society?

Cognitive Domain: Comprehension Answer Location: Anthropology and Human Rights Difficulty Level: Medium 35. What is one example of structural violence studied by Paul Farmer? a. A mother allowing her child to be treated by a Voodoo priest b. Catholic priests advocating for human rights c. The construction of the Péligre Dam d. Training local people to administer vaccinations Ans: C Learning Objective: Question 4.5: What are the effects of inequality on society?

Cognitive Domain: Application Answer Location: Anthropology and Medical Rights: The Work of Paul Farmer Difficulty Level: Medium True/False

Robbins, Cultural Anthropology 8e SAGE Publishing, 2021 1. Inequality around the world has decreased over the last two decades, according to the text.

Ans: T Learning Objective: Question 4.1: How unequal are we?

Cognitive Domain: Knowledge Answer Location: Income and Wealth Inequality Difficulty Level: Easy 2. Tax rates for the wealthy have been on the decline.

Ans: T Learning Objective: Question 4.2: Why is social and economic inequality increasing?

Cognitive Domain: Knowledge Answer Location: Question 4.2: Why Is Social and Economic Inequality Increasing?

Difficulty Level: Easy 3. Intelligence is a social construct.

Ans: T Learning Objective: Question 4.3: How do people come to accept inequality as natural?

Cognitive Domain: Knowledge Answer Location: The Social Construction of “Intelligence” Difficulty Level: Easy 4. Philippe Bourgois described selling crack in El Barrio as much easier than working legal jobs.

Ans: F Learning Objective: Question 4.4: How do people living in poverty adapt to their condition?

Cognitive Domain: Knowledge Answer Location: In Search of Respect: Selling Crack in El Barrio Difficulty Level: Easy 5. Children today have higher levels of anxiety on average than those in the 1950s.

Ans: T Learning Objective: Question 4.5: What are the effects of inequality on society?

Cognitive Domain: Knowledge Answer Location: The Health Effects of Inequality Difficulty Level: Easy

Short Answer 1. What is the Gini coefficient as it relates to the economy? Discuss how a society with a Gini coefficient of 0 would look in reality.

Ans: The Gini coefficient describes the level of income equality in a society. Countries with perfect income equality would have a coefficient of 0 (though none do), and countries with absolute income inequality would have a coefficient of 1 (though none do). A society would have a Gini coefficient of 0 if each member had equal income to each other member. In this society, 20% of people would have 20% of the wealth, 60% would have 60% of the wealth, and so on.

Learning Objective: Question 4.1: How unequal are we?

Cognitive Domain: Analysis Answer Location: Income and Wealth Inequality Difficulty Level: Hard

Robbins, Cultural Anthropology 8e SAGE Publishing, 2021 2. Is the United States a plutocracy? Give evidence from the text to support your answer.

Ans: The United States is a plutocracy. The wealthy use their power to influence lawmakers, who are also wealthy, to make laws designed to further privilege the wealthy over the poor.

While the United States purports to be a democracy, rule by the people is not what happens in reality. When the will of the people does not benefit the wealthy, the people do not get their way.

Examples from the text that support this position include how the government functions to control inflation, lower taxes on the wealthy, keep labor costs low, facilitate privatization of government functions, allow the externalization of costs of doing business such as air pollution, and many more.

Learning Objective: Question 4.2: Why is social and economic inequality increasing?

Cognitive Domain: Analysis Answer Location: Question 4.2: Why Is Social and Economic Inequality Increasing?

Difficulty Level: Hard 3. Discuss why the belief that some are naturally more suited for success than others persists today.

Ans: The privileged in many stratified societies try to base their oppression of some groups on some idea of a ‘natural order’ rather than acknowledging their own success comes at the expense of others. It is comforting for the wealthy, for example, to believe that the poor suffer through their own actions and because it is their place to do so. Otherwise, the wealthy might have to recognize that their wealth depends on the exploitation of the poor. In the past, these ideas of a natural order have referred explicitly to race and gender or to the will of God, but today one is more likely to hear such talk encoded in discussions of intelligence instead. The idea of intelligence, though, is just as socially constructed as those of race and gender.

Learning Objective: Question 4.3: How do people come to accept inequality as natural?

Cognitive Domain: Analysis Answer Location: Constructing the Ideology of Racism Difficulty Level: Hard 4. How have scientists contributed to problematic ideas about race, gender, and social class?

Ans: People assume that scientists are objective people who yearn for Truth, rather than understanding that scientists are also products of the societies in which they grew up.

Scientists, like others, have entire worldviews that impact their research. While scientists may or may not have deliberately falsified data in the past to prove their own agendas, the sets of biases they brought to their studies often resulted in flawed work which was nevertheless given respect by the wider public. This flawed science lent the “illusion of objectivity” to incredibly problematic ideas, and people still suffer today as a direct result of the work of those scientists.

Learning Objective: Question 4.3: How do people come to accept inequality as natural?

Cognitive Domain: Analysis Answer Location: Constructing the Ideology of Racism Difficulty Level: Hard 5. Discuss the societal factors that led to the poverty in El Barrio.

Ans: Poverty in El Barrio is the result of a history of oppression and colonization. As American sugar growers pushed Puerto Ricans off of their land, they were forced to take jobs in sugar plantations creating sugar for export. As slums were cleared of Italian families after World War II, Puerto Ricans fleeing these conditions replaced them and got jobs in manufacturing. As manufacturers fled the United States for countries where it was cheaper to produce, their U.S.based workers were left jobless. As a result, the community of El Barrio had to adapt to their poverty.

Robbins, Cultural Anthropology 8e SAGE Publishing, 2021 Learning Objective: Question 4.4: How do people living in poverty adapt to their condition?

Cognitive Domain: Analysis Answer Location: In Search of Respect: Selling Crack in El Barrio Difficulty Level: Hard

Robbins, Cultural Anthropology 8e SAGE Publishing, 2021

Chapter 5: The Social and Cultural Construction of Reality Test Bank Multiple Choice 1. A language with many different words for plants likely reflects that the speakers of that language ______. a. worship plants b. use many different kinds of plants c. do not care about nature d. can only perceive the plants they can name Ans: B Learning Objective: Question 5.1: How does language affect the meanings people assign to experience?

Cognitive Domain: Application Answer Location: Question 5.1: How Does Language Affect the Meanings People Assign to Experience?

Difficulty Level: Medium 2. Through ______, we reduce vocabulary size and take linguistic expressions from one area of experience and apply them to another. a. metaphor b. semantics c. componential analysis d. analogy Ans: A Learning Objective: Question 5.1: How does language affect the meanings people assign to experience?

Cognitive Domain: Comprehension Answer Location: Borrowing Meaning with Metaphors Difficulty Level: Medium 3. The Sapir-Whorf hypothesis examines the relationship between which of the following? a. Metaphors and religious beliefs b. Reality and culture c. Political party and belief d. Language and thought Ans: D Learning Objective: Question 5.1: How does language affect the meanings people assign to experience?

Cognitive Domain: Comprehension Answer Location: Question 5.1: How Does Language Affect the Meanings People Assign to Experience?

Difficulty Level: Medium 4. American English speakers are most likely to use the metaphor of ______ to discuss ______. a. time; love b. dance; arguments c. war; illness

Robbins, Cultural Anthropology 8e SAGE Publishing, 2021 d. birds; families Ans: C Learning Objective: Question 5.1: How does language affect the meanings people assign to experience?

Cognitive Domain: Application Answer Location: Borrowing Meaning with Metaphors Difficulty Level: Medium 5. What is one key metaphor for the Kwakwaka’wakw? a. war b. eating c. reproduction d. death Ans: B Learning Objective: Question 5.1: How does language affect the meanings people assign to experience?

Cognitive Domain: Knowledge Answer Location: Kwakwaka’wakw Metaphors of Hunger Difficulty Level: Easy 6. The expression ______ is an example of metaphoric speech. a. “lost her battle with cancer” b. “add insult to injury” c. “blessing in disguise” d. “to make a long story short” Ans: A Learning Objective: Question 5.1: How does language affect the meanings people assign to experience?

Cognitive Domain: Application Answer Location: Borrowing Meaning with Metaphors Difficulty Level: Medium 7. Time in the United States is spoken of and treated as a/an ______. a. cycle which constantly repeats b. enemy that must be defeated c. resource with a finite quantity d. sporting event with a winner and a loser Ans: C Learning Objective: Question 5.1: How does language affect the meanings people assign to experience?

Cognitive Domain: Comprehension Answer Location: Borrowing Meaning with Metaphors Difficulty Level: Medium 8. Modern English witches speak of the world as made up of ______. a. planes of existence b. demons and angels c. objects in isolation from other objects d. nature spirits Ans: A

Robbins, Cultural Anthropology 8e SAGE Publishing, 2021 Learning Objective: Question 5.1: How does language affect the meanings people assign to experience?

Cognitive Domain: Knowledge Answer Location: The Metaphors of Contemporary Witchcraft and Magic Difficulty Level: Easy 9. Metaphors like the tarot for modern English witches serve as which of the following? a. A guide for the interpretation of meaning b. A direct experience of objective reality c. A universal experience shared by all d. A delusion based in ignorance of reality Ans: A Learning Objective: Question 5.1: How does language affect the meanings people assign to experience?

Cognitive Domain: Comprehension Answer Location: The Metaphors of Contemporary Witchcraft and Magic Difficulty Level: Medium 10. Chess pieces are symbolic portrayals of ______. a. egalitarianism b. partners in a dance c. feuding families d. social hierarchy Ans: D Learning Objective: Question 5.2: How does symbolic action reinforce a particular view of the world?

Cognitive Domain: Comprehension Answer Location: Question 5.2: How does symbolic action reinforce a particular view of the world?

Difficulty Level: Medium 11. The Cannibal Dance of the Kwakwaka’wakw is a/n ______ ritual. a. death b. mealtime c. initiation d. fertility Ans: C Learning Objective: Question 5.2: How does symbolic action reinforce a particular view of the world?

Cognitive Domain: Knowledge Answer Location: The Kwakwaka’wakw Cannibal Dance Difficulty Level: Easy 12. What impact do rituals such as the Cannibal Dance have on the world? a. They act to affect the physical world in measurable ways. b. They allow the group to exert symbolic control over potential threats. c. They communicate that everyone in the group is equally important. d. They challenge the power structures of society.

Ans: B

Robbins, Cultural Anthropology 8e SAGE Publishing, 2021 Learning Objective: Question 5.2: How does symbolic action reinforce a particular view of the world?

Cognitive Domain: Application Answer Location: The Kwakwaka’wakw Cannibal Dance Difficulty Level: Medium 13. One ______ in many forms of American media is the quest. a. ritual b. key scenario c. key metaphor d. analogy Ans: B Learning Objective: Question 5.2: How does symbolic action reinforce a particular view of the world?

Cognitive Domain: Comprehension Answer Location: Dorothy Meets Luke Skywalker Difficulty Level: Medium 14. Harry Potter, Katniss Everdeen, Percy Jackson, and Jesus are all examples of what Joseph Campbell would call a ______. a. myth b. mentor c. hero d. quest Ans: C Learning Objective: Question 5.2: How does symbolic action reinforce a particular view of the world?

Cognitive Domain: Application Answer Location: Dorothy Meets Luke Skywalker Difficulty Level: Medium 15. When Michael Kearney conducted his fieldwork in the Mexican town of Santa Catarina Ixtepeji, he caught himself believing that a witch named Gregoria had successfully attacked him when his arm began to itch. Given that he did not believe in witchcraft prior to his fieldwork, his new belief is an example of ______. a. mystical experience b. ritual belief c. interpretive drift d. ethnocentrism Ans: C Learning Objective: Question 5.3: How do people come to believe what they do, and how do they continue to hold their beliefs even if they seem contradictory or ambiguous?

Cognitive Domain: Application Answer Location: The Process of Interpretive Drift Difficulty Level: Medium 16. According to Tanya Luhrmann, how do people come to new beliefs by? a. Deciding to be a part of a new group, then adopting their mannerisms, and then beginning to believe b. Beginning to believe, then practicing the beliefs, then learning about the belief system

Robbins, Cultural Anthropology 8e SAGE Publishing, 2021 c. Learning about the new belief system, then beginning to believe, and then practicing the beliefs d. Practicing the beliefs, then beginning to believe, and then learning about the belief system Ans: D Learning Objective: Question 5.3: How do people come to believe what they do, and how do they continue to hold their beliefs even if they seem contradictory or ambiguous?

Cognitive Domain: Comprehension Answer Location: The Process of Interpretive Drift Difficulty Level: Medium 17. The process of secondary elaboration is used to ______. a. shift from one belief to another in the face of new evidence b. maintain a belief despite evidence that challenges the belief c. draw out meaning from mysterious rituals d. describe what happens when a person leaves their religious community Ans: B Learning Objective: Question 5.3: How do people come to believe what they do, and how do they continue to hold their beliefs even if they seem contradictory or ambiguous?

Cognitive Domain: Comprehension Answer Location: Explaining Why the Sun Moves Around Earth Difficulty Level: Medium 18. Galileo’s torture by the Catholic Church was an attempt to maintain the Earth-centric universe belief through ______. a. secondary elaboration b. appeals to faith c. appeals to authority d. selective perception Ans: C Learning Objective: Question 5.3: How do people come to believe what they do, and how do they continue to hold their beliefs even if they seem contradictory or ambiguous?

Cognitive Domain: Comprehension Answer Location: Explaining Why the Sun Moves Around Earth Difficulty Level: Medium 19. Answering a child’s question about Christianity by saying, “God works in mysterious ways,” is an example of ______. a. an appeal to faith b. suppressing evidence c. an observation d. contradiction Ans: A Learning Objective: Question 5.3: How do people come to believe what they do, and how do they continue to hold their beliefs even if they seem contradictory or ambiguous?

Cognitive Domain: Application Answer Location: Explaining Why the Sun Moves Around Earth Difficulty Level: Medium 20. Why are anthropologists susceptible to interpretive drift? a. They try to be open to others’ beliefs

Robbins, Cultural Anthropology 8e SAGE Publishing, 2021 b. They must fit in with the groups they study c. They engage with other cultures’ practices, which can lead to changes in beliefs d. They practice relativism Ans: C Learning Objective: Question 5.3: How do people come to believe what they do, and how do they continue to hold their beliefs even if they seem contradictory or ambiguous?

Cognitive Domain: Application Answer Location: The Process of Interpretive Drift Difficulty Level: Medium 21. One way that people maintain beliefs despite contradictory evidence is through ______. a. interpretive drift b. selective perception c. positivism d. the hero quest Ans: B Learning Objective: Question 5.3: How do people come to believe what they do, and how do they continue to hold their beliefs even if they seem contradictory or ambiguous?

Cognitive Domain: Knowledge Answer Location: Explaining Why the Sun Moves Around Earth Difficulty Level: Easy 22. When anthropologists convert to the beliefs of those they study, it shows that ______. a. the beliefs are objectively true or real b. the anthropologists are just as naïve as those they study c. everyone is the same when you put aside ethnocentric beliefs d. practicing new beliefs can shift how people see the world Ans: D Learning Objective: Question 5.3: How do people come to believe what they do, and how do they continue to hold their beliefs even if they seem contradictory or ambiguous?

Cognitive Domain: Comprehension Answer Location: The Process of Interpretive Drift Difficulty Level: Medium 23. Some modern witches say their magic is objectively real, while others view their beliefs as a metaphor for how the universe works. These differing views represent ______. a. the falsehood of the belief system b. examples of interpretive drift c. different standards of truth d. the uniformity of belief within religions Ans: C Learning Objective: Question 5.3: How do people come to believe what they do, and how do they continue to hold their beliefs even if they seem contradictory or ambiguous?

Cognitive Domain: Comprehension Answer Location: Explaining Why the Sun Moves Around Earth Difficulty Level: Medium 24. Mary Douglas outlined ______ different cultural types. a. two b. five

Robbins, Cultural Anthropology 8e SAGE Publishing, 2021 c. seven d. nine Ans: B Learning Objective: Question 5.4: How can we account for different meanings people assign to experiences?

Cognitive Domain: Knowledge Answer Location: Question 5.4: How can we account for different meanings people assign to experiences?

Difficulty Level: Easy 25. How do group and grid constraints differ? a. Group refers to loyalty and exclusivity of group membership, while grid refers to individual freedoms or limitations. b. Group refers to group freedoms or limitations, while grid refers to the level of mobility allowed. c. Group refers to rules that apply to everyone within the society, while grid refers to rules that apply only to the lowest strata of society. d. Group refers to the people with whom one can interact, while grid refers to the places one can go with freedom.

Ans: A Learning Objective: Question 5.4: How can we account for different meanings people assign to experiences?

Cognitive Domain: Application Answer Location: Question 5.4: How can we account for different meanings people assign to experiences?

Difficulty Level: Medium 26. Cultural types lead to ______. a. interpretive drift b. an assumption of heterogeneity within groups c. a particular lens through which members view the world d. stereotypes Ans: C Learning Objective: Question 5.4: How can we account for different meanings people assign to experiences?

Cognitive Domain: Comprehension Answer Location: Question 5.4: How can we account for different meanings people assign to experiences?

Difficulty Level: Medium 27. The culture type that experiences neither group nor grid constraints is the ______. a. hermit b. fatalist c. individualist d. egalitarian Ans: A Learning Objective: Question 5.4: How can we account for different meanings people assign to experiences?

Cognitive Domain: Knowledge Answer Location: Question 5.4: How can we account for different meanings people assign to experiences?

Robbins, Cultural Anthropology 8e SAGE Publishing, 2021 Difficulty Level: Easy 28. The hierarchist cultural type experiences ______ constraints. a. high group and high grid b. high group and low grid c. low group and high grid d. low group and low grid Ans: A Learning Objective: Question 5.4: How can we account for different meanings people assign to experiences?

Cognitive Domain: Comprehension Answer Location: Question 5.4: How can we account for different meanings people assign to experiences?

Difficulty Level: Medium 29. Beliefs about the world reflect which of the following? a. an objective reality b. a socially constructed understanding of reality c. individual views without influence from society d. a collective consciousness Ans: B Learning Objective: Question 5.4: How can we account for different meanings people assign to experiences?

Cognitive Domain: Knowledge Answer Location: Question 5.4: How can we account for different meanings people assign to experiences?

Difficulty Level: Easy 30. The military is an example of which cultural type? a. individualist b. fatalist c. egalitarian d. hierarchist Ans: D Learning Objective: Question 5.4: How can we account for different meanings people assign to experiences?

Cognitive Domain: Knowledge Answer Location: Question 5.4: How can we account for different meanings people assign to experiences?

Difficulty Level: Easy 31. A society with high group but low grid constraints would be most likely to believe that ______. a. all within the group are equal and superior to those outside the group b. all people both within and outside of the group are equal c. those within the group are superior to those outside the group, but people within the group are not equal d. those within the group are of less value than those outside the group Ans: A

Robbins, Cultural Anthropology 8e SAGE Publishing, 2021 Learning Objective: Question 5.4: How can we account for different meanings people assign to experiences?

Cognitive Domain: Application Answer Location: Question 5.4: How can we account for different meanings people assign to experiences?

Difficulty Level: Medium 32. The belief that the economy is unpredictable and that individuals cannot do much about their place within the economic system is characteristic of the ______ cultural type. a. individualist b. fatalist c. egalitarian d. hermit Ans: B Learning Objective: Question 5.4: How can we account for different meanings people assign to experiences?

Cognitive Domain: Application Answer Location: What Kinds of Worldviews Are Associated With Each Cultural Type?

Difficulty Level: Medium 33. Revitalization movements tend to happen under which circumstances? a. Following social upheavals b. In times of peace c. Immediately following conquest d. Among settlers in new lands Ans: A Learning Objective: Question 5.5: How can people reorder their view of the world if it becomes unsatisfactory?

Cognitive Domain: Knowledge Answer Location: Question 5.5: How can people reorder their view of the world if it becomes unsatisfactory?

Difficulty Level: Easy 34. Revitalization movements often share which common goal? a. the violent overthrow of oppressor groups b. stockpiling wealth c. reducing inequality d. secularization Ans: C Learning Objective: Question 5.5: How can people reorder their view of the world if it becomes unsatisfactory?

Cognitive Domain: Comprehension Answer Location: Mother Ann Lee and the Shakers Difficulty Level: Medium 35. The two statements, “Rashida is bossy,” and “Rashida is a strong leader,” differ in their ______. a. accuracy b. cultural type c. frame

Robbins, Cultural Anthropology 8e SAGE Publishing, 2021 d. theoretical perspective Ans: C Learning Objective: Question 5.5: How can people reorder their view of the world if it becomes unsatisfactory?

Cognitive Domain: Application Answer Location: Political Counseling and the Power of Metaphor Difficulty Level: Medium True/False 1. Anthropological research involves determining whether various religious beliefs are true.

Ans: F Learning Objective: Question 5.1: How does language affect the meanings people assign to experience?

Cognitive Domain: Comprehension Answer Location: The Metaphors of Contemporary Witchcraft and Magic Difficulty Level: Medium 2. Ritual participants can really experience powerful feelings during a ritual.

Ans: T Learning Objective: Question 5.2: How does symbolic action reinforce a particular view of the world?

Cognitive Domain: Comprehension Answer Location: The Ritual of Contemporary Witchcraft and Magic Difficulty Level: Medium 3. Believers interpret ritual failures as evidence that their belief systems are flawed.

Ans: F Learning Objective: Question 5.3: How do people come to believe what they do, and how do they continue to hold their beliefs even if they seem contradictory or ambiguous?

Cognitive Domain: Comprehension Answer Location: The Process of Interpretive Drift Difficulty Level: Medium 4. The data supports the worldview of the fatalist cultural type.

Ans: F Learning Objective: Question 5.4: How can we account for different meanings people assign to experiences?

Cognitive Domain: Comprehension Answer Location: Question 5.4: How can we account for different meanings people assign to experiences?

Difficulty Level: Medium 5. The Ghost Dance was an example of a revitalization movement.

Ans: T Learning Objective: Question 5.5: How can people reorder their view of the world if it becomes unsatisfactory?

Cognitive Domain: Knowledge Answer Location: Wovoka and the Ghost Dance

Robbins, Cultural Anthropology 8e SAGE Publishing, 2021 Difficulty Level: Easy

Short Answer 1. What do the key metaphors in American culture reflect about how Americans see the world?

Ans: Answers may vary, but should include that some key metaphors are war, sports, and economic exchange. A sample answer follows: Some key metaphors in American society are war, sports, and economic exchange. Many experiences are mapped onto these metaphors, leading to the interpretation of many other domains of experience through the lens of one of the metaphors. Consider how many things we ‘fight’ on a daily basis: traffic, sleepiness, hunger, and more. Each of these is generally considered an individual ‘battle’ as well, which reflects the American ideal of individual achievement.

Learning Objective: Question 5.1: How does language affect the meanings people assign to experience?

Cognitive Domain: Analysis Answer Location: Borrowing Meaning with Metaphors Difficulty Level: Hard 2. Analyze a piece of Western media (book, movie, or play) that you have enjoyed recently in terms of Joseph Campbell’s work on myths. How does the main character fit the role of ‘hero’ and what do the qualities of the hero reflect about American ideals? What journey does the hero take? Who serves as mentor to the hero? What obstacles does the hero face? What helpers appear to aid the hero? What is the hero’s goal?

Ans: Answers will vary depending on the example chosen by the student. An example response using the first book of the Harry Potter series follows: Joseph Campbell wrote about myths that contain heroes who reflect the values of society. Harry Potter is a young boy who suffers at the hands of his aunt and uncle until he is whisked away into a magical world. He serves as the hero of the story, and has many qualities prized by Western society: he is brave, and good, and stands up for what is right. His ‘journey’ is not the one from London to Hogwarts, but rather the one he takes as he figures out who he is and where he stands in relation to the main villain in the story, Lord Voldemort. The main mentor is Albus Dumbledore, who does not teach a subject but teaches Harry valuable lessons, nonetheless. Hagrid is a secondary mentor. Helpers include Ron and Hermione, Harry’s best friends. The obstacles Harry faces include detention, the three-headed dog guarding the trapdoor, and of course Lord Voldemort himself. Harry’s ultimate goal is to defeat Lord Voldemort, but the more immediate goal in the first book is to prevent the theft of the sorceror’s stone. He succeeds with the help of his friends and Professor Dumbledore.

Learning Objective: Question 5.2: How does symbolic action reinforce a particular view of the world?

Cognitive Domain: Analysis Answer Location: Dorothy Meets Luke Skywalker Difficulty Level: Hard 3. How do people protect their beliefs when evidence exists that does not support their beliefs?

Ans: There are many ways for believers to continue to believe despite evidence that does not support their beliefs. They may come up with ways to explain away contradictory evidence in a way that allows them to maintain the belief. They may also practice selective perception and

Robbins, Cultural Anthropology 8e SAGE Publishing, 2021 ignore evidence that does not fit within their belief system. Institutions sometimes suppress evidence that does not fit with their worldview. Sometimes beliefs are upheld by appealing to faith, the idea of mystery, or authority figures.

Learning Objective: Question 5.3: How do people come to believe what they do, and how do they continue to hold their beliefs even if they seem contradictory or ambiguous?

Cognitive Domain: Analysis Answer Location: Explaining Why the Sun Moves Around Earth Difficulty Level: Hard 4. Compare and contrast societies with high grid versus low grid constraints.

Ans: Grid constraints refer to societal limitations on individual freedoms. Societies with high grid constraints would have lots of rules about who can interact with whom and what those interactions should be. Societies with low grid constraints would have few restrictions related to social interaction. In a high grid society, people might be able to marry only certain people, for example, while those in low grid societies would have a much larger pool of potential marital partners.

Learning Objective: Question 5.4: How can we account for different meanings people assign to experiences?

Cognitive Domain: Analysis Answer Location: Question 5.4: How can we account for different meanings people assign to experiences?

Difficulty Level: Hard 5. Compare and contrast the worldviews of the hierarchist and the egalitarian cultural types.

Ans: Both hierarchists and egalitarians have high group constraints, reflecting the strong group boundaries or ‘us versus them’ mindset that they share. However, the level of grid constraints is high with the hierarchists and low with the egalitarians. In a hierarchist society, then, individuals would be more highly constrained in their relationships with other group members. In an egalitarian society, members can interact freely with one another.

Learning Objective: Question 5.4: How can we account for different meanings people assign to experiences?

Cognitive Domain: Analysis Answer Location: Question 5.4: How can we account for different meanings people assign to experiences?

Difficulty Level: Hard

Robbins, Cultural Anthropology 8th Edition SAGE Publishing, 2021

Chapter 6: Patterns of Family Relations Test Bank Multiple Choice 1. Nuclear families include a person’s ______. a. mother b. grandmother c. aunt d. cousin Ans: A Learning Objective: Question 6.1: What is the composition of the typical family group?

Cognitive Domain: Knowledge Answer Location: Question 6.1: What is the composition of the typical family group?

Difficulty Level: Easy 2. In the United States, kinship is ______. a. ambilineal b. matrilineal c. patrilineal d. bilateral Ans: D Learning Objective: Question 6.1: What is the composition of the typical family group?

Cognitive Domain: Knowledge Answer Location: Question 6.1: What is the composition of the typical family group?

Difficulty Level: Easy 3. What is one matrilineal practice in the United States? a. Fathers passing their last names to children b. Mothers more frequently gaining custody of children during divorce c. Inheriting property from both maternal and paternal grandparents d. Women serving in Congress Ans: B Learning Objective: Question 6.1: What is the composition of the typical family group?

Cognitive Domain: Comprehension Answer Location: Question 6.1: What is the composition of the typical family group?

Difficulty Level: Medium 4. The major difference between matrilineal and patrilineal systems is ______. a. which gender holds more political power b. whether men or women are considered more valuable c. whether kin ties are stronger with the mother’s or father’s side of the family d. whether sons or daughters are preferred Ans: C Learning Objective: Question 6.1: What is the composition of the typical family group?

Cognitive Domain: Comprehension Answer Location: Question 6.1: What is the composition of the typical family group?

Difficulty Level: Medium

Robbins, Cultural Anthropology 8th Edition SAGE Publishing, 2021 5. The ______ is correlated with gender power dynamics in societies. a. social construction of reproduction b. inherent usefulness of each gender c. biological superiority of one gender over another d. objective understanding of biological reproduction Ans: A Learning Objective: Question 6.1: What is the composition of the typical family group?

Cognitive Domain: Application Answer Location: Question 6.1: What is the composition of the typical family group?

Difficulty Level: Medium 6. Biologically speaking, the relative contributions of each parent to reproduction are ______. a. equal b. male-dominated c. female-dominated d. dominated by the fittest parent Ans: C Learning Objective: Question 6.1: What is the composition of the typical family group?

Cognitive Domain: Application Answer Location: Question 6.1: What is the composition of the typical family group?

Difficulty Level: Medium 7. The Bushmen trace descent from ______. a. the mother’s side b. the father’s side c. both sides d. whichever side is more prestigious Ans: C Learning Objective: Question 6.1: What is the composition of the typical family group?

Cognitive Domain: Comprehension Answer Location: The Family Composition of the Bushman Difficulty Level: Medium 8. A typical Bushman family includes ______. a. a husband, wife, and children b. the nuclear family plus maternal grandparents c. the nuclear family plus paternal extended family d. all female siblings and their children plus all unmarried male siblings Ans: A Learning Objective: Question 6.1: What is the composition of the typical family group?

Cognitive Domain: Knowledge Answer Location: The Family Composition of the Bushman Difficulty Level: Easy 9. A Trobriander man’s dala would include ______. a. his children b. his maternal uncle c. his wife d. his paternal aunt Ans: B

Robbins, Cultural Anthropology 8th Edition SAGE Publishing, 2021 Learning Objective: Question 6.1: What is the composition of the typical family group?

Cognitive Domain: Application Answer Location: The Family Composition of the Trobriand Islanders Difficulty Level: Medium 10. Which of the following groups were/are matrilineal? a. Traditional Chinese farmers b. Bushmen c. Trobriand Islanders d. Americans Ans: C Learning Objective: Question 6.1: What is the composition of the typical family group?

Cognitive Domain: Comprehension Answer Location: The Family Composition of the Trobriand Islanders Difficulty Level: Medium 11. Traditional Chinese farming families included ______. a. the nuclear family plus married daughters b. the living as well as the dead c. a woman and all of her descendants d. a man, his unmarried male children, and his unmarried male grandchildren Ans: B Learning Objective: Question 6.1: What is the composition of the typical family group?

Cognitive Domain: Application Answer Location: The Family Composition of the Chinese Difficulty Level: Medium 12. An American is mostly likely to marry someone who ______. a. was chosen for them by their parents b. is similar to them in terms of class, race, and religion c. pays a high dowry d. has been vetted by a matchmaker Ans: B Learning Objective: Question 6.2: How are families formed and ideal family types maintained?

Cognitive Domain: Comprehension Answer Location: Question 6.2: How are families formed and ideal family types maintained?

Difficulty Level: Medium 13. American weddings are traditionally paid for by the ______. a. couple themselves b. community as a whole c. bride’s family d. groom’s family Ans: C Learning Objective: Question 6.2: How are families formed and ideal family types maintained?

Cognitive Domain: Knowledge Answer Location: Question 6.2: How are families formed and ideal family types maintained?

Difficulty Level: Easy 14. Marriage among the Bushmen is most beneficial for ______.

Robbins, Cultural Anthropology 8th Edition SAGE Publishing, 2021 a. the husband, who gains social status, food, and sex from his wife b. the husband, who receives a large dowry from his wife’s family c. the wife, who receives protection and wealth from her husband d. the wife, who gains social status, food, and sex from her husband Ans: A Learning Objective: Question 6.2: How are families formed and ideal family types maintained?

Cognitive Domain: Application Answer Location: The Family Cycle of the Bushman Difficulty Level: Medium 15. A Bushman man is most likely to select the marriage partner who(m) ______. a. he loves b. is similar to him in race, status, and religion c. his parents chose for him d. is wealthiest Ans: C Learning Objective: Question 6.2: How are families formed and ideal family types maintained?

Cognitive Domain: Application Answer Location: The Family Cycle of the Bushman Difficulty Level: Medium 16. The parents of a young Bushman girl are selecting her husband. They would be least likely to choose the potential match who ______. a. lives in a neighboring village b. has been with other women c. is a few years older than their daughter d. shares the father’s name Ans: D Learning Objective: Question 6.2: How are families formed and ideal family types maintained?

Cognitive Domain: Application Answer Location: The Family Cycle of the Bushman Difficulty Level: Medium 17. Divorce is easier to obtain for which group? a. Bushmen and Trobriand Islanders b. patriarchal societies c. Americans d. traditional Chinese farmers Ans: A Learning Objective: Question 6.2: How are families formed and ideal family types maintained?

Cognitive Domain: Comprehension Answer Location: The Family Cycle of the Bushman Difficulty Level: Medium 18. Premarital sexual activity among the Trobrianders is ______. a. nonexistent b. restricted to partners one would not marry c. common but punished harshly d. socially acceptable and frequent Ans: D

Robbins, Cultural Anthropology 8th Edition SAGE Publishing, 2021 Learning Objective: Question 6.2: How are families formed and ideal family types maintained?

Cognitive Domain: Comprehension Answer Location: The Family Cycle of the Trobriand Islanders Difficulty Level: Medium 19. Which of the following statements about the Trobrianders is true? a. Young women often strongly object to marriage. b. They observe exogamy and marry out of one clan and into another. c. Their choice of a marriage partner is based on love and sexual attraction. d. The family lineage is interdependent on the living and dead.

Ans: B Learning Objective: Question 6.2: How are families formed and ideal family types maintained?

Cognitive Domain: Knowledge Answer Location: The Family Cycle of the Trobriand Islanders Difficulty Level: Easy 20. ______ are important in the Trobriander negotiation of status and family relationships. a. Fish b. Boats c. Yams d. Arrows Ans: C Learning Objective: Question 6.2: How are families formed and ideal family types maintained?

Cognitive Domain: Comprehension Answer Location: The Family Cycle of the Trobriand Islanders Difficulty Level: Medium 21. If a Trobriander man never receives a yam house, it publicly demonstrates that ______. a. he is bad at growing yams b. his wife’s family thinks poorly of him c. he cannot afford to have one built d. the ancestors do not approve of him Ans: B Learning Objective: Question 6.2: How are families formed and ideal family types maintained?

Cognitive Domain: Application Answer Location: The Family Cycle of the Trobriand Islanders Difficulty Level: Medium 22. The traditional Chinese farming family is arranged around the relationship between ______. a. father and son b. husband and wife c. brother and sister d. nephew and maternal uncle Ans: A Learning Objective: Question 6.2: How are families formed and ideal family types maintained?

Cognitive Domain: Comprehension Answer Location: The Family Cycle of the Chinese Difficulty Level: Medium

Robbins, Cultural Anthropology 8th Edition SAGE Publishing, 2021 23. Which of the following statements is true about the wealth exchange in a traditional Chinese marriage? a. It flows from the bride’s side to the groom’s side. b. It flows from the groom’s side to the bride’s side. c. It goes both directions. d. It involves the couple merging their assets.

Ans: C Learning Objective: Question 6.2: How are families formed and ideal family types maintained?

Cognitive Domain: Application Answer Location: The Family Cycle of the Chinese Difficulty Level: Medium 24. The traditional Chinese wife becomes a full member of her husband’s household when ______. a. she bears a son b. the couple is engaged c. the couple marries d. her dowry is paid Ans: A Learning Objective: Question 6.2: How are families formed and ideal family types maintained?

Cognitive Domain: Knowledge Answer Location: The Family Cycle of the Chinese Difficulty Level: Easy 25. Women’s sexuality is most supported throughout life among the ______. a. Bushmen b. Trobriand Islanders c. Chinese d. Americans Ans: A Learning Objective: Question 6.3: What are the roles of sexuality, love, and wealth?

Cognitive Domain: Comprehension Answer Location: Sex, Love, and Wealth Among the Bushmen Difficulty Level: Medium 26. Bridal virginity is most important among the ______. a. Bushmen b. Trobriand Islanders c. Chinese d. Americans Ans: C Learning Objective: Question 6.3: What are the roles of sexuality, love, and wealth?

Cognitive Domain: Comprehension Answer Location: Sex, Love, and Wealth Among the Chinese Difficulty Level: Medium 27. When is a Trobriander woman most likely to emphasize her sexuality? a. During adolescence but not once she marries b. Only once she marries c. Throughout her life

Robbins, Cultural Anthropology 8th Edition SAGE Publishing, 2021 d. Only if she is a prostitute Ans: A Learning Objective: Question 6.3: What are the roles of sexuality, love, and wealth?

Cognitive Domain: Application Answer Location: Sex, Love, and Wealth Among the Trobriand Islanders Difficulty Level: Medium 28. Which of the following marital units is polygynous? a. one husband and three wives b. one wife and two husbands c. one husband and one wife d. two husbands and no wife Ans: A Learning Objective: Question 6.4: What threatens to disrupt the family unit?

Cognitive Domain: Application Answer Location: Threats to the Bushman Family Difficulty Level: Medium 29. Bushman men with multiple wives experience ______ status and ______ stress. a. higher; higher b. higher; lower c. lower; higher d. lower; lower Ans: A Learning Objective: Question 6.4: What threatens to disrupt the family unit?

Cognitive Domain: Comprehension Answer Location: Threats to the Bushman Family Difficulty Level: Medium 30. The biggest source of conflict for Bushman families is ______. a. discipline b. infidelity c. sorcery d. childlessness Ans: B Learning Objective: Question 6.4: What threatens to disrupt the family unit?

Cognitive Domain: Knowledge Answer Location: Threats to the Bushman Family Difficulty Level: Easy 31. Which of the following situations would cause the most conflict for a Trobriander family? a. The husband sleeps with a woman who is not his wife, causing jealousy in his wife. b. A cousin dies in his sleep. c. The wife cannot bear a son. d. The husband buys a large television even though the family cannot afford it.

Ans: B Learning Objective: Question 6.4: What threatens to disrupt the family unit?

Cognitive Domain: Application Answer Location: Threats to the Trobriand Island Family Difficulty Level: Medium

Robbins, Cultural Anthropology 8th Edition SAGE Publishing, 2021 32. One usually positive trait that can be weaponized among the Trobrianders is ______. a. happiness b. kindness c. resilience d. generosity Ans: D Learning Objective: Question 6.4: What threatens to disrupt the family unit?

Cognitive Domain: Knowledge Answer Location: Threats to the Trobriand Island Family Difficulty Level: Easy 33. A traditional Chinese son takes care of his father in his old age because he ______. a. is obligated to obey his father’s authority b. will not receive yams from his brother-in-law if he does not c. has a very affectionate relationship with his father d. will be susceptible to sorcery from other families if he does not Ans: A Learning Objective: Question 6.4: What threatens to disrupt the family unit?

Cognitive Domain: Comprehension Answer Location: Threats to the Chinese Family Difficulty Level: Medium 34. A soap opera plot that appeals to rural Chinese families would most likely feature ______. a. a woman leaving town to become a prostitute b. a series of funerals in which families compete to give away the most c. a husband being unfaithful to his wife, who gets even by being unfaithful herself d. brothers conspiring to get the biggest share of the inheritance from their father Ans: D Learning Objective: Question 6.4: What threatens to disrupt the family unit?

Cognitive Domain: Application Answer Location: Threats to the Chinese Family Difficulty Level: Medium 35. Wealth in traditional Chinese families is ideally passed down via ______ inheritance. a. genetic b. bilateral c. partible d. impartible Ans: D Learning Objective: Question 6.4: What threatens to disrupt the family unit?

Cognitive Domain: Knowledge Answer Location: Threats to the Chinese Family Difficulty Level: Easy True/False 1. Matrilineal societies are also matriarchal.

Ans: F

Robbins, Cultural Anthropology 8th Edition SAGE Publishing, 2021 Learning Objective: Question 6.1: What is the composition of the typical family group?

Cognitive Domain: Comprehension Answer Location: The Family Composition of the Trobriand Islanders Difficulty Level: Medium 2. Bushman women often do not wish to marry.

Ans: T Learning Objective: Question 6.2: How are families formed and ideal family types maintained?

Cognitive Domain: Comprehension Answer Location: The Family Cycle of the Bushman Difficulty Level: Medium 3. Traditional Chinese people look down on women who are prostitutes.

Ans: F Learning Objective: Question 6.3: What are the roles of sexuality, love, and wealth?

Cognitive Domain: Knowledge Answer Location: Sex, Love, and Wealth Among the Chinese Difficulty Level: Easy 4. Infidelity is rare among the Bushmen.

Ans: F Learning Objective: Question 6.4: What threatens to disrupt the family unit?

Cognitive Domain: Knowledge Answer Location: Threats to the Bushman Family Difficulty Level: Easy 5. One way for a Trobriander man to show his feelings about his brother-in-law is to not work hard in his sister’s yam garden.

Ans: T Learning Objective: Question 6.4: What threatens to disrupt the family unit?

Cognitive Domain: Comprehension Answer Location: Threats to the Trobriand Island Family Difficulty Level: Medium

Short Answer 1. What was the importance of male descendants in traditional Chinese farming families?

Ans: Male descendants were especially important in traditional Chinese farming families for a few reasons. Daughters were expected to grow up, marry men, and become part of those men’s families rather than staying with their own parents. Sons (and their wives and children), however, stayed with their parents. Raising a daughter, for some Chinese families, was seen as a waste of resources that could be invested in a boy who would then care for the parents when he grew up. It was also crucial to have sons both to honor his father and male ancestors and also to continue the family line. Children of a son belong to his lineage, while children of a daughter belong to their father’s lineage.

Learning Objective: Question 6.1: What is the composition of the typical family group?

Cognitive Domain: Analysis Answer Location: The Family Composition of the Chinese

Robbins, Cultural Anthropology 8th Edition SAGE Publishing, 2021 Difficulty Level: Hard 2. Compare and contrast the ideal American, Bushman, Trobriand, and traditional Chinese families.

Ans: The ideal American family centers around the nuclear family, including the married couple and their biological and/or adopted children. This is similar to the ideal Bushman family.

Trobriand families, however, include the entire matrilineage, so the father would not be included, but everyone on the mother’s side would be. The ideal traditional Chinese family would include the nuclear family but also the husband’s parents. The married couple is much less important as a unit than the father/son/grandson relationship.

Learning Objective: Question 6.1: What is the composition of the typical family group?

Cognitive Domain: Analysis Answer Location: Question 6.1: What is the composition of the typical family group?

Difficulty Level: Hard 3. For the Bushmen, Trobriand Islanders, and traditional Chinese, how does the most significant family relationship impact the family as a whole?

Ans: While families are vital to the functioning of each society, the family centers on a different relationship in each society. For the Bushmen, the most important relationship is that of husband and wife. Bushman brides are often reluctant to marry, while grooms are eager. The couple goes to live by themselves rather than with either the bride’s or groom’s families. For the Trobrianders, it is the brother-sister relationship. Though Trobrianders marry (and do not marry their siblings or even the wider category of ‘brothers’ and ‘sisters’ reflected in kinship terminology), they remain deeply involved with their siblings and with the children of their siblings. In fact, a child does not inherit from their father, but from their mother’s brother. There are complex rights and obligations between spouses and their siblings-in-law as well. For the Chinese, the most important relationship is the father-son relationship. This is reflected in the emphasis on ancestors and descendants. Since daughters belong to their husband’s families, sons are more prized than daughters, and sons have an obligation to produce still more sons.

Marriage among the traditional Chinese is not for personal satisfaction, but rather as a means of getting sons.

Learning Objective: Question 6.2: How are families formed and ideal family types maintained?

Cognitive Domain: Analysis Answer Location: Question 6.2: How are families formed and ideal family types maintained?

Difficulty Level: Hard 4. Compare and contrast the formality of marriage and divorce among the Bushmen, Trobriand Islanders, and traditional Chinese farming families. What cultural factors lead to this formality and to the ease or difficulty of obtaining divorce?

Ans: Marriage for the Bushmen is arranged, often despite the protest of a daughter. If a daughter protests too much, the marriage may not go through, but often it does. Parents push their daughters into marriage (partially because they benefit from the match). Divorce is fairly common, so women who are deeply unhappy do not need to stay in bad marriages. Marriage for Trobriand Islanders is pretty informal, involving a girl spending the night at her boyfriend’s home. Still, her parents must either approve (and show that approval by bringing food) or take her back home, so social recognition is still involved. Divorce is simple in the first year, which makes sense given that little has been invested by the community at that point—but rare after that, when resources have been invested into the couple by the society. For traditional Chinese families, it often takes a long time to make the arrangements for a marriage. Families exchange wealth during the negotiations and right before the ceremonies begin, and the wedding itself is

Robbins, Cultural Anthropology 8th Edition SAGE Publishing, 2021 an expensive, long process. When families put so much effort into choosing a marriage partner, it makes sense that the process would be highly formalized. Divorce is basically unheard of, which makes sense since that would involve the loss not only of all of the wealth and time and effort, but also status.

Learning Objective: Question 6.2: How are families formed and ideal family types maintained?

Cognitive Domain: Analysis Answer Location: Question 6.2: How are families formed and ideal family types maintained?

Difficulty Level: Hard 5. How is the biggest threat to the family among the Bushmen, Trobriand Islanders, and traditional Chinese reflective of the family as a whole?

Ans: Each group centers a different idea of the family. For the Bushmen, the family centers around the married couple, so it makes sense that the biggest threat would be infidelity, especially when men have so much to lose from losing a wife. Trobriand Islanders see the matrilineage as a whole to be a family and each person within the matrilineage represents the whole. Given that deaths are always due to sorcery rather than natural causes or accidents, the death of a member of the matrilineage of course represents a threat to the whole. Traditional Chinese families emphasize the importance of the ancestor/descendant relationship (with the male role especially emphasized since women join their husbands’ lineage). Thus, any threat to that line of descent—whether lack of a son or the severance of a father/son relationship— serves as the biggest threat.

Learning Objective: Question 6.4: What threatens to disrupt the family unit?

Cognitive Domain: Analysis Answer Location: Question 6.4: What threatens to disrupt the family unit?

Difficulty Level: Hard

Robbins, Cultural Anthropology 8e SAGE Publishing, 2021

Chapter 7: The Cultural Construction of Identity Test Bank Multiple Choice 1. In a sociocentric group, people have a/n ______ view of the self. a. egocentric b. individualistic c. holistic d. aspirational Ans: C Learning Objective: Question 7.1: How does the concept of personhood vary from society to society?

Cognitive Domain: Comprehension Answer Location: Question 7.1: How Does the Concept of Personhood Vary from Society to Society?

Difficulty Level: Medium 2. A person in an egocentric society would introduce themselves to a stranger using their ______. a. first name only b. first and family name c. first and family names along with place of origin d. first names and social position Ans: B Learning Objective: Question 7.1: How does the concept of personhood vary from society to society?

Cognitive Domain: Application Answer Location: The Egocentric and Sociocentric Self Difficulty Level: Medium 3. Japanese people have a more ______ sense of self than American people. a. egocentric b. heliocentric c. sociocentric d. child-centric Ans: C Learning Objective: Question 7.1: How does the concept of personhood vary from society to society?

Cognitive Domain: Knowledge Answer Location: Personhood in Japan and America Difficulty Level: Easy 4. ______ is a universal social identity. a. Race b. Gender c. Socioeconomic status d. Religion Ans: B

Robbins, Cultural Anthropology 8e SAGE Publishing, 2021 Learning Objective: Question 7.2: How do societies distinguish individuals from one another?

Cognitive Domain: Knowledge Answer Location: Question 7.2: How Do Societies Distinguish Individuals from One Another?

Difficulty Level: Easy 5. In traditional societies, what is the central organizing principle? a. age b. income c. kinship d. skill Ans: C Learning Objective: Question 7.2: How do societies distinguish individuals from one another?

Cognitive Domain: Comprehension Answer Location: Question 7.2: How Do Societies Distinguish Individuals from One Another?

Difficulty Level: Medium 6. The Académie Française exists to preserve which French identity marker? a. language b. cuisine c. fashion d. sexuality Ans: A Learning Objective: Question 7.2: How do societies distinguish individuals from one another?

Cognitive Domain: Knowledge Answer Location: Question 7.2: How Do Societies Distinguish Individuals from One Another?

Difficulty Level: Easy 7. The existence of intersex babies demonstrates that ______. a. gender has a biological basis b. sex during pregnancy is harmful c. gender is a social construct d. gender is hardwired Ans: C Learning Objective: Question 7.2: How do societies distinguish individuals from one another?

Cognitive Domain: Application Answer Location: Constructing Male and Female Difficulty Level: Medium 8. The berdache or nadle is ______. a. biologically male but culturally female b. biologically female and attracted to women c. biologically female but culturally male d. biologically male but a third gender category Ans: D Learning Objective: Question 7.2: How do societies distinguish individuals from one another?

Cognitive Domain: Knowledge Answer Location: Constructing Male and Female Difficulty Level: Easy 9. Native American gender categories are based on ______ preference.

Robbins, Cultural Anthropology 8e SAGE Publishing, 2021 a. sexual b. clothing c. occupational d. play Ans: C Learning Objective: Question 7.2: How do societies distinguish individuals from one another?

Cognitive Domain: Comprehension Answer Location: Constructing Male and Female Difficulty Level: Medium 10. Which of the following is an example of gender hedging? a. Allowing their son to wear dresses at home but not in public b. Explaining the difference between gender and sexuality to a stranger at a coffee shop c. Refraining from commenting when their daughter plays rough at the park d. Refusing to purchase dolls for their son Ans: A Learning Objective: Question 7.2: How do societies distinguish individuals from one another?

Cognitive Domain: Application Answer Location: Constructing Male and Female Difficulty Level: Medium 11. A man who makes an active effort to lose his Southern accent is ______. a. “otherizing” himself b. becoming more intelligent c. being phony d. renegotiating his social identity Ans: D Learning Objective: Question 7.2: How do societies distinguish individuals from one another?

Cognitive Domain: Application Answer Location: Language, Gender, and Race Difficulty Level: Medium 12. Using the term “those people” to describe a group you don’t belong to is an example of ______. a. linguistic hedging b. apartheid c. “telling” d. “otherizing” language Ans: D Learning Objective: Question 7.2: How do societies distinguish individuals from one another?

Cognitive Domain: Application Answer Location: Language, Gender, and Race Difficulty Level: Medium 13. Which of the following is an example of a rite of passage? a. Thanksgiving b. taking communion c. graduation d. the Super Bowl Ans: C

Robbins, Cultural Anthropology 8e SAGE Publishing, 2021 Learning Objective: Question 7.3: How do individuals learn who they are?

Cognitive Domain: Application Answer Location: Question 7.3: How Do Individuals Learn Who They Are? Difficulty Level: Medium 14. A wedding reception would most align with van Gennep’s ______ phase. a. separation from existing identity b. transition c. incorporation into new identity d. initiation Ans: B Question 7.3: How do individuals learn who they are?

Cognitive Domain: Application Answer Location: Question 7.3: How Do Individuals Learn Who They Are? Difficulty Level: Medium 15. Males are more likely than females to undergo rites of passage that change them from children into adults because ______. a. girls are expected to take on more adult roles from childhood b. boys must distance themselves from their mothers to become men c. men must bear more responsibility than women in most societies d. male identity is much more straightforward than female identity Ans: B Learning Objective: Question 7.3: How do individuals learn who they are?

Cognitive Domain: Comprehension Answer Location: The Transition to Adulthood Difficulty Level: Medium 16. Circumcision for the Maasai is part of the ______ rite of passage. a. initiation b. conversion c. marriage d. birth Ans: A Learning Objective: Question 7.3: How do individuals learn who they are?

Cognitive Domain: Knowledge Answer Location: The Transition to Adulthood Difficulty Level: Easy 17. The part of joining a fraternity that is correlated with van Gennep’s transition phase is ______. a. bid day b. initiation/hazing c. choosing a fraternity to pledge d. being welcomed as a full fraternity brother Ans: B Learning Objective: Question 7.3: How do individuals learn who they are?

Cognitive Domain: Application Answer Location: The Transition to Adulthood Difficulty Level: Medium

Robbins, Cultural Anthropology 8e SAGE Publishing, 2021 18. Fraternity membership involves the strengthening of the social identity of ______. a. brothers b. maleness c. students d. athletes Ans: B Learning Objective: Question 7.3: How do individuals learn who they are?

Cognitive Domain: Comprehension Answer Location: The Transition to Adulthood Difficulty Level: Medium 19. Gang rape in America frequently serves as a ______. a. transition phase in marriage b. solidification of adult identity c. male bonding ritual d. rite of passage Ans: C Learning Objective: Question 7.3: How do individuals learn who they are?

Cognitive Domain: Comprehension Answer Location: The Transition to Adulthood Difficulty Level: Medium 20. Phallocentric ideas of masculinity involve ______. a. the demonstration of sexual power over women b. positive attributes associated with men c. making sure only men do jobs that are dangerous for women d. expanding ideas of maleness to include traits associated with homosexual men Ans: A Learning Objective: Question 7.3: How do individuals learn who they are?

Cognitive Domain: Comprehension Answer Location: The Transition to Adulthood Difficulty Level: Medium 21. An American woman who chooses work that has been traditionally designated as “men’s work” is likely to experience ______. a. harassment and discrimination b. celebration of her talent and skill c. transition rituals d. classification in a third gender category Ans: A Learning Objective: Question 7.3: How do individuals learn who they are?

Cognitive Domain: Comprehension Answer Location: Work and Career Difficulty Level: Medium 22. Gifts involve the expectation of ______. a. social responsibility b. redistribution c. hierarchy

Robbins, Cultural Anthropology 8e SAGE Publishing, 2021 d. reciprocity Ans: D Learning Objective: Question 7.4: How do individuals communicate their identities to one another?

Cognitive Domain: Knowledge Answer Location: Question 7.4: How Do Individuals Communicate Their Identities to One Another?

Difficulty Level: Easy 23. Raquel gives Jessica an expensive handmade fountain pen as a gift, and Jessica gives Raquel a cheap candy-filled mug. According to Mauss’s theory Raquel is most likely ______. a. of higher status than Jessica b. dismissive of the relationship with Jessica c. Jessica’s best friend d. demonstrating her femininity Ans: A Learning Objective: Question 7.4: How do individuals communicate their identities to one another?

Cognitive Domain: Application Answer Location: Question 7.4: How Do Individuals Communicate Their Identities to One Another?

Difficulty Level: Medium 24. Reciprocal exchange in the Trobriand Islands takes the form of ______. a. the potlatch b. the kula c. Christmas gifting d. name competitions Ans: B Learning Objective: Question 7.4: How do individuals communicate their identities to one another?

Cognitive Domain: Knowledge Answer Location: Question 7.4: How Do Individuals Communicate Their Identities to One Another?

Difficulty Level: Easy 25. The kula ring involves the exchange of ______. a. offspring for fostering b. commodities and possessions c. red shell necklaces and white shell armbands d. banana leaf bundles and yams Ans: C Learning Objective: Question 7.4: How do individuals communicate their identities to one another?

Cognitive Domain: Knowledge Answer Location: Question 7.4: How Do Individuals Communicate Their Identities to One Another?

Difficulty Level: Easy 26. A Gitksan’s man name changes along with his ______.

Robbins, Cultural Anthropology 8e SAGE Publishing, 2021 a. family membership b. social status c. gender positioning d. religious affiliation Ans: B Learning Objective: Question 7.4: How do individuals communicate their identities to one another?

Cognitive Domain: Comprehension Answer Location: Question 7.4: How Do Individuals Communicate Their Identities to One Another?

Difficulty Level: Medium 27. The name of a Gitksan chief goes to ______ upon his death. a. his firstborn son through patrilineal inheritance b. his sister’s firstborn son through matrilineal inheritance c. the most generous person at the funeral potlatch d. the person who claims it via single combat Ans: C Learning Objective: Question 7.4: How do individuals communicate their identities to one another?

Cognitive Domain: Comprehension Answer Location: Question 7.4: How Do Individuals Communicate Their Identities to One Another?

Difficulty Level: Medium 28. Giving a Gitksan potlatch guest very few gifts demonstrates that the guest ______. a. is very wealthy b. is expected to give many gifts instead c. comes from outside the area d. has low social status Ans: D Learning Objective: Question 7.4: How do individuals communicate their identities to one another?

Cognitive Domain: Application Answer Location: Question 7.4: How Do Individuals Communicate Their Identities to One Another?

Difficulty Level: Medium 29. Which is an example of an alienated commodity? a. Bag of flour purchased from the locally owned general store b. Mug purchased at Starbucks c. Handknit sweater d. Kula armband Ans: B Learning Objective: Question 7.4: How do individuals communicate their identities to one another?

Cognitive Domain: Application Answer Location: Gifts and Commodities Difficulty Level: Medium

Robbins, Cultural Anthropology 8e SAGE Publishing, 2021 30. The difference between a commodity and a possession is how ______ it is. a. old b. beautiful c. meaningful d. expensive Ans: C Learning Objective: Question 7.4: How do individuals communicate their identities to one another?

Cognitive Domain: Comprehension Answer Location: Gifts and Commodities Difficulty Level: Medium 31. Which of the following is an example of an identity struggle? a. A man in his sixties sees himself as looking much younger than his same-aged peers, but others see him as an old man b. A teenaged boy believes he is overweight and his parents constantly suggest dieting and exercise tips c. A woman believes she is intelligent and capable, and her coworkers respect her abilities d. A little girl is shy and quiet, and her parents encourage her to be more outgoing Ans: A Learning Objective: Question 7.5: How do individuals defend their identities when they are threatened?

Cognitive Domain: Application Answer Location: Question 7.5: How Do Individuals Defend Their Identities When They Are Threatened?

Difficulty Level: Medium 32. A Big Man in Papua New Guinea is most likely to make moka with ______. a. his wife b. his worst enemy c. the sons of his sister d. an unrelated acquaintance Ans: D Learning Objective: Question 7.5: How do individuals defend their identities when they are threatened?

Cognitive Domain: Application Answer Location: Making Moka in Papua New Guinea Difficulty Level: Medium 33. To be successful in moka trading, one must ______. a. walk away with the most gifts b. give more than the other partner can return c. choose the nicest gifts d. produce all moka gifts without help from others Ans: B Learning Objective: Question 7.5: How do individuals defend their identities when they are threatened?

Cognitive Domain: Comprehension Answer Location: Making Moka in Papua New Guinea Difficulty Level: Medium

Robbins, Cultural Anthropology 8e SAGE Publishing, 2021 34. If a Big Man pushes to delay a moka ceremony, it shows that ______. a. he does not want to maintain the moka partnership b. his kin networks are strong c. his magic is not as powerful as it should be d. he needs more time to raise moka gifts Ans: D Learning Objective: Question 7.5: How do individuals defend their identities when they are threatened?

Cognitive Domain: Comprehension Answer Location: Making Moka in Papua New Guinea Difficulty Level: Medium 35. Migration ______ identity. a. maintains b. strengthens c. threatens d. does not impact Ans: C Learning Objective: Question 7.5: How do individuals defend their identities when they are threatened?

Cognitive Domain: Comprehension Answer Location: Migrants and Refugees Difficulty Level: Medium True/False 1. People in all societies use personal names.

Ans: T Learning Objective: Question 7.1: How does the concept of personhood vary from society to society?

Cognitive Domain: Knowledge Answer Location: Question 7.1: How Does the Concept of Personhood Vary from Society to Society?

Difficulty Level: Easy 2. Race is a social identity in every society.

Ans: F Learning Objective: Question 7.2: How do societies distinguish individuals from one another?

Cognitive Domain: Knowledge Answer Location: Question 7.2: How Do Societies Distinguish Individuals from One Another?

Difficulty Level: Easy 3. Social identities are permanent.

Ans: F Learning Objective: Question 7.3: How do individuals learn who they are?

Cognitive Domain: Comprehension Answer Location: Question 7.3: How Do Individuals Learn Who They Are? Difficulty Level: Medium

Robbins, Cultural Anthropology 8e SAGE Publishing, 2021 4. Commodities are changed into possessions via the process of appropriation.

Ans: T Learning Objective: Question 7.4: How do individuals communicate their identities to one another?

Cognitive Domain: Knowledge Answer Location: Gifts and Commodities Difficulty Level: Easy 5. One moka partner always owes the other.

Ans: T Learning Objective: Question 7.5: How do individuals defend their identities when they are threatened?

Cognitive Domain: Knowledge Answer Location: Making Moka in Papua New Guinea Difficulty Level: Easy

Short Answer 1. How do personal names reflect something about society as a whole?

Ans: Personal names, while ascribed to individuals within a society, nevertheless reflect important information about society as a whole. In places that are more egocentric, the personal name may have only an individual and family name. In more sociocentric places, personal names have more information, including place of origin or information about one’s social position.

Learning Objective: Question 7.1: How does the concept of personhood vary from society to society?

Cognitive Domain: Analysis Answer Location: The Egocentric and Sociocentric Self Difficulty Level: Hard 2. How does language convey gender?

Ans: Many turns of phrase, linguistic tendencies, and words are used in a gendered way. In English, for example, profanity is typically associated with masculinity—so when women swear, they are often judged much more harshly for it. Likewise, women who speak as directly as men do are likely to be seen as overly aggressive rather than assertive. Linguistic features such as hedging allows women to say what they mean without seeming as direct. The linguistic expectations from each gender can indicate a lot about the relative power of each in society.

Women’s speech patterns indicate powerlessness relative to men’s speech patterns.

Learning Objective: Question 7.2: How do societies distinguish individuals from one another?

Cognitive Domain: Analysis Answer Location: Language, Gender, and Race Difficulty Level: Hard 3. Apply Arnold van Gennep’s phases to a rite of passage in American culture.

Ans: Answers will vary depending on the rite of passage chosen. It should be clear what the original identity, transition phase, and new identity is. An example answer follows:

Robbins, Cultural Anthropology 8e SAGE Publishing, 2021 According to Arnold van Gennep, rites of passage mark transitions from one social category to another. For example, the rite of passage of marriage involves a transition from a single person to a married person. In this case, the original identity would be as single person, the new identity would be the married person, and the transition phase would be the engagement or possibly even the dating period (when the person is no longer single but not yet married).

Learning Objective: Question 7.3: How do individuals learn who they are?

Cognitive Domain: Analysis Answer Location: Question 7.3: How Do Individuals Learn Who They Are? Difficulty Level: Hard 4. How are commodities converted into possessions appropriate for gifting in America?

Ans: Commodities—impersonal objects—are converted into meaningful possessions in several ways in America. Companies spend a lot of marketing money positioning their wares as possessions by creating personal connections between consumers and either employees or the brand itself. They also personalize commodities by portraying them as excellent gifts that will enhance their social relationships. Then, consumers appropriate commodities into possessions by assigning meaning to them. Impersonal gifts take on meaning when chosen for personal reasons or used in personal ways.

Learning Objective: Question 7.4: How do individuals communicate their identities to one another?

Cognitive Domain: Analysis Answer Location: Gift Giving and Christmas in America Difficulty Level: Hard 5. How does the moka process impact identity in Papua New Guinea?

Ans: One of the most important social identities in Papua New Guinea is that of Big Man. However, the status of Big Man is not permanent or even very secure. A Big Man must have many moka partnerships, and must be successful in moka trades. Success is defined by outgiving one’s moka partner, so the Big Man identity must be backed by serious wealth. The wealth is not to hoard, as it is in the West, but rather to give away. If a Big Man cannot meet his moka obligations, he ceases to be Big Man. Learning Objective: Question 7.5: How do individuals defend their identities when they are threatened?

Cognitive Domain: Analysis Answer Location: Making Moka in Papua New Guinea Difficulty Level: Hard

Robbins, Cultural Anthropology 8e SAGE Publishing, 2021

Chapter 8: The Cultural Construction of Violent Conflict Test Bank Multiple Choice 1. One way that the United States rewards collective violence is by ______. a. restricting religious freedom b. framing war rhetoric around the idea of defending freedom c. letting people out of prison early for good behavior d. treating soldiers as heroes Ans: D Learning Objective: Question 8.1: How do societies create a bias in favor of collective violence?

Cognitive Domain: Application Answer Location: Question 8.1: How Do Societies Create a Bias in Favor of Collective Violence?

Difficulty Level: Medium 2. What was the major difference between those in the first rank (ongop) and those in the second rank (ondeigupa) among the Kiowa? a. the number of horses they owned b. how many wives they could support c. whether they had war honors d. their generosity Ans: C Learning Objective: Question 8.1: How do societies create a bias in favor of collective violence?

Cognitive Domain: Comprehension Answer Location: Horses, Rank, and Warfare Among the Kiowa Difficulty Level: Medium 3. Which item was necessary for Kiowa men to achieve high status? a. sword with an illustrious history b. yam house built by his in-laws c. horse to ride on raids d. club with which to beat other men Ans: C Learning Objective: Question 8.1: How do societies create a bias in favor of collective violence?

Cognitive Domain: Knowledge Answer Location: Horses, Rank, and Warfare Among the Kiowa Difficulty Level: Easy 4. Yanomamö collective violence is most often for the purpose of ______. a. defending against evil b. capturing and protecting resources c. acquiring high status d. spreading religious ideals Ans: B Learning Objective: Question 8.1: How do societies create a bias in favor of collective violence?

Cognitive Domain: Knowledge Answer Location: Good Hosts Among the Yanomamö

Robbins, Cultural Anthropology 8e SAGE Publishing, 2021 Difficulty Level: Easy 5. The Yanomamö quality of waiteri is ______. a. justified by religious differences b. carried out via ridicule, shame, and joking c. enforced through socialized aggression from childhood d. a genetic characteristic passed down through the mitochondrial DNA Ans: C Learning Objective: Question 8.1: How do societies create a bias in favor of collective violence?

Cognitive Domain: Application Answer Location: Good Hosts Among the Yanomamö Difficulty Level: Medium 6. The Yanomamö direct violence toward ______. a. members of their villages only b. outsiders only c. members of other villages and men in their own village only d. members of other villages and both men and women in their own village Ans: D Learning Objective: Question 8.1: How do societies create a bias in favor of collective violence?

Cognitive Domain: Comprehension Answer Location: Good Hosts Among the Yanomamö Difficulty Level: Medium 7. Dushmani in Kohistan involves ______. a. forced fights among young boys to make them aggressive b. carefully balanced retaliation for slights to honor c. the glorification of soldiers d. the construction of indifference to status Ans: B Learning Objective: Question 8.1: How do societies create a bias in favor of collective violence?

Cognitive Domain: Comprehension Answer Location: Defending Honor in Kohistan Difficulty Level: Medium 8. Which incident might spark a blood feud among the Kohistani? a. an attack by the Pakistani military b. a man flirting with his friend’s unmarried sister c. a brother-in-law failing to provide the expected number of yams d. a moka partner giving fewer gifts than status demands Ans: B Learning Objective: Question 8.1: How do societies create a bias in favor of collective violence?

Cognitive Domain: Application Answer Location: Defending Honor in Kohistan Difficulty Level: Medium 9. Which of the following statements is true regarding violence motivated by religion? a. It is the only kind that is justified. b. It does not achieve its goal. c. It often has a secular basis as well.

Robbins, Cultural Anthropology 8e SAGE Publishing, 2021 d. It leads to salvation and peace.

Ans: C Learning Objective: Question 8.1: How do societies create a bias in favor of collective violence?

Cognitive Domain: Knowledge Answer Location: Constructing Religious Justifications for Violence Difficulty Level: Easy 10. Operation Rescue justifies violence based on ______. a. a code of honor b. reward and status c. protecting resources d. religious ideas of good versus evil Ans: D Learning Objective: Question 8.1: How do societies create a bias in favor of collective violence?

Cognitive Domain: Comprehension Answer Location: Constructing Religious Justifications for Violence Difficulty Level: Medium 11. The Army of God believes which of the following? a. Killing abortion providers is justified by biblical law b. The establishment of an Islamic state required by Allah c. Killing those who belong to a corrupt system saves them from accruing bad karma d. Violence in the name of God is morally unjustified Ans: A Learning Objective: Question 8.1: How do societies create a bias in favor of collective violence?

Cognitive Domain: Knowledge Answer Location: Constructing Religious Justifications for Violence Difficulty Level: Easy 12. In order for anthropologists to classify a society as peaceful, members must ______. a. not engage in violence even to defend themselves against outside violence b. not practice internal collective violence and rarely practice violence on an individual scale c. resolve conflicts peacefully, limit internal collective violence, and refuse to eat meat d. value nonaggression, prize poetic composition, and have disdain for warriors Ans: B Learning Objective: Question 8.2: How do societies create a bias against violent conflict?

Cognitive Domain: Comprehension Answer Location: Question 8.2: How Do Societies Create a Bias Against Violent Conflict?

Difficulty Level: Medium 13. How do the Ju/wasi reduce competition for meat resources? a. Through the expectation that the owner of the arrow that kills the animal must distribute the meat b. By never denying a group member anything necessary to sustain life c. Through teaching even the smallest child to survive without the need for meat d. By rewarding the best hunters with increased status Ans: A Learning Objective: Question 8.2: How do societies create a bias against violent conflict?

Cognitive Domain: Knowledge Answer Location: Characteristics of Peaceful Societies

Robbins, Cultural Anthropology 8e SAGE Publishing, 2021 Difficulty Level: Easy 14. The Semai respond to Pehunan by ______. a. ridiculing the person with Pehunan for lacking the necessities b. requiring those who display violence to leave the group c. instilling a strong sense of personal responsibility d. helping each person meet their needs as a group Ans: D Learning Objective: Question 8.2: How do societies create a bias against violent conflict?

Cognitive Domain: Application Answer Location: Characteristics of Peaceful Societies Difficulty Level: Medium 15. Which is a strategy used by the Ju/wasi to reduce violence? a. Smiling and laughing even when they are angry b. The destruction of anything that might be used as a weapon c. Ridiculing anyone who is too boastful d. Economic monopolies on life-sustaining goods Ans: C Learning Objective: Question 8.2: How do societies create a bias against violent conflict?

Cognitive Domain: Comprehension Answer Location: Characteristics of Peaceful Societies Difficulty Level: Medium 16. An Inuit person may ______ so that others do not interpret them as hostile. a. smile or laugh often b. joke around to settle conflicts c. satisfy Pehunan d. give many gifts Ans: A Learning Objective: Question 8.2: How do societies create a bias against violent conflict?

Cognitive Domain: Comprehension Answer Location: Characteristics of Peaceful Societies Difficulty Level: Medium 17. An Inuit person is least likely to ______. a. smile or laugh b. ask a friend for a favor c. accept help from a friend d. share meat with a neighbor Ans: B Learning Objective: Question 8.2: How do societies create a bias against violent conflict?

Cognitive Domain: Application Answer Location: Characteristics of Peaceful Societies Difficulty Level: Medium 18. A Xingu potter does not make stone axes because ______. a. he does not know how b. stoneworking is women’s work c. intervillage cooperation would be at risk

Robbins, Cultural Anthropology 8e SAGE Publishing, 2021 d. pots are more highly prized than axes Ans: C Learning Objective: Question 8.2: How do societies create a bias against violent conflict?

Cognitive Domain: Application Answer Location: Characteristics of Peaceful Societies Difficulty Level: Medium 19. Xingu village ______ encourage intervillage cooperation. a. council edicts b. rites of passage c. endogamous practices d. economic monopolies Ans: D Learning Objective: Question 8.2: How do societies create a bias against violent conflict?

Cognitive Domain: Comprehension Answer Location: Characteristics of Peaceful Societies Difficulty Level: Medium 20. Which of the following statements is true about Xingu warriors who successfully defend the village? a. They are considered polluted and must be cleansed of blood b. They leave the village and are not allowed back c. They are revered by those who can then remain nonviolent d. They become leaders with high status Ans: A Learning Objective: Question 8.2: How do societies create a bias against violent conflict?

Cognitive Domain: Comprehension Answer Location: Characteristics of Peaceful Societies Difficulty Level: Medium 21. Thomas Hobbes’ characterization of life as “solitary, poore, nasty, brutish, and short” in places without a strong central authority is most true for the ______. a. Ju/wasi b. Yanomamö c. Americans d. Semai Ans: B Learning Objective: Question 8.3: What are the economic, political, or social differences between peaceful and violent societies?

Cognitive Domain: Comprehension Answer Location: Question 8.3: What Are the Economic, Political, or Social Differences Between Peaceful and Violent Societies?

Difficulty Level: Medium 22. The characteristic of ______ is most similar to the Yanomamö quality of waiteri. a. “heart” for the Vice Lords b. Pehunan for the Semai c. moka for Papua New Guineans d. mana for Polynesians Ans: A

Robbins, Cultural Anthropology 8e SAGE Publishing, 2021 Learning Objective: Question 8.3: What are the economic, political, or social differences between peaceful and violent societies?

Cognitive Domain: Comprehension Answer Location: The Need to Protect Resources and Honor Difficulty Level: Medium 23. How did Yanomamö violence develop? a. The Yanomamö have been fierce for their entire history. b. The Yanomamö became violent when land became scarce. c. Yanomamö violence followed a series of cultural changes after Western contact. d. Yanomamö violence developed in response to direct aggression from nearby indigenous groups.

Ans: C Learning Objective: Question 8.3: What are the economic, political, or social differences between peaceful and violent societies?

Cognitive Domain: Application Answer Location: Creating the Conditions for Violence Difficulty Level: Medium 24. Warfare in small-scale societies does not have a big impact on the number of children born because ______. a. few men die in small-scale warfare b. only men who have children already are permitted to fight c. the men who die in battle would not have produced children anyway d. polygyny increases when many men die Ans: D Learning Objective: Question 8.4: What are the effects of war on societies?

Cognitive Domain: Comprehension Answer Location: The Impact of War on Population Difficulty Level: Medium 25. Why do sex ratios sometimes skew more male as societies become more violent? a. Natural selection produces more male babies. b. Female infanticide rises. c. Aggressive men are more likely to reproduce than peaceful men. d. Women are killed in higher numbers than men.

Ans: B Learning Objective: Question 8.4: What are the effects of war on societies?

Cognitive Domain: Application Answer Location: The Impact of War on Population Difficulty Level: Medium 26. The key factor in the development of the Zulu state was ______. a. warfare b. population decline c. resource scarcity d. illness Ans: A Learning Objective: Question 8.4: What are the effects of war on societies?

Cognitive Domain: Knowledge

Robbins, Cultural Anthropology 8e SAGE Publishing, 2021 Answer Location: The Evolution of the Nation-State Difficulty Level: Easy 27. One major component in the identity of a nuclear weapons scientist is ______. a. secrecy b. pro-war ideology c. political conservatism d. environmentalism Ans: A Learning Objective: Question 8.5: How is it possible to justify the creation of weapons of mass destruction?

Cognitive Domain: Knowledge Answer Location: The Anthropology of a Nuclear Weapons Laboratory Difficulty Level: Easy 28. Becoming part of the Livermore nuclear weapons laboratory and being considered a full adult in the lab involves ______. a. interviewing for an open position b. accepting a salary offer c. gaining entry to the white area d. obtaining the green badge Ans: D Learning Objective: Question 8.5: How is it possible to justify the creation of weapons of mass destruction?

Cognitive Domain: Application Answer Location: The Anthropology of a Nuclear Weapons Laboratory Difficulty Level: Medium 29. The most important way for scientists in the Livermore nuclear weapons laboratory to obtain high status is to ______. a. know the most secrets b. have many ideas that test successfully c. be a part of the most committees d. have the closest relationship to the Vice President of the United States Ans: B Learning Objective: Question 8.5: How is it possible to justify the creation of weapons of mass destruction?

Cognitive Domain: Comprehension Answer Location: The Anthropology of a Nuclear Weapons Laboratory Difficulty Level: Medium 30. Domestic metaphors used by scientists in nuclear weapons laboratories serves to ______. a. help the scientists picture the human face of the victims of the weapons b. reinforce the objectivity of the teams creating the weapons c. remove accountability for the destruction the weapons will create d. remind the scientists that the weapons will be used to defend their families Ans: C Learning Objective: Question 8.5: How is it possible to justify the creation of weapons of mass destruction?

Cognitive Domain: Comprehension

Robbins, Cultural Anthropology 8e SAGE Publishing, 2021 Answer Location: The Language of Nuclear Destruction Difficulty Level: Medium 31. Which of the following is an example of distancing language used by scientists in nuclear weapons labs? a. Q clearance b. chemical burn c. pasture bombing d. Christmas tree farms Ans: D Learning Objective: Question 8.5: How is it possible to justify the creation of weapons of mass destruction?

Cognitive Domain: Application Answer Location: The Language of Nuclear Destruction Difficulty Level: Medium 32. One example of “human terrain” is ______. a. an isolated mountaintop in view of a small village b. a river where people wash clothes and collect water c. the belief that the dead cannot rest in peace if they remain unburied d. a plateau that must be crossed to reach the next town Ans: C Learning Objective: Question 8.5: How is it possible to justify the creation of weapons of mass destruction?

Cognitive Domain: Application Answer Location: The Human Terrain Concept and the Human Terrain Systems (HTS) Difficulty Level: Medium 33. Human Terrain Teams include social scientists as well as ______. a. local politicians b. members of Congress c. indigenous advisors d. members of the military Ans: D Learning Objective: Question 8.5: How is it possible to justify the creation of weapons of mass destruction?

Cognitive Domain: Knowledge Answer Location: The Human Terrain Concept and the Human Terrain Systems (HTS) Difficulty Level: Easy 34. How did the American Anthropological Association react to the use of Human Terrain Teams? a. It was supportive of anthropologists using their knowledge to aid their country b. It was neutral since anthropologists are Americans before they are anthropologists c. It was unsupportive since anthropological participation is a dangerous ethical violation d. It was supportive since anthropologists can use their knowledge to protect indigenous groups Ans: C Learning Objective: Question 8.5: How is it possible to justify the creation of weapons of mass destruction?

Cognitive Domain: Comprehension

Robbins, Cultural Anthropology 8e SAGE Publishing, 2021 Answer Location: The Anthropological Reaction to HTS Difficulty Level: Medium 35. One ethical consideration involved in Human Terrain Systems is whether ______. a. informants will feel free to deny consent to questioning b. anthropologists will use their knowledge to influence military policy c. anthropologists are in danger in their work d. informants will use their relationships with anthropologists for their own gain Ans: A Learning Objective: Question 8.5: How is it possible to justify the creation of weapons of mass destruction?

Cognitive Domain: Comprehension Answer Location: The Anthropological Reaction to HTS Difficulty Level: Medium True/False 1. Christianity is the only major religion without violent extremists.

Ans: F Learning Objective: Question 8.1: How do societies create a bias in favor of collective violence?

Cognitive Domain: Comprehension Answer Location: Constructing Religious Justifications for Violence Difficulty Level: Medium 2. There are no societies that meet the anthropological standards for “peacefulness.”

Ans: F Learning Objective: Question 8.2: How do societies create a bias against violent conflict?

Cognitive Domain: Knowledge Answer Location: Question 8.2: How Do Societies Create a Bias Against Violent Conflict?

Difficulty Level: Easy 3. Gender roles are more equal in more peaceful societies.

Ans: T Learning Objective: Question 8.3: What are the economic, political, or social differences between peaceful and violent societies?

Cognitive Domain: Knowledge Answer Location: Sexism and Violent Conflict Difficulty Level: Easy 4. Russia’s population has still not recovered from the death toll of World War II. Ans: F Learning Objective: Question 8.4: What are the effects of war on societies?

Cognitive Domain: Knowledge Answer Location: The Impact of War on Population Difficulty Level: Easy 5. Scientists who work to develop nuclear weapons want them to be used against others.

Ans: F

Robbins, Cultural Anthropology 8e SAGE Publishing, 2021 Learning Objective: Question 8.5: How is it possible to justify the creation of weapons of mass destruction?

Cognitive Domain: Comprehension Answer Location: The Anthropology of a Nuclear Weapons Laboratory Difficulty Level: Medium

Short Answer 1. Discuss the major justifications for socially-sanctioned violence and provide an example of each one.

Ans: Many societies sanction and even encourage collective violence. The bias in favor of collective violence is socially constructed in a few ways. One way is to tie violence to social status or make high status difficult or impossible to attain without the use of violence. The glorification of soldiers in the United States is an example of this, as is the rank system among the Kiowa. Next, there are places where cultural factors make it necessary to defend valuable resources using violence. The Yanomamö, for example, must use violence to fight off those trying to kidnap their women and children (though also to kidnap women and children from others). Violence can also be ingrained into the code of honor in a society, such as systems like in Kohistan that call for defending slighted honor with violence. Finally, religion has been used throughout time and across the world to justify violence. Examples include the Army of God, the Crusades, and ISIS. Learning Objective: Question 8.1: How do societies create a bias in favor of collective violence?

Cognitive Domain: Analysis Answer Location: Question 8.1: How Do Societies Create a Bias In Favor of Collective Violence?

Difficulty Level: Hard 2. Discuss the cultural factors that allow the Ju/wasi to maintain peace.

Ans: The Ju/wasi have several cultural factors allowing them to maintain peace and reduce violence. The power that can accompany the right to distribute food can lead to violence, but they mitigate this danger in a couple of ways. First, the owner of the meat is expected to share it rather than retaining it for himself. Also, the hunter is not the one who gets to distribute the food.

Rather, the owner of the arrow used by the hunter distributes the food. Since hunters may use arrows from many owners, the power to distribute food is spread out. In addition, the Ju/wasi practice strategic ridicule, deflating the egos of those who boast too much. Finally, the trance dance ceremonies, intended to cure individual illness, also serves to heal social conflict without violence.

Learning Objective: Question 8.2: How do societies create a bias against violent conflict?

Cognitive Domain: Analysis Answer Location: Characteristics of Peaceful Societies Difficulty Level: Hard 3. Compare and contrast characteristics of peaceful and violent societies without centralized governments.

Ans: Both peaceful and violent societies with no central authority are small-scale and have few means of resolving conflict in a formal way. They generally lack laws and formal ways to punish wrongdoers. In violent societies, individuals must protect their own resources using force. Since there is not a central authority, each man must be fierce enough to protect himself and his

Robbins, Cultural Anthropology 8e SAGE Publishing, 2021 family as well as their resources. In peaceful societies, there are cultural measures that prevent violent conflict from erupting to begin with. Individuals go to great lengths to avoid causing offense, taking offense, or acting on offense.

Learning Objective: Question 8.3: What are the economic, political, or social differences between peaceful and violent societies?

Cognitive Domain: Analysis Answer Location: The Need to Protect Resources and Honor Difficulty Level: Hard 4. What impact has warfare had on population?

Ans: Even large numbers of deaths due to warfare do not necessarily impact population growth.

Cultural factors such as polygyny and baby booms can balance out the loss of men from war.

Polygyny often increases in places where many men have died from violent conflict. However, population makeup may change. As societies become more warlike, there is often an increased value placed on male children versus female children. Incidences of female infanticide often increase when this happens. While the number of births may not decrease significantly, the proportion of females to males often does.

Learning Objective: Question 8.4: What are the effects of war on societies?

Cognitive Domain: Analysis Answer Location: The Impact of War on Population Difficulty Level: Hard 5. Analyze the arguments for and against the development of nuclear weapons.

Ans: Those in favor of the development of nuclear weapons see the international stage as an anarchist system in which each state must look out for itself. For these people, nuclear weapons serve as an insurance policy of sorts. They assume that others will be less likely to attack because of the state’s possession of nuclear weapons. Those who oppose the development of nuclear weapons reject the notion that international relations are anarchistic and emphasize the importance of trade in regulating intrastate behavior.

Learning Objective: Question 8.5: How is it possible to justify the creation of weapons of mass destruction?

Cognitive Domain: Analysis Answer Location: The Anthropology of a Nuclear Weapons Laboratory Difficulty Level: Hard