Cultural Anthropology, 9E Raymond Scupin Test Bank

Type:

Test Bank

Resource:

Cultural Anthropology

Edition:

9th Edition

Author(s):

Raymond Scupin

TEST BANK

CULTURAL ANTHROPOLOGY A GLOBAL PERSPECTIVE NINTH EDITION

Raymond Scupin Lindenwood University

CONTENTS

Chapter 1 Introduction to Anthropology

1

Chapter 2 Human Evolution

14

Chapter 3 Culture

26

Chapter 4 The Process of Enculturation: Psychological and Cognitive Anthropology

39

Chapter 5 Language

52

Chapter 6 Anthropological Explanations

65

Chapter 7 Analyzing Sociocultural Systems

79

Chapter 8 Environment, Subsistence, and Demography

92

Chapter 9 Technology and Economies

105

Chapter 10 Social Structure, the Family, Gender, and Age

118

Chapter 11 Politics, Warfare, and Law

132

Chapter 12 Religion and Aesthetics

145

Chapter 13 Globalization, Culture, and Indigenous Societies

158

Chapter 14 Globalization in Latin America, Africa, and the Caribbean

171

Chapter 15 Globalization in the Middle East and Asia

184

Chapter 16 Ethnicity

197

Chapter 17 Contemporary Global Trends

210

Chapter 18 Applied Anthropology

223

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CHAPTER 1 INTRODUCTION TO ANTHROPOLOGY True-False Questions 1.

Although anthropologists study the unique features of diverse cultures, they also recognize the fundamental similarities among all peoples in the world.

Answer: T Topic: Introduction Learning Objective: n/a Skill Level: Understand the Concepts Difficulty Level: Easy 2.

Anthropology courses are more relevant to students interested in obtaining degrees in business than those pursuing careers in education.

Answer: F Topic: Why Study Anthropology?

Learning Objective: LO 1.5 Describe why any student should study anthropology.

Skill Level: Understand the Concepts Difficulty Level: Easy 3.

Biological anthropologists focus their research in two areas: human evolution and modern human variation.

Answer: T Topic: Anthropology: The Four Subfields Learning Objective: LO 1.1 Compare and contrast the four major subfields of anthropology.

Skill Level: Remember the Facts Difficulty Level: Easy 4.

Primatology, the study of nonhuman primates, is a specialization within biological anthropology that contributes to our knowledge of human evolution.

Answer: T Topic: Anthropology: The Four Subfields Learning Objective: LO 1.1 Compare and contrast the four major subfields of anthropology.

Skill Level: Understand the Concepts Difficulty Level: Moderate 5. Archaeologists spend more time digging up garbage than digging up treasure.

Answer: T Topic: Anthropology: The Four Subfields Learning Objective: LO 1.1 Compare and contrast the four major subfields of anthropology.

Skill Level: Understand the Concepts Difficulty Level: Easy 6.

Linguistic anthropologists are concerned with discovering how sites and middens are formed and what can be learned from studying these ancient structures.

Answer: F Topic: Anthropology: The Four Subfields Learning Objective: LO 1.1 Compare and contrast the four major subfields of anthropology.

1 .

Skill Level: Remember the Facts Difficulty Level: Easy 7.

The study of life at plantations in the southern United States would be called “classical archaeology.”

Answer: F Topic: Anthropology: The Four Subfields Learning Objective: LO 1.1 Compare and contrast the four major subfields of anthropology.

Skill Level: Remember the Facts Difficulty Level: Moderate 8. Scientists hope to uncover universals of cultural behavior through the Genographic Project.

Answer: F Topic: Anthropology: The Four Subfields Learning Objective: LO 1.1 Compare and contrast the four major subfields of anthropology.

Skill Level: Understand the Concepts Difficulty Level: Moderate 9.

Applied research in anthropology involves using the research methods and findings developed in basic research to solve human problems and fulfill the perceived needs of various societies.

Answer: T Topic: Anthropology: The Four Subfields Learning Objective: LO 1.1 Compare and contrast the four major subfields of anthropology.

Skill Level: Understand the Concepts Difficulty Level: Easy 10. Cultural anthropology is the branch of anthropology that studies contemporary societies throughout the world in an attempt to understand human diversity and discover similarities.

Answer: T Topic: Anthropology: The Four Subfields Learning Objective: LO 1.1 Compare and contrast the four major subfields of anthropology.

Skill Level: Remember the Facts Difficulty Level: Easy 11. Anthropological scientific knowledge is absolute, complete, and usually the final truth.

Answer: F Topic: Anthropological Explanations Learning Objective: LO 1.3 Explain how the scientific method is used in anthropological explanations.

Skill Level: Understand the Concepts Difficulty Level: Easy 12. An ethnography is a written description of a society, while ethnology is a process of determining cross-cultural generalizations.

Answer: T Topic: Anthropology: The Four Subfields Learning Objective: LO 1.1 Compare and contrast the four major subfields of anthropology.

Skill Level: Remember the Facts Difficulty Level: Easy

2 .

13. The holistic approach is used by anthropologists to find out if there are any missing pieces to a scientific puzzle or problem they are exploring—that is, if there are any “holes in the argument.”

Answer: F Topic: Holistic Anthropology, Interdisciplinary Research, and the Global Perspective Learning Objective: LO 1.2 Describe how the field of anthropology is holistic, interdisciplinary, and global.

Skill Level: Understand the Concepts Difficulty Level: Easy 14. Cultural anthropologists, unlike sociologists, do not use statistics to analyze social behavior.

Answer: F Topic: Holistic Anthropology, Interdisciplinary Research, and the Global Perspective Learning Objective: LO 1.2 Describe how the field of anthropology is holistic, interdisciplinary, and global.

Skill Level: Remember the Facts Difficulty Level: Easy 15. Anthropology, a scientific discipline, has no relationship with history, a humanistic discipline.

Answer: F Topic: Holistic Anthropology, Interdisciplinary Research, and the Global Perspective Learning Objective: LO 1.2 Describe how the field of anthropology is holistic, interdisciplinary, and global.

Skill Level: Understand the Concepts Difficulty Level: Easy 16. Because of the methods they use, anthropologists avoid interpreting their research results from a global perspective.

Answer: F Topic: Holistic Anthropology, Interdisciplinary Research, and the Global Perspective Learning Objective: LO 1.2 Describe how the field of anthropology is holistic, interdisciplinary, and global.

Skill Level: Understand the Concepts Difficulty Level: Easy 17. Anthropologists have found that culturally constituted knowledge is general, universal, and genetic.

Answer: F Topic: Anthropological Explanations Learning Objective: LO 1.3 Explain how the scientific method is used in anthropological explanations.

Skill Level: Understand the Concepts Difficulty Level: Moderate 18. Inductive reasoning takes general statements and develops specific facts.

Answer: F Topic: Anthropological Explanations Learning Objective: LO 1.3 Explain how the scientific method is used in anthropological explanations.

Skill Level: Remember the Facts 3 .

Difficulty Level: Easy 19. Even in the nineteenth century, anthropologists were aware of the dangers of ethnocentric beliefs and carefully promoted objective interpretations of other societies.

Answer: F Topic: Anthropological Explanations Learning Objective: LO 1.3 Explain how the scientific method is used in anthropological explanations.

Skill Level: Understand the Concepts Difficulty Level: Easy 20. The scientific method is a logical system used to evaluate data derived from systematic observation.

Answer: T Topic: Anthropological Explanations Learning Objective: LO 1.3 Explain how the scientific method is used in anthropological explanations.

Skill Level: Understand the Concepts Difficulty Level: Easy

Multiple-Choice Questions 21. Which of the following best summarizes the effect of the rift between anthropologists committed to either a humanistic or scientific approach?

A. It has fostered a richer understanding of human existence.

B. It has thwarted growth within the field.

C. It has forced humanistic anthropologists to employ the scientific method.

D. It has driven the field to become more sociological.

Answer: A Topic: Humanistic Interpretive Approaches in Anthropology Learning Objective: LO 1.4 Discuss how the field of anthropology bridges both the sciences and the humanities.

Skill Level: Understand the Concepts Difficulty Level: Moderate 22. Historical linguistics has provided evidence to support which of the following?

A. Chinese speakers view the world differently than English speakers.

B. Native American populations originated in Asia.

C. Puerto Rican accents are different from Mexican accents.

D. Grammatical forms can differentiate socioeconomic groups.

Answer: B Topic: Anthropology: The Four Subfields Learning Objective: LO 1.1 Compare and contrast the four major subfields of anthropology.

Skill Level: Remember the Facts Difficulty Level: Moderate 23. Which of the following scientific approaches rely on hypothesis testing?

A. inductive methods only B. deductive methods only C. both inductive and deductive methods 4 .

D. inductive, deductive, and theoretical methods Answer: C Topic: Anthropological Explanations Learning Objective: LO 1.3 Explain how the scientific method is used in anthropological explanations.

Skill Level: Understand the Concepts Difficulty Level: Moderate 24. Which of the following illustrates the way anthropology embraces the social sciences as well as the humanities?

A. a study concerned with the cultural context of Bedouin poetry B. an excavation of a seventeenth-century colonial burial ground C. an investigation of the way people change which language they speak according to social context D. research into the economic effects of migration in Asia Answer: A Topic: Humanistic Interpretive Approaches in Anthropology Learning Objective: LO 1.4 Discuss how the field of anthropology bridges both the sciences and the humanities.

Skill Level: Understand the Concepts Difficulty Level: Easy 25. An anthropologist would agree with which of the following statements concerning ethnocentrism?

A. Ethnocentrism can help us better understand cultural universals.

B. All societies are not created equal; some are more advanced than others.

C. It is not appropriate to judge another society by the values and standards of one’s own society.

D. Ethnocentrism is a core element of scientific research.

Answer: C Topic: Anthropological Explanations Learning Objective: LO 1.3 Explain how the scientific method is used in anthropological explanations.

Skill Level: Apply What You Know Difficulty Level: Easy 26. An archaeologist working in applied anthropology might participate in which of the following?

A. identifying the way a murder victim was killed B. documenting an ancient site threatened by the construction of a new highway C. genetic studies of contemporary immigrant populations D. studying the meaning of symbols inscribed on ancient pottery Answer: B Topic: Anthropology: The Four Subfields Learning Objective: LO 1.1 Compare and contrast the four major subfields of anthropology.

Skill Level: Apply What You Know Difficulty Level: Moderate 27. Ethnologists are primarily interested in which of the following?

A. understanding the evolution of the human species over time

5 .

B.

studying the genetic similarities and differences among contemporary human populations C. making generalizations based on cultural information from many different societies D. conducting participant observation in order to describe a specific culture in detail Answer: C Topic: Anthropology: The Four Subfields Learning Objective: LO 1.1 Compare and contrast the four major subfields of anthropology.

Skill Level: Remember the Facts Difficulty Level: Moderate 28. The four subdisciplines of anthropology are __________.

A. ethnology, classics, physical geography, and geology B. primatology, ethnohistory, paleontology, and archaeology C. biological anthropology, archaeology, cultural anthropology, and linguistic anthropology D. classical anthropology, prehistoric archaeology, evolution, and ethnohistory Answer: C Topic: Anthropology: The Four Subfields Learning Objective: LO 1.1 Compare and contrast the four major subfields of anthropology.

Skill Level: Remember the Facts Difficulty Level: Easy 29. A paleoanthropologist would be most likely to study __________.

A. fossilized human bones of early human ancestors B. prehistoric tools from a midden in Costa Rica C. a primitive tribe in the rainforests of Zaire D. archival data from church records in Finland Answer: A Topic: Anthropology: The Four Subfields Learning Objective: LO 1.1 Compare and contrast the four major subfields of anthropology.

Skill Level: Understand the Concepts Difficulty Level: Moderate 30. The evolution of primate teeth is a subject studied by __________.

A. archaeologists B. social anthropologists C. forensic anthropologists D. biological anthropologists Answer: D Topic: Anthropology: The Four Subfields Learning Objective: LO 1.1 Compare and contrast the four major subfields of anthropology.

Skill Level: Apply What You Know Difficulty Level: Moderate 31. Biological anthropologists who study variation within and among human populations would be interested in which of the following?

A. the range of skin color among populations in different geographical areas B. differences between the ancient civilizations of Egypt and Greece C. the common origins of French and Italian D. similarities in marriage customs between Muslims and Jews Answer: A 6 .

Topic: Anthropology: The Four Subfields Learning Objective: LO 1.1 Compare and contrast the four major subfields of anthropology.

Skill Level: Apply What You Know Difficulty Level: Easy 32. The study of past cultures and lifestyles is the goal of __________.

A. ethnologists B. archaeologists C. forensic anthropologists D. primatologists Answer: B Topic: Anthropology: The Four Subfields Learning Objective: LO 1.1 Compare and contrast the four major subfields of anthropology.

Skill Level: Remember the Facts Difficulty Level: Easy 33. Which of the following is a specialization within the discipline of biological anthropology?

A. ecological anthropology B. ethnology C. forensic anthropology D. phonology Answer: C Topic: Anthropology: The Four Subfields Learning Objective: LO 1.1 Compare and contrast the four major subfields of anthropology.

Skill Level: Remember the Facts Difficulty Level: Moderate 34. The material products of former societies are known as __________.

A. artifacts B. fossils C. legacies D. antiquaries Answer: A Topic: Anthropology: The Four Subfields Learning Objective: LO 1.1 Compare and contrast the four major subfields of anthropology.

Skill Level: Remember the Facts Difficulty Level: Easy 35. Scott Atran is a cultural anthropologist whose recent research has focused on which of the following?

A. political and religious terrorism B. the use of new technologies in underdeveloped nations C. language and the Internet D. racial discrimination in the United States Answer: A Topic: Anthropology: The Four Subfields Learning Objective: LO 1.1 Compare and contrast the four major subfields of anthropology.

Skill Level: Remember the Facts Difficulty Level: Moderate

7 .

36. Kelley Hays-Gilpin, an archaeologist working in the American Southwest, studied which of the following?

A. the roles of men and women in ancient forms of agriculture B. the way gender ideology is expressed through pottery and rock art C. the different aspects of American culture adopted by Hopi children D. the construction of cliff dwellings by the Anasazi Answer: B Topic: Anthropology: The Four Subfields Learning Objective: LO 1.1 Compare and contrast the four major subfields of anthropology.

Skill Level: Remember the Facts Difficulty Level: Moderate 37. The people known as classical archaeologists conduct research on __________.

A. the ancient civilizations of Greece and Rome B. the evolution of prehistoric stone tools C. societies of the recent past D. ancestors of contemporary Native Americans Answer: A Topic: Anthropology: The Four Subfields Learning Objective: LO 1.1 Compare and contrast the four major subfields of anthropology.

Skill Level: Remember the Facts Difficulty Level: Easy 38. Research on artifacts found in the remains of slave quarters at an eighteenth-century tobacco plantation in Virginia is an example of __________.

A. historical archaeology B. forensic anthropology C. applied anthropology D. classical archaeology Answer: A Topic: Anthropology: The Four Subfields Learning Objective: LO 1.1 Compare and contrast the four major subfields of anthropology.

Skill Level: Remember the Facts Difficulty Level: Easy 39. A study of the garbage that people throw away may reveal more about their lifestyles than surveys and interviews because __________.

A. garbage is easier to analyze than survey data B. people may not accurately report their behaviors C. fieldwork in garbage dumps is less expensive D. surveys and interviews are done by sociologists Answer: B Topic: Anthropology: The Four Subfields Learning Objective: LO 1.1 Compare and contrast the four major subfields of anthropology.

Skill Level: Understand the Concepts Difficulty Level: Moderate 40. __________ linguistics, which focuses on the comparison and classification of different languages to reveal historical links, can often be used to confirm inferences derived from archaeological or paleoanthropological research on ancient population movements.

A. Historical 8 .

B. SocioC. Structural D. Evolutionary Answer: A Topic: Anthropology: The Four Subfields Learning Objective: LO 1.1 Compare and contrast the four major subfields of anthropology.

Skill Level: Remember the Facts Difficulty Level: Easy 41. An anthropologist interested in structural linguistics might consider doing research on __________.

A. the relationship between written forms of Chinese and Japanese B. whether bilingual children think differently than children who know only one language C. why some people speak with a Southern accent only when they are with family members D. the common roots of Indo-European language Answer: B Topic: Anthropology: The Four Subfields Learning Objective: LO 1.1 Compare and contrast the four major subfields of anthropology.

Skill Level: Apply What You Know Difficulty Level: Difficult 42. A. Peter Castro uses his training as a cultural anthropologist to understand which of the following?

A. the intersection of archaeology and ethnic identity among Native Americans B. gender discrimination through language C. the universal aspects of religion and human cognition D. conflicts over access to and use of the environment Answer: D Topic: Anthropology: The Four Subfields Learning Objective: LO 1.1 Compare and contrast the four major subfields of anthropology.

Skill Level: Remember the Facts Difficulty Level: Moderate 43. A unique research strategy of anthropologists that involves learning the language and culture of a group by participating in the group’s daily activities is called __________.

A. assimilation B. holistic interaction C. ethnography D. participant observation Answer: D Topic: Anthropology: The Four Subfields Learning Objective: LO 1.1 Compare and contrast the four major subfields of anthropology.

Skill Level: Remember the Facts Difficulty Level: Easy 44. Anthropology is said to be “holistic” because it __________.

A. is concerned with primitive societies B. makes use of both written and oral sources C. uses a multidisciplinary approach D. studies the mystical aspects of human experience 9 .

Answer: C Topic: Holistic Anthropology, Interdisciplinary Research, and the Global Perspective Learning Objective: LO 1.2 Describe how the field of anthropology is holistic, interdisciplinary, and global.

Skill Level: Understand the Concepts Difficulty Level: Easy 45. The use of anthropological data to offer practical solutions to problems within a society is called __________.

A. applied anthropology B. forensics C. ethnography D. participant observation Answer: A Topic: Anthropology: The Four Subfields Learning Objective: LO 1.1 Compare and contrast the four major subfields of anthropology.

Skill Level: Remember the Facts Difficulty Level: Easy 46. An example of “applied anthropology” might be __________.

A. a study of genetic differences among gorillas, chimpanzees, and humans B. an archaeological dig to recover information on long-distance trade between ancient Mayan cities C. research on how to write a computer manual in an indigenous language of Papua New Guinea D. reconstructing the kinship terminology utilized in Japan during the twelfth century Answer: C Topic: Anthropology: The Four Subfields Learning Objective: LO 1.1 Compare and contrast the four major subfields of anthropology.

Skill Level: Apply What You Know Difficulty Level: Difficult 47. Popular perceptions and misperceptions of other cultures have often been based on __________.

A. hypotheses B. variables C. ethnographies D. ethnocentrism Answer: D Topic: Anthropological Explanations Learning Objective: LO 1.3 Explain how the scientific method is used in anthropological explanations.

Skill Level: Understand the Concepts Difficulty Level: Easy 48. When a scientist begins with a general theory from which testable hypotheses are developed, he or she is said to be using the __________ method.

A. deductive B. paradigm C. inductive D. hypothesis 10 .

Answer: A Topic: Anthropological Explanations Learning Objective: LO 1.3 Explain how the scientific method is used in anthropological explanations.

Skill Level: Understand the Concepts Difficulty Level: Moderate 49. Interconnected hypotheses that offer general explanations for natural or social phenomena are called __________.

A. paradigms B. theories C. deductive methods D. inductive facts Answer: B Topic: Anthropological Explanations Learning Objective: LO 1.3 Explain how the scientific method is used in anthropological explanations.

Skill Level: Remember the Facts Difficulty Level: Easy 50. Bonnie Urciuoli’s sociolinguistic research has revealed which of the following?

A. the ancient migration patterns of people from Latin America B. the differences between European and Latin American forms of Spanish C. the impact of migration on the Puerto Rican community in New York D. the connection between speech and ethnicity in regard to how people are perceived Answer: D Topic: Anthropology: The Four Subfields Learning Objective: LO 1.1 Compare and contrast the four major subfields of anthropology.

Skill Level: Understand the Concepts Difficulty Level: Moderate

Essay Questions 51. What are the four fields of anthropology, and how are they related?

Topic: Anthropology: The Four Subfields Learning Objective: LO 1.1 Compare and contrast the four major subfields of anthropology.

Skill Level: Understand the Concepts Difficulty Level: Moderate 52. What is the scientific method? Do anthropologists use the scientific method? Do the scientific method or scientific explanations have any limitations?

Topic: Anthropological Explanations Learning Objective: LO 1.3 Explain how the scientific method is used in anthropological explanations.

Skill Level: Remember the Facts Difficulty Level: Moderate 53. You are talking with a friend who asks, “Why would anyone want to study anthropology?

What practical benefits will be gained from taking a course in anthropology?” How would you answer your friend’s question?

11 .

Topic: Why Study Anthropology?

Learning Objective: LO 1.5 Describe why any student should study anthropology.

Skill Level: Apply What You Know Difficulty Level: Easy 54. How do anthropologists generate a global perspective? Create a hypothetical example from one of the four fields to illustrate your answer.

Topic: Holistic Anthropology, Interdisciplinary Research, and the Global Perspective Learning Objective: LO 1.2 Describe how the field of anthropology is holistic, interdisciplinary, and global.

Skill Level: Apply What You Know Difficulty Level: Difficult 55. Aerial photographs have revealed the existence of a previously unknown group of people living in the Amazon rainforest. What are some of the questions about them that anthropologists would want to investigate? Include the perspectives of two subfields in your answer.

Topic: Anthropology: The Four Subfields Learning Objective: LO 1.1 Compare and contrast the four major subfields of anthropology.

Skill Level: Apply What You Know Difficulty Level: Moderate 56. Explain how scientific and humanistic approaches have shaped the field of anthropology. Is it possible to reconcile these two approaches? If so, how?

Topic: Humanistic Interpretive Approaches in Anthropology Learning Objective: LO 1.4 Discuss how the field of anthropology bridges both the sciences and the humanities.

Skill Level: Analyze It Difficulty Level: Difficult 57. What kind of research might be undertaken cooperatively by a linguistic anthropologist and an archaeologist?

Topic: Anthropology: The Four Subfields Learning Objective: LO 1.1 Compare and contrast the four major subfields of anthropology.

Skill Level: Apply What You Know Difficulty Level: Moderate 58. From reading the short biographies of Kelley Hays-Gilpin, Bonnie Urciuoli, and Scott Atran, what have you learned about how anthropologists become specialists in certain topics?

Topic: Anthropology: The Four Subfields Learning Objective: LO 1.1 Compare and contrast the four major subfields of anthropology.

Skill Level: Analyze It Difficulty Level: Difficult 59. Describe a hypothesis that might be formulated by an archaeologist and how the scientific method would be applied in its investigation.

Topic: Anthropological Explanations Learning Objective: LO 1.3 Explain how the scientific method is used in anthropological explanations.

Skill Level: Understand the Concepts 12 .

Difficulty Level: Moderate 60. Most academic anthropologists work in departments of anthropology. What are the other university departments that might have anthropologists on their faculties, and why?

Topic: Why Study Anthropology?

Learning Objective: LO 1.5 Describe why any student should study anthropology.

Skill Level: Understand the Concepts Difficulty Level: Easy

13 .

CHAPTER 2 HUMAN EVOLUTION True-False Questions 1.

Origin myths account for the ways in which supernatural forces and beings fashioned the world and all living things.

Answer: T Topic: Theory of Evolution Learning Objective: LO 2.1 Explain how cosmologies regarding human origins differ from the scientific view of evolution.

Skill Level: Understand the Concepts Difficulty Level: Easy 2.

In the religious tradition of Taoism, the spiritual and material sources for the origins of humans are the opposite forces of yin (female) and yang (male).

Answer: T Topic: Theory of Evolution Learning Objective: LO 2.1 Explain how cosmologies regarding human origins differ from the scientific view of evolution.

Skill Level: Remember the Facts Difficulty Level: Easy 3.

The theory of natural selection was arrived at simultaneously and independently by two different scholars.

Answer: T Topic: Darwin, Wallace, and Natural Selection Learning Objective: LO 2.3 Explain how natural selection works.

Skill Level: Remember the Facts Difficulty Level: Easy 4.

Charles Darwin can be considered an “armchair biologist” because his theories are based on the fieldwork of other researchers.

Answer: F Topic: Darwin, Wallace, and Natural Selection Learning Objective: LO 2.3 Explain how natural selection works.

Skill Level: Remember the Facts Difficulty Level: Moderate 5.

Scientific theories are based on the belief that the universe operates according to regular, observable processes.

Answer: T Topic: The Scientific Revolution Learning Objective: LO 2.2 Discuss how the scientific revolution provided the context for the theory of evolution.

Skill Level: Understand the Concepts Difficulty Level: Easy 6.

The family of mammals known as primates, to which humans belong, arose about 67 million years ago.

14 .

Answer: T Topic: Darwin, Wallace, and Natural Selection Learning Objective: LO 2.3 Explain how natural selection works.

Skill Level: Remember the Facts Difficulty Level: Easy 7. “Lucy” is an early hominin known scientifically as Australopithecus afarensis.

Answer: T Topic: Hominin Evolution Learning Objective: LO 2.4 Describe how early hominins are different from other primates.

Skill Level: Remember the Facts Difficulty Level: Moderate 8. Scientific evidence indicates that the earliest hominins were fully bipedal.

Answer: T Topic: Hominin Evolution Learning Objective: LO 2.4 Describe how early hominins are different from other primates.

Skill Level: Remember the Facts Difficulty Level: Easy 9. According to the fossil evidence, the first hominins to migrate out of Africa were the Neandertals.

Answer: F Topic: Homo erectus Learning Objective: LO 2.6 Describe the cultural characteristics of Homo erectus.

Skill Level: Remember the Facts Difficulty Level: Moderate 10. The replacement model or “Eve hypothesis” suggests that modern Homo sapiens evolved in Africa and then migrated to other areas of the world, replacing the local populations such as the Neandertals.

Answer: T Topic: The Evolution of Modern Homo sapiens Learning Objective: LO 2.8 Discuss the three different models of evolutionary development of modern humans.

Skill Level: Understand the Concepts Difficulty Level: Moderate 11. Burins are special projectile points for hunting large game like mammoths.

Answer: F Topic: Modern Homo sapiens Culture: The Upper Paleolithic Learning Objective: LO 2.9 Describe the cultural features of the Upper Paleolithic.

Skill Level: Remember the Facts Difficulty Level: Easy 12. Upper Paleolithic artisans made stone tools in distinctive styles that vary from region to region.

Answer: T Topic: Modern Homo sapiens Culture: The Upper Paleolithic Learning Objective: LO 2.9 Describe the cultural features of the Upper Paleolithic.

Skill Level: Remember the Facts Difficulty Level: Moderate

15 .

13. Paleolithic hunters and gatherers lived mostly in marginal areas, such as dry desert regions.

Answer: F Topic: Modern Homo sapiens Culture: The Upper Paleolithic Learning Objective: LO 2.9 Describe the cultural features of the Upper Paleolithic.

Skill Level: Remember the Facts Difficulty Level: Moderate 14. Upper Paleolithic people gathered plants to supplement their food resources.

Answer: T Topic: Modern Homo sapiens Culture: The Upper Paleolithic Learning Objective: LO 2.9 Describe the cultural features of the Upper Paleolithic.

Skill Level: Remember the Facts Difficulty Level: Easy 15. Upper Paleolithic people of Europe produced ivory sculptures and mural paintings.

Answer: T Topic: Modern Homo sapiens Culture: The Upper Paleolithic Learning Objective: LO 2.9 Describe the cultural features of the Upper Paleolithic.

Skill Level: Remember the Facts Difficulty Level: Easy 16. During the Upper Paleolithic period, modern Homo sapiens migrated throughout the world, including North and South America and Australia.

Answer: T Topic: Modern Homo sapiens Culture: The Upper Paleolithic Learning Objective: LO 2.9 Describe the cultural features of the Upper Paleolithic.

Skill Level: Remember the Facts Difficulty Level: Moderate 17. There is evidence that Homo erectus was the first hominin species to intentionally bury their dead.

Answer: F Topic: Archaic Homo sapiens Learning Objective: LO 2.7 Describe the physical and cultural characteristics of Neandertals.

Skill Level: Remember the Facts Difficulty Level: Moderate 18. Neandertals had a much reduced cranial capacity and intellect compared to modern humans.

Answer: F Topic: Archaic Homo sapiens Learning Objective: LO 2.7 Describe the physical and cultural characteristics of Neandertals.

Skill Level: Remember the Facts Difficulty Level: Moderate 19. It is likely that only a few genes are involved in determining skin color.

Answer: T Topic: Skin Color Learning Objective: LO 2.10 Discuss the factors of natural selection that influence skin color differences in modern humans.

Skill Level: Remember the Facts Difficulty Level: Moderate

16 .

20. On any continent, the people living nearest the equator are the most likely to have dark skin.

Answer: T Topic: Skin Color Learning Objective: LO 2.10 Discuss the factors of natural selection that influence skin color differences in modern humans.

Skill Level: Remember the Facts Difficulty Level: Easy

Multiple-Choice Questions 21. The conceptual frameworks that present the universe as an orderly system and answer the basic questions about human existence are called __________.

A. analogies B. cosmologies C. paradigms D. apologies Answer: B Topic: Theory of Evolution Learning Objective: LO 2.1 Explain how cosmologies regarding human origins differ from the scientific view of evolution.

Skill Level: Understand the Concepts Difficulty Level: Easy 22. The theory of evolution by natural selection was proposed by __________.

A. Copernicus and Galileo B. Thales of Miletus C. Darwin and Wallace D. Darwin and Mendel Answer: C Topic: Darwin, Wallace, and Natural Selection Learning Objective: LO 2.3 Explain how natural selection works.

Skill Level: Remember the Facts Difficulty Level: Easy 23. Individuals who are born with variations or traits that make them better able to compete in the struggle for life are the ones who survive and pass on traits to their offspring. What is this process called?

A. random choice B. spontaneous preference C. organic change D. natural selection Answer: D Topic: Darwin, Wallace, and Natural Selection Learning Objective: LO 2.3 Explain how natural selection works.

Skill Level: Understand the Concepts Difficulty Level: Moderate 24. Respond to this hypothetical example of evolution: A population of peppered moths contains individuals ranging from ones that are mostly black to ones that are mostly white. The moths that are easily seen on the barks of trees get eaten by birds. If soot from coal-burning factories makes tree trunks darker in color, then there will be __________.

17 .

A. no change in color variation among peppered moths B. more light-colored peppered moths than dark ones C. an increase in the population of moth-eating birds D. more dark-colored peppered moths than light ones Answer: D Topic: Darwin, Wallace, and Natural Selection Learning Objective: LO 2.3 Explain how natural selection works.

Skill Level: Apply What You Know Difficulty Level: Moderate 25. By far, the major characteristic that identifies hominins as a distinct group is __________.

A. tool use B. bipedalism C. large brain size D. meat eating Answer: B Topic: Hominin Evolution Learning Objective: LO 2.4 Describe how early hominins are different from other primates.

Skill Level: Understand the Concepts Difficulty Level: Moderate 26. The fossil “Lucy” is most similar to modern chimpanzees with respect to which of the following?

A. the ability to walk upright B. cranial capacity C. amount of body hair D. body size Answer: B Topic: Hominin Evolution Learning Objective: LO 2.4 Describe how early hominins are different from other primates.

Skill Level: Understand the Concepts Difficulty Level: Moderate 27. Which of the following hominin species was the first to live outside of Africa and produce bifacially flaked tools?

A. Neandertal B. Australopithecus C. Homo habilis D. Homo erectus Answer: D Topic: Homo erectus Learning Objective: LO 2.6 Describe the cultural characteristics of Homo erectus.

Skill Level: Understand the Concepts Difficulty Level: Moderate 28. The earliest stone tools, which have been found in south and east Africa, are called __________ tools.

A. Oldowan B. Acheulian C. Mousterian D. Habilian Answer: A 18 .

Topic: Homo Learning Objective: LO 2.5 Discuss how Homo habilis and Homo rudolfensis differ from australopithecines.

Skill Level: Remember the Facts Difficulty Level: Easy 29. Which was the first hominin to take advantage of the controlled usage of fire?

A. Homo sapiens B. Australopithecus afarensis C. Homo erectus D. Homo habilis Answer: C Topic: Homo erectus Learning Objective: LO 2.6 Describe the cultural characteristics of Homo erectus.

Skill Level: Remember the Facts Difficulty Level: Easy 30. The Acheulian stone tool technology is associated with which early hominin?

A. Australopithecus africanus B. Australopithecus robustus C. Homo habilis D. Homo erectus Answer: D Topic: Homo erectus Learning Objective: LO 2.6 Describe the cultural characteristics of Homo erectus.

Skill Level: Remember the Facts Difficulty Level: Easy 31. One of the most important tool types invented by Homo erectus was the __________.

A. hammer stone B. projectile point C. grinding stone D. hand ax Answer: D Topic: Homo erectus Learning Objective: LO 2.6 Describe the cultural characteristics of Homo erectus.

Skill Level: Remember the Facts Difficulty Level: Moderate 32. What was the stone tool industry associated with Neandertal populations called?

A. Oldowan complex B. Mousterian tradition C. Acheulian technology D. chopper tool system Answer: B Topic: Archaic Homo sapiens Learning Objective: LO 2.7 Describe the physical and cultural characteristics of Neandertals.

Skill Level: Remember the Facts Difficulty Level: Moderate 33. The climate characteristic of environments occupied by Neandertals was __________.

19 .

A. hot B. warm C. temperate D. cold Answer: D Topic: Archaic Homo sapiens Learning Objective: LO 2.7 Describe the physical and cultural characteristics of Neandertals.

Skill Level: Understand the Concepts Difficulty Level: Moderate 34. Fossil and archaeological evidence suggests that the first hominins to practice intentional burial of their dead were __________.

A. modern Upper Paleolithic Homo sapiens B. Homo erectus C. Neandertals D. Homo habilis Answer: C Topic: Archaic Homo sapiens Learning Objective: LO 2.7 Describe the physical and cultural characteristics of Neandertals.

Skill Level: Remember the Facts Difficulty Level: Easy 35. The Denisovans are significant in that they represent __________.

A. an isolated Neandertal community B. the first people to practice religious rituals C. the longest continuous population of Homo erectus outside of Africa D. a hominin species that existed at the same time as both Neandertals and modern humans Answer: D Topic: Archaic Homo sapiens Learning Objective: LO 2.7 Describe the physical and cultural characteristics of Neandertals.

Skill Level: Understand the Concepts Difficulty Level: Moderate 36. In order to confirm that Neandertals had built a bear shrine in Drachenlock Cave, archaeologists would need to find __________.

A. cave paintings of bears B. small chambers in the far recesses of caves that contained “religious objects,” primarily clay figures of bears C. a purposeful arrangement of bear skulls in the cave D. clear associations between Neandertal tools and the bear bones Answer: D Topic: Archaic Homo sapiens Learning Objective: LO 2.7 Describe the physical and cultural characteristics of Neandertals.

Skill Level: Understand the Concepts Difficulty Level: Moderate 37. The __________ model of hominin evolution suggests that the gradual evolution of Homo erectus into modern human (Homo sapiens) populations took place in different regions of the Old World, not in one area of the world.

A. multiregional B. replacement 20 .

C. “Garden of Eden” D. “Eve hypothesis” Answer: A Topic: The Evolution of Modern Homo sapiens Learning Objective: LO 2.8 Discuss the three different models of evolutionary development of modern humans.

Skill Level: Understand the Concepts Difficulty Level: Moderate 38. What does the term “Paleolithic” mean?

A. “Old Stone Age” B. “ancient knowledge” C. “before Adam” D. “cave people” Answer: A Topic: Modern Homo sapiens Culture: The Upper Paleolithic Learning Objective: LO 2.9 Describe the cultural features of the Upper Paleolithic.

Skill Level: Remember the Facts Difficulty Level: Easy 39. What was the most important technological development in stone tool production during the Upper Paleolithic period?

A. sharpened cores B. long, narrow blades C. scraping tools D. hand axes Answer: B Topic: Modern Homo sapiens Culture: The Upper Paleolithic Learning Objective: LO 2.9 Describe the cultural features of the Upper Paleolithic.

Skill Level: Remember the Facts Difficulty Level: Moderate 40. Archaeologists believe that the first humans came to the New World from __________.

A. Asia B. Australia C. Europe D. Africa Answer: A Topic: Modern Homo sapiens Culture: The Upper Paleolithic Learning Objective: LO 2.9 Describe the cultural features of the Upper Paleolithic.

Skill Level: Remember the Facts Difficulty Level: Easy 41. The Upper Paleolithic period, which dates from about 40,000 to 10,000 years ago, was characterized by which of the following?

A. the development of agriculture B. core tools of many traditions C. the invention of composite tools D. cold weather adaptations Answer: C Topic: Modern Homo sapiens Culture: The Upper Paleolithic 21 .

Learning Objective: LO 2.9 Describe the cultural features of the Upper Paleolithic.

Skill Level: Understand the Concepts Difficulty Level: Moderate 42. Upper Paleolithic hunters increased the power and accuracy of their projectiles by using which of the following?

A. slingshots B. spear-throwers C. bows and arrows D. stone projectile points Answer: B Topic: Modern Homo sapiens Culture: The Upper Paleolithic Learning Objective: LO 2.9 Describe the cultural features of the Upper Paleolithic.

Skill Level: Remember the Facts Difficulty Level: Moderate 43. The term “composite tool” refers to an artifact made by __________.

A. firing clay into a hard material B. using bone or antler to remove thin flakes C. putting two or more materials together D. several different people Answer: C Topic: Modern Homo sapiens Culture: The Upper Paleolithic Learning Objective: LO 2.9 Describe the cultural features of the Upper Paleolithic.

Skill Level: Remember the Facts Difficulty Level: Moderate 44. At the 15,000-year-old site at Mezhirich in the Ukraine, archaeologists have excavated the remains of five shelters made from which of the following?

A. rough stone slabs B. blocks of marble C. tree trunks D. mammoth bones Answer: D Topic: Modern Homo sapiens Culture: The Upper Paleolithic Learning Objective: LO 2.9 Describe the cultural features of the Upper Paleolithic.

Skill Level: Understand the Concepts Difficulty Level: Moderate 45. How are archaeological cultures defined?

A. through comparison to contemporary hunter-gatherer societies B. on the basis of distinctive artifacts left by prehistoric ethnic groups C. by dating the natural materials used to produce nonutilitarian objects D. according to how much trade occurred between different prehistoric population centers Answer: B Topic: Modern Homo sapiens Culture: The Upper Paleolithic Learning Objective: LO 2.9 Describe the cultural features of the Upper Paleolithic.

Skill Level: Understand the Concepts Difficulty Level: Moderate

22 .

46. Why do some archaeologists question the validity of interpreting the behaviors of Paleolithic people based on the activities of contemporary foraging populations?

A. Contemporary hunter-gatherers rely more on gathering than hunting.

B. Modern foragers have higher population densities than would have been possible in the past.

C. Contemporary foragers live in marginal environments, whereas ancient populations may have lived in more abundant environments.

D. Modern hunter-gatherers live in sedentary communities and no longer practice a nomadic lifestyle.

Answer: C Topic: Modern Homo sapiens Culture: The Upper Paleolithic Learning Objective: LO 2.9 Describe the cultural features of the Upper Paleolithic.

Skill Level: Understand the Concepts Difficulty Level: Moderate 47. Which of the following is an adaptive advantage of darker skin pigmentation?

A. preserving a healthy amount of vitamin B complex needed for reproduction B. increased production of vitamin D C. better regulation of body heat D. eliminating the need for tanning and reducing the risk of freckling Answer: A Topic: Skin Color Learning Objective: LO 2.10 Discuss the factors of natural selection that influence skin color differences in modern humans.

Skill Level: Remember the Facts Difficulty Level: Moderate 48. __________ were responsible for abstract and naturalistic paintings of animals produced during the Upper Paleolithic.

A. Neandertals B. Homo erectus C. Modern Homo sapiens D. Australopithecines Answer: C Topic: Modern Homo sapiens Culture: The Upper Paleolithic Learning Objective: LO 2.9 Describe the cultural features of the Upper Paleolithic.

Skill Level: Remember the Facts Difficulty Level: Moderate 49. Which of the following is related to the evolution of skin pigmentation in human populations?

A. the amount of ultraviolet radiation and the need for vitamin D B. the amount of carbohydrates versus proteins that are in the diet C. the need for natural camouflage from predators D. iron and zinc compounds in the soil Answer: A Topic: Skin Color Learning Objective: LO 2.10 Discuss the factors of natural selection that influence skin color differences in modern humans.

Skill Level: Remember the Facts Difficulty Level: Easy 50. On what basis have physical anthropologists criticized modern racial classification systems?

23 .

A. They are based on outdated notions of evolution and genetic inheritance.

B. They emphasize skin color over other physical features.

C. They fail to account for genetic change, intermarriage, and population movements.

D. They are inherently racist, viewing some groups as superior to others.

Answer: C Topic: Skin Color Learning Objective: LO 2.10 Discuss the factors of natural selection that influence skin color differences in modern humans.

Skill Level: Understand the Concepts Difficulty Level: Moderate

Essay Questions 51. What is natural selection and how does it work? Give an example of natural selection in action.

Explain the relationship between natural selection and variation.

Topic: Darwin, Wallace, and Natural Selection Learning Objective: LO 2.3 Explain how natural selection works.

Skill Level: Understand the Concepts Difficulty Level: Moderate 52. Can scientific creationism be considered true science? Why or why not? What are the shortcomings of creationism? How does creationism conflict with the scientific method?

Topic: Hominin Evolution Learning Objective: LO 2.4 Describe how early hominins are different from other primates.

Skill Level: Analyze It Difficulty Level: Moderate 53. Compare and contrast the models for the evolution of modern Homo sapiens. Include the multiregional evolutionary, replacement, and hybridization and assimilation models in your answer.

Which do you think is best supported by the available evidence, and why?

Topic: The Evolution of Modern Homo sapiens Learning Objective: LO 2.8 Discuss the three different models of evolutionary development of modern humans.

Skill Level: Analyze It Difficulty Level: Difficult 54. When was North America first populated and by whom? What kind of archaeological evidence do we have for the first Native Americans?

Topic: Modern Homo sapiens Culture: The Upper Paleolithic Learning Objective: LO 2.9 Describe the cultural features of the Upper Paleolithic.

Skill Level: Understand the Concepts Difficulty Level: Moderate 55. Who were the Neandertals? When and where did they live? What do we know about their belief systems? Discuss the evidence that supports your assertions.

Topic: Archaic Homo sapiens Learning Objective: LO 2.7 Describe the physical and cultural characteristics of Neandertals.

Skill Level: Understand the Concepts Difficulty Level: Moderate

24 .

56. How did the culture of the Upper Paleolithic period differ from what came before? Discuss the specific innovations of this period.

Topic: Modern Homo sapiens Culture: The Upper Paleolithic Learning Objective: LO 2.9 Describe the cultural features of the Upper Paleolithic.

Skill Level: Understand the Concepts Difficulty Level: Moderate 57. What is the evolutionary relationship between humans and australopithecines? Compare and contrast the features of genus Homo with those of the australopithecines. Include a discussion of the placement of different species of Australopithecines on the human family tree. Which are thought to be on side branches and which are considered to be direct ancestors of Homo? What features do paleoanthropologists use to make these distinctions?

Topic: Hominin Evolution; Homo Learning Objective: LO 2.4 Describe how early hominins are different from other primates; LO 2.5 Discuss how Homo habilis and Homo rudolfensis differ from australopithecines.

Skill Level: Understand the Concepts Difficulty Level: Difficult 58. What made Homo erectus different from earlier and later members of the genus Homo? Compare and contrast the physical and cultural aspects of Homo erectus with those of Homo habilis and Homo sapiens.

Topic: Homo; Homo erectus Learning Objective: LO 2.5 Discuss how Homo habilis and Homo rudolfensis differ from australopithecines; LO 2.6 Describe the cultural characteristics of Homo erectus.

Skill Level: Analyze It Difficulty Level: Difficult 59. How can we explain the variation in physical characteristics of modern humans? Use the example of skin pigmentation to illustrate your answer.

Topic: Skin Color Learning Objective: LO 2.10 Discuss the factors of natural selection that influence skin color differences in modern humans.

Skill Level: Understand the Concepts Difficulty Level: Moderate 60. Describe the specific changes in chipped stone tools that characterized the evolution of technology from the Oldowan to the Acheulian, Mousterian, and Upper Paleolithic periods.

Topic: Homo; Homo erectus; Archaic Homo sapiens; Modern Homo sapiens Culture: The Upper Paleolithic Learning Objective: LO 2.5 Discuss how Homo habilis and Homo rudolfensis differ from australopithecines; LO 2.6 Describe the cultural characteristics of Homo erectus; LO 2.7 Describe the physical and cultural characteristics of Neandertals; LO 2.9 Describe the cultural features of the Upper Paleolithic.

Skill Level: Understand the Concepts Difficulty Level: Difficult

25 .

CHAPTER 3 CULTURE True-False Questions 1. Culture consists of both material and nonmaterial components.

Answer: T Topic: The Characteristics of Culture Learning Objective: LO 3.1 Discuss the basic characteristics and components of culture as understood by anthropologists.

Skill Level: Understand the Concepts Difficulty Level: Easy 2.

Culture can be defined as a shared way of life that includes values, beliefs, and norms that are transmitted within a particular society from generation to generation.

Answer: T Topic: The Characteristics of Culture Learning Objective: LO 3.1 Discuss the basic characteristics and components of culture as understood by anthropologists.

Skill Level: Understand the Concepts Difficulty Level: Easy 3. A society and a culture are synonymous.

Answer: F Topic: The Characteristics of Culture Learning Objective: LO 3.1 Discuss the basic characteristics and components of culture as understood by anthropologists.

Skill Level: Understand the Concepts Difficulty Level: Easy 4.

Many anthropologists have adopted the term “sociocultural” to encompass both “society” and “culture” since societies are complex, consist of distinctive groups, and maintain cultural traditions.

Answer: T Topic: The Characteristics of Culture Learning Objective: LO 3.1 Discuss the basic characteristics and components of culture as understood by anthropologists.

Skill Level: Understand the Concepts Difficulty Level: Easy 5. Social learning is a process that can be observed in nonhuman creatures.

Answer: T Topic: Culture Is Learned Learning Objective: LO 3.2 Discuss how humans acquire their culture.

Skill Level: Understand the Concepts Difficulty Level: Easy 6.

The unique capacity for culture in the human species depends on learning since we do not inherit our culture through our genes.

26 .

Answer: T Topic: Culture Is Learned Learning Objective: LO 3.2 Discuss how humans acquire their culture.

Skill Level: Understand the Concepts Difficulty Level: Easy 7.

Symbols are directly associated with concrete physical objects or activities, while signs are arbitrary units of meaning.

Answer: F Topic: Culture Is Learned Learning Objective: LO 3.2 Discuss how humans acquire their culture.

Skill Level: Understand the Concepts Difficulty Level: Easy 8.

A worldview consists of various beliefs about the nature of reality that provide people with a means of interpreting and understanding the world around them.

Answer: T Topic: Aspects of Culture Learning Objective: LO 3.4 Discuss the components of nonmaterial culture studied by anthropologists.

Skill Level: Understand the Concepts Difficulty Level: Easy 9.

Most people in a given society assume that their beliefs are rational and firmly grounded in common sense.

Answer: T Topic: Aspects of Culture Learning Objective: LO 3.4 Discuss the components of nonmaterial culture studied by anthropologists.

Skill Level: Understand the Concepts Difficulty Level: Easy 10. Norms are defined as the formal and explicit set of laws that apply to all people in all times and places.

Answer: F Topic: Aspects of Culture Learning Objective: LO 3.4 Discuss the components of nonmaterial culture studied by anthropologists.

Skill Level: Understand the Concepts Difficulty Level: Moderate 11. Minority groups are often forced to accept the ideologies of the economically and politically dominant groups through the process of cultural hegemony.

Answer: T Topic: Aspects of Culture Learning Objective: LO 3.4 Discuss the components of nonmaterial culture studied by anthropologists.

Skill Level: Understand the Concepts Difficulty Level: Moderate

27 .

12. Folkways and mores are two different types of norms.

Answer: T Topic: Aspects of Culture Learning Objective: LO 3.4 Discuss the components of nonmaterial culture studied by anthropologists.

Skill Level: Remember the Facts Difficulty Level: Easy 13. Ideal culture consists of what people say they do or should do.

Answer: T Topic: Aspects of Culture Learning Objective: LO 3.4 Discuss the components of nonmaterial culture studied by anthropologists.

Skill Level: Understand the Concepts Difficulty Level: Easy 14. Ethnocentrism is the practice of judging another society by the standards and values of one’s own society.

Answer: T Topic: Cultural Diversity Learning Objective: LO 3.5 Describe how culture results in differences among people in various societies.

Skill Level: Understand the Concepts Difficulty Level: Easy 15. According to Marvin Harris, the dietary practices of various cultures may be rooted in ecological conditions.

Answer: T Topic: Cultural Diversity Learning Objective: LO 3.5 Describe how culture results in differences among people in various societies.

Skill Level: Remember the Facts Difficulty Level: Moderate 16. Anthropologists have determined that specific food preferences are biologically based and not culturally influenced.

Answer: F Topic: Cultural Diversity Learning Objective: LO 3.5 Describe how culture results in differences among people in various societies.

Skill Level: Remember the Facts Difficulty Level: Easy 17. Cultural diversity is a reflection of environmental adaptations and the consequence of symbolic creations.

Answer: T Topic: Cultural Diversity Learning Objective: LO 3.5 Describe how culture results in differences among people in various societies.

Skill Level: Understand the Concepts 28 .

Difficulty Level: Moderate 18. The importance of dreadlocks in the Rastafarian movement of Jamaica is an example of resistance to cultural norms.

Answer: T Topic: Cultural Diversity Learning Objective: LO 3.5 Describe how culture results in differences among people in various societies.

Skill Level: Remember the Facts Difficulty Level: Moderate 19. The striking feature of cultural universals is the fact that the specific content and practice do not vary from society to society.

Answer: F Topic: Cultural Universals Learning Objective: LO 3.6 Describe how culture leads to universal similarities among people in widely separated societies.

Skill Level: Understand the Concepts Difficulty Level: Moderate 20. Ethnicity is based on perceived differences in ancestral origins or descent and shared history and cultural heritage.

Answer: T Topic: Cultural Diversity Learning Objective: LO 3.5 Describe how culture results in differences among people in various societies.

Skill Level: Understand the Concepts Difficulty Level: Moderate

Multiple-Choice Questions 21. A way of life shared by a group of human beings—including their language, beliefs, and things they make and use—is referred to by anthropologists as their __________.

A. religion B. heritage C. culture D. environment Answer: C Topic: The Characteristics of Culture Learning Objective: LO 3.1 Discuss the basic characteristics and components of culture as understood by anthropologists.

Skill Level: Understand the Concepts Difficulty Level: Easy 22. __________ is credited with providing us with the first detailed definition of culture, “. . . that complex whole which includes knowledge, belief, arts, morals, law, custom, and any other capabilities and habits acquired by man as a member of society.”

A. Leslie White B. E. B. Tylor C. Clifford Geertz 29 .

D. Marvin Harris Answer: B Topic: The Characteristics of Culture Learning Objective: LO 3.1 Discuss the basic characteristics and components of culture as understood by anthropologists.

Skill Level: Remember the Facts Difficulty Level: Easy 23. Which one of the following statements concerning a society is true?

A. A society is the same thing as a culture.

B. Society generally refers to a particular group of animals living and interacting within a definite territory.

C. A society is a grouping unique to humans.

D. Society is defined as a shared way of life that includes values, beliefs, and norms.

Answer: B Topic: The Characteristics of Culture Learning Objective: LO 3.1 Discuss the basic characteristics and components of culture as understood by anthropologists.

Skill Level: Understand the Concepts Difficulty Level: Easy 24. In order for an item to be cultural, it must be __________.

A. unchanging, fixed, or static B. learned and commonly shared among individuals C. independent of environmental influences D. dependent upon the environment of the society Answer: B Topic: The Characteristics of Culture; Culture Is Learned; Culture Is Shared Learning Objective: LO 3.1 Discuss the basic characteristics and components of culture as understood by anthropologists; LO 3.2 Discuss how humans acquire their culture; LO 3.3 Discuss how anthropologists understand the sharing of culture.

Skill Level: Understand the Concepts Difficulty Level: Easy 25. There are many definitions of culture; however, there are a number of aspects that are common to most definitions. One such aspect is that __________.

A. culture is shared uniformly by all members of a society B. culture is learned and transmitted across generations C. culture is biologically inherited D. culture is composed of material objects Answer: B Topic: The Characteristics of Culture; Culture Is Learned; Culture Is Shared Learning Objective: LO 3.1 Discuss the basic characteristics and components of culture as understood by anthropologists; LO 3.2 Discuss how humans acquire their culture; LO 3.3 Discuss how anthropologists understand the sharing of culture.

Skill Level: Understand the Concepts Difficulty Level: Moderate

30 .

26. There are a number of different ways that one can learn things. Both humans and other animals learn by trial-and-error and by social learning. The form of learning that is uniquely human and that provides the basis for the capacity for culture is known as __________.

A. moment learning B. critical learning C. symbolic learning D. inventive learning Answer: C Topic: Culture Is Learned Learning Objective: LO 3.2 Discuss how humans acquire their culture.

Skill Level: Understand the Concepts Difficulty Level: Moderate 27. Trial-and-error learning, in which an organism adjusts its behavior on the basis of direct experience, is also referred to as __________.

A. conditioning B. higher education C. instinct D. situational learning Answer: D Topic: Culture Is Learned Learning Objective: LO 3.2 Discuss how humans acquire their culture.

Skill Level: Understand the Concepts Difficulty Level: Easy 28. According to Dan Sperber, the way culture is shared can be understood by analogy to which of the following?

A. the transmission of disease, or an epidemiological model B. the use of symbols to represent one’s nationality, or a citizenship model C. the use of environmental resources, or an ecological model D. the evolution of the species, or a genetic inheritance model Answer: A Topic: Culture Is Shared Learning Objective: LO 3.3 Discuss how anthropologists understand the sharing of culture.

Skill Level: Understand the Concepts Difficulty Level: Moderate 29. Which of the following reflects an anthropological understanding of the way culture is shared?

A. Only the adults in a society can be said to share cultural knowledge.

B. Cultural knowledge is shared universally across sociocultural entities.

C. The sharing of cultural knowledge varies across different types of people even within the same sociocultural group.

D. In most cultures, expertise is shared uniformly by all people.

Answer: C Topic: Culture Is Shared Learning Objective: LO 3.3 Discuss how anthropologists understand the sharing of culture.

Skill Level: Understand the Concepts Difficulty Level: Moderate

31 .

30. Anthropologist Leslie White wrote that the most distinctive feature of humanness is __________.

A. the capacity for vocal communication B. the ability to create symbols and assign them meanings C. the importance of social learning D. the ability to make tools Answer: B Topic: Culture Is Learned Learning Objective: LO 3.2 Discuss how humans acquire their culture.

Skill Level: Remember the Facts Difficulty Level: Moderate 31. Why is the Virgin of Guadalupe an important national symbol in Mexico?

A. It celebrates the Spanish heritage of Mexican people.

B. It emphasizes the importance of women in Mexican society.

C. It stands for the national religion, Catholicism.

D. It represents the resolution of conflicts engendered by violent encounters with Europeans.

Answer: D Topic: Aspects of Culture Learning Objective: LO 3.4 Discuss the components of nonmaterial culture studied by anthropologists.

Skill Level: Remember the Facts Difficulty Level: Difficult 32. Which of the following would be considered a form of nonmaterial culture?

A. igloos B. cufflinks C. lullabies D. forks Answer: C Topic: Aspects of Culture Learning Objective: LO 3.4 Discuss the components of nonmaterial culture studied by anthropologists.

Skill Level: Apply What You Know Difficulty Level: Easy 33. The term “ideology” refers to __________.

A. signs and symbols used to communicate particular ideas B. beliefs and values supporting the interests of a group C. specific expressions of material culture D. a faulty or misguided worldview Answer: B Topic: Aspects of Culture Learning Objective: LO 3.4 Discuss the components of nonmaterial culture studied by anthropologists.

Skill Level: Understand the Concepts Difficulty Level: Moderate 34. One example of an ideology would be __________.

32 .

A. capitalism B. Egyptian hieroglyphs C. Navajo sand paintings D. the Big Bang theory Answer: A Topic: Aspects of Culture Learning Objective: LO 3.4 Discuss the components of nonmaterial culture studied by anthropologists.

Skill Level: Apply What You Know Difficulty Level: Moderate 35. __________ may occur when one dominant group in a complex society imposes its cultural beliefs on subordinate ethnic groups. For example, the dominant ethnic group in the United States during the eighteenth and nineteenth centuries (white, Anglo-Saxon Protestants) was able to impose its language, cultural beliefs, and practices on other minority groups in U.S. society.

A. Cultural hegemony B. Cultural chaos C. Multiculturalism D. Ethnic superiority Answer: A Topic: Aspects of Culture Learning Objective: LO 3.4 Discuss the components of nonmaterial culture studied by anthropologists.

Skill Level: Understand the Concepts Difficulty Level: Moderate 36. Norms are defined as which of the following?

A. prohibitions against a particular kind of behavior B. values that are accepted by every human society C. a given society’s rules for right and wrong behavior D. individuals who look like the majority of people Answer: C Topic: Aspects of Culture Learning Objective: LO 3.4 Discuss the components of nonmaterial culture studied by anthropologists.

Skill Level: Understand the Concepts Difficulty Level: Moderate 37. Which of the following would be considered a “folkway” of contemporary culture in the United States?

A. bowing when you are introduced to someone B. dating before marriage C. sitting on the floor to eat dinner D. taking off your shoes when you enter a house Answer: B Topic: Aspects of Culture Learning Objective: LO 3.4 Discuss the components of nonmaterial culture studied by anthropologists.

Skill Level: Apply What You Know 33 .

Difficulty Level: Moderate 38. An example of a social “more” would be __________.

A. eating with a knife, fork, and spoon B. not appearing nude in public C. inviting the neighbors over for a barbecue D. forgetting to thank the hostess for inviting you Answer: B Topic: Aspects of Culture Learning Objective: LO 3.4 Discuss the components of nonmaterial culture studied by anthropologists.

Skill Level: Understand the Concepts Difficulty Level: Moderate 39. What did Nancy Rosenberger find during her research in Uzbekistan?

A. A national cuisine based on meat is inaccessible to the poorer segments of the population.

B. Global restaurant chains have created problems for local business owners.

C. Menopausal women express complaints through physical symptoms.

D. Inexpensive food is often less nutritious.

Answer: A Topic: Cultural Diversity Learning Objective: LO 3.5 Describe how culture results in differences among people in various societies.

Skill Level: Remember the Facts Difficulty Level: Moderate 40. To combat the problem of ethnocentrism, twentieth-century anthropologists developed the concept of __________.

A. cultural relativism B. cultural primacy C. cultural symbolism D. cultural hegemony Answer: A Topic: Cultural Diversity Learning Objective: LO 3.5 Describe how culture results in differences among people in various societies.

Skill Level: Understand the Concepts Difficulty Level: Easy 41. The Amish emphasize their ethnic difference through __________.

A. language and dress B. practicing polygamy C. only using public transportation D. encouraging interaction with the non-Amish world Answer: A Topic: Cultural Diversity Learning Objective: LO 3.5 Describe how culture results in differences among people in various societies.

Skill Level: Remember the Facts 34 .

Difficulty Level: Moderate 42. Which of the following statements is true of symbols?

A. Symbols are rooted deeply in genetic structure.

B. Symbols are different for everyone.

C. Symbols cannot be easily identified.

D. Symbols are arbitrary meaningful units we use to represent reality.

Answer: D Topic: Culture Is Learned Learning Objective: LO 3.2 Discuss how humans acquire their culture.

Skill Level: Understand the Concepts Difficulty Level: Easy 43. Ways of enforcing social mores in hunter-gatherer societies generally involve the use of __________.

A. gossip and ridicule B. arrest and imprisonment C. economic discrimination D. the death penalty Answer: A Topic: Aspects of Culture Learning Objective: LO 3.4 Discuss the components of nonmaterial culture studied by anthropologists.

Skill Level: Understand the Concepts Difficulty Level: Moderate 44. It would be fair to say that, in a multicultural society such as that in the United States, __________.

A. there is one common idea about social norms B. there are conflicting systems of norms and values C. mores are well-defined and reflected by all D. the strict enforcement of cultural mores is a government goal Answer: B Topic: Aspects of Culture Learning Objective: LO 3.4 Discuss the components of nonmaterial culture studied by anthropologists.

Skill Level: Understand the Concepts Difficulty Level: Moderate 45. An example of ethnocentrism would be the belief that __________.

A. women should stay at home and raise children B. societies that practice polygamy are uncivilized C. children should not be allowed to work full time D. alcoholism is a major problem for Native Americans Answer: B Topic: Cultural Diversity Learning Objective: LO 3.5 Describe how culture results in differences among people in various societies.

Skill Level: Apply What You Know Difficulty Level: Moderate 35 .

46. Ethnocentrism is a __________.

A. belief that all ethnic groups can eventually be traced back to one central location B. practice of judging another society by the values and standards of one’s own society C. belief that racial mixing will produce inferior children D. view that cultural traditions must be understood within the context of a particular society’s solutions to problems or opportunities Answer: B Topic: Cultural Diversity Learning Objective: LO 3.5 Describe how culture results in differences among people in various societies.

Skill Level: Understand the Concepts Difficulty Level: Easy 47. Which one of the following statements is true of “real” culture?

A. It consists of what people say they do.

B. It consists of people’s actual behavior.

C. It is the same as ideal culture.

D. It is the most authentic form of culture.

Answer: B Topic: Aspects of Culture Learning Objective: LO 3.4 Discuss the components of nonmaterial culture studied by anthropologists.

Skill Level: Understand the Concepts Difficulty Level: Easy 48. Anthropologist Marvin Harris has suggested that the Jewish and Islamic prohibitions of eating pork developed because pigs __________.

A. were known carriers of disease B. had meat that was especially high in fat and calories C. competed with humans for scarce ecological resources D. lived in filthy places and ate garbage Answer: C Topic: Cultural Diversity Learning Objective: LO 3.5 Describe how culture results in differences among people in various societies.

Skill Level: Remember the Facts Difficulty Level: Moderate 49. According to Marvin Harris’s hypothesis about pork prohibitions, traditional societies that keep and eat pigs __________.

A. have greater access to herbal medicines B. are more likely to live in or near forests C. probably originated in desert climates D. bathe and clean them on a regular basis Answer: B Topic: Cultural Diversity Learning Objective: LO 3.5 Describe how culture results in differences among people in various societies.

Skill Level: Understand the Concepts 36 .

Difficulty Level: Moderate 50. To the Rastafarians, their appearance symbolizes __________.

A. power and liberation B. membership in Jamaican society C. the importance of tradition D. acceptance of Jamaican values and norms Answer: A Topic: Cultural Diversity Learning Objective: LO 3.5 Describe how culture results in differences among people in various societies.

Skill Level: Remember the Facts Difficulty Level: Moderate

Essay Questions 51. Is culture a uniquely human trait, or do other animals possess culture? Support your answer with specific examples.

Topic: The Characteristics of Culture; Culture Is Learned Learning Objective: LO 3.1 Discuss the basic characteristics and components of culture as understood by anthropologists; LO 3.2 Discuss how humans acquire their culture.

Skill Level: Understand the Concepts Difficulty Level: Moderate 52. As a college student, you have probably heard quite a bit about “cultural diversity” or “multiculturalism” and the changing demographics of the United States. What is multiculturalism? Why is it important to start to understand this concept? Are there any dangers in implementing multicultural education programs?

Topic: Cultural Diversity Learning Objective: LO 3.5 Describe how culture results in differences among people in various societies.

Skill Level: Apply What You Know Difficulty Level: Moderate 53. Using an anthropological perspective, explain the statement, “You are what you eat.”

Support your answer with examples from your text.

Topic: Cultural Diversity Learning Objective: LO 3.5 Describe how culture results in differences among people in various societies.

Skill Level: Apply What You Know Difficulty Level: Moderate 54. Discuss the relationship between the way people dress, ethnicity, and symbolism. Pick an example of dress codes and/or hairstyles that you have encountered and explain what the symbols mean to the individuals involved.

Topic: Cultural Diversity Learning Objective: LO 3.5 Describe how culture results in differences among people in various societies.

Skill Level: Apply What You Know Difficulty Level: Moderate 37 .

55. What do anthropologists mean when they say that culture is shared? Illustrate this concept with examples from your own sociocultural group.

Topic: Culture Is Shared Learning Objective: LO 3.3 Discuss how anthropologists understand the sharing of culture.

Skill Level: Apply What You Know Difficulty Level: Moderate 56. Discuss nonmaterial aspects of culture. What are the anthropological definitions of beliefs, ideologies, norms, folkways, and mores? How do these nonmaterial aspects translate into concrete realities for different segments of a population?

Topic: Aspects of Culture Learning Objective: LO 3.4 Discuss the components of nonmaterial culture studied by anthropologists.

Skill Level: Understand the Concepts Difficulty Level: Difficult 57. Cultural relativism often poses ethical dilemmas for anthropologists. Describe a hypothetical scenario in which this would occur.

Topic: Cultural Diversity Learning Objective: LO 3.5 Describe how culture results in differences among people in various societies.

Skill Level: Understand the Concepts Difficulty Level: Moderate 58. How is culture acquired? Discuss the various routes of transmission of culture both material and nonmaterial. Compare and contrast humans with other animal species in terms of how behavior is learned. Why is the ability to create and use symbols important?

Topic: Culture Is Learned Learning Objective: LO 3.2 Discuss how humans acquire their culture.

Skill Level: Analyze It Difficulty Level: Difficult 59. Describe the difference between ideal and real culture. Why is this distinction important for anthropologists? How do you think this affects anthropological research? Support your answer with specific examples.

Topic: Aspects of Culture Learning Objective: LO 3.4 Discuss the components of nonmaterial culture studied by anthropologists.

Skill Level: Understand the Concepts Difficulty Level: Moderate 60. Is it possible to determine whether one culture is better than another with respect to its ideology, norms, mores, and other characteristics? Explain why or why not.

Topic: Aspects of Culture; Cultural Diversity Learning Objective: LO 3.4 Discuss the components of nonmaterial culture studied by anthropologists; LO 3.5 Describe how culture results in differences among people in various societies.

Skill Level: Analyze It Difficulty Level: Moderate 38 .

CHAPTER 4 THE PROCESS OF ENCULTURATION: PSYCHOLOGICAL AND COGNITIVE ANTHROPOLOGY True-False Questions 1. Instincts can be learned.

Answer: F Topic: Instincts and Human Nature Learning Objective: LO 4.2 Explain the difference between nonhuman animal behavior and human behavior.

Skill Level: Understand the Concepts Difficulty Level: Easy 2. A parrot’s ability to speak like a human is an example of a closed instinct.

Answer: F Topic: Instincts and Human Nature Learning Objective: LO 4.2 Explain the difference between nonhuman animal behavior and human behavior.

Skill Level: Understand the Concepts Difficulty Level: Moderate 3. The majority of human behaviors are driven by closed instincts.

Answer: F Topic: Instincts and Human Nature Learning Objective: LO 4.2 Explain the difference between nonhuman animal behavior and human behavior.

Skill Level: Understand the Concepts Difficulty Level: Moderate 4. Humans cannot ignore or override their basic, inborn drives.

Answer: F Topic: Instincts and Human Nature Learning Objective: LO 4.2 Explain the difference between nonhuman animal behavior and human behavior.

Skill Level: Understand the Concepts Difficulty Level: Moderate 5. Personality is a combination of enculturation and biologically based predispositions.

Answer: T Topic: Enculturation: Culture and Personality Learning Objective: LO 4.3 Discuss how anthropologists study enculturation and its relationship to personality formation.

Skill Level: Remember the Facts Difficulty Level: Moderate 6. The interactionist perspective prioritizes nature over nurture.

Answer: F Topic: Biology versus Culture 39 .

Learning Objective: LO 4.1 Discuss the relationship between biology and culture and how anthropologists regard the nature/nurture questions of humanity.

Skill Level: Understand the Concepts Difficulty Level: Easy 7.

Ruth Benedict argued that cultures could be classified according to specific “psychological types.”

Answer: T Topic: Enculturation: Culture and Personality Learning Objective: LO 4.3 Discuss how anthropologists study enculturation and its relationship to personality formation.

Skill Level: Remember the Facts Difficulty Level: Moderate 8. Culture allows humans to adjust to a wide range of physical environments.

Answer: T Topic: Instincts and Human Nature Learning Objective: LO 4.2 Explain the difference between nonhuman animal behavior and human behavior.

Skill Level: Understand the Concepts Difficulty Level: Easy 9. Franz Boas had a guiding influence on Margaret Mead.

Answer: T Topic: Enculturation: Culture and Personality Learning Objective: LO 4.3 Discuss how anthropologists study enculturation and its relationship to personality formation.

Skill Level: Remember the Facts Difficulty Level: Easy 10. According to Margaret Mead, Samoan adolescents were openly permitted to engage in premarital sex.

Answer: F Topic: Enculturation: Culture and Personality Learning Objective: LO 4.3 Discuss how anthropologists study enculturation and its relationship to personality formation.

Skill Level: Remember the Facts Difficulty Level: Moderate 11. According to Derek Freeman, most Samoans had puritanical views toward sexuality.

Answer: T Topic: Enculturation: Culture and Personality Learning Objective: LO 4.3 Discuss how anthropologists study enculturation and its relationship to personality formation.

Skill Level: Remember the Facts Difficulty Level: Moderate 12. Derek Freeman argued that biological influences play a significant role in adolescent behavior.

Answer: T Topic: Enculturation: Culture and Personality 40 .

Learning Objective: LO 4.3 Discuss how anthropologists study enculturation and its relationship to personality formation.

Skill Level: Remember the Facts Difficulty Level: Moderate 13. Derek Freeman argued that Margaret Mead’s research concerning adolescents in Samoa was flawed and led her to make erroneous conclusions.

Answer: T Topic: Enculturation: Culture and Personality Learning Objective: LO 4.3 Discuss how anthropologists study enculturation and its relationship to personality formation.

Skill Level: Remember the Facts Difficulty Level: Moderate 14. Recent research in new types of psychological anthropology show that children are not passive recipients during enculturation.

Answer: T Topic: Enculturation: Culture and Personality Learning Objective: LO 4.3 Discuss how anthropologists study enculturation and its relationship to personality formation.

Skill Level: Remember the Facts Difficulty Level: Moderate 15. Studies have shown that Japanese children are raised in such a way as to lose their sense of individuality in favor of group identity.

Answer: F Topic: Enculturation: Culture and Personality Learning Objective: LO 4.3 Discuss how anthropologists study enculturation and its relationship to personality formation.

Skill Level: Remember the Facts Difficulty Level: Moderate 16. Incest avoidance is a universal practice among all known human societies.

Answer: T Topic: Understanding Incest Avoidance and the Incest Taboo Learning Objective: LO 4.5 Explain how anthropologists understand incest avoidance and the incest taboo.

Skill Level: Remember the Facts Difficulty Level: Easy 17. The childhood familiarity hypothesis proposes that children raised together are more likely to become sexually involved as adults.

Answer: F Topic: Understanding Incest Avoidance and the Incest Taboo Learning Objective: LO 4.5 Explain how anthropologists understand incest avoidance and the incest taboo.

Skill Level: Understand the Concepts Difficulty Level: Easy 18. Enculturation completely determines a person’s personality and behavior.

Answer: F 41 .

Topic: The Limits of Enculturation Learning Objective: LO 4.12 Discuss the limitations of enculturation in examining human behavior.

Skill Level: Understand the Concepts Difficulty Level: Easy 19. According to Jean Piaget, people in different cultures progress through different cognitive and developmental stages.

Answer: F Topic: Enculturation and Cognition Learning Objective: LO 4.7 Discuss the relationship between enculturation and cognition.

Skill Level: Understand the Concepts Difficulty Level: Moderate 20. Evolutionary psychologists have proposed that the human brain’s capacity for culture developed independently from our need to adapt to the environment.

Answer: F Topic: Evolutionary Psychology Learning Objective: LO 4.9 How does evolutionary psychology contribute to an understanding of human universals?

Skill Level: Understand the Concepts Difficulty Level: Easy

Multiple-Choice Questions 21. The process by which an individual learns how to behave within a particular society is known as __________.

A. cognition B. cultural relativism C. cultural adaptation D. enculturation Answer: D Topic: Enculturation: Culture and Personality Learning Objective: LO 4.3 Discuss how anthropologists study enculturation and its relationship to personality formation.

Skill Level: Understand the Concepts Difficulty Level: Easy 22. Most anthropologists have come to agree that human behavior __________.

A. is mostly determined by genetic inheritance B. is usually automatic and instinctual C. results from learning only D. results from a combination of biology and culture Answer: D Topic: Biology versus Culture Learning Objective: LO 4.1 Discuss the relationship between biology and culture and how anthropologists regard the nature/nurture questions of humanity.

Skill Level: Understand the Concepts Difficulty Level: Moderate

42 .

23. Fixed, complex, genetically based, unlearned behaviors are referred to as __________.

A. phobias B. instincts C. habits D. cultures Answer: B Topic: Instincts and Human Nature Learning Objective: LO 4.2 Explain the difference between nonhuman animal behavior and human behavior.

Skill Level: Understand the Concepts Difficulty Level: Easy 24. Nests built in a particular shape by a single species of bird are examples of __________.

A. material culture B. cultural adaptation C. instinctual behavior D. learned behavior Answer: C Topic: Instincts and Human Nature Learning Objective: LO 4.2 Explain the difference between nonhuman animal behavior and human behavior.

Skill Level: Remember the Facts Difficulty Level: Easy 25. Human needs for food and sex are __________.

A. drives B. instincts C. obsessions D. learned behavior Answer: A Topic: Instincts and Human Nature Learning Objective: LO 4.2 Explain the difference between nonhuman animal behavior and human behavior.

Skill Level: Understand the Concepts Difficulty Level: Easy 26. An example of one way in which humans can make decisions to ignore or override basic needs would be __________.

A. telling a lie B. abstaining from sex C. running a marathon D. sleeping late Answer: B Topic: Instincts and Human Nature Learning Objective: LO 4.2 Explain the difference between nonhuman animal behavior and human behavior.

Skill Level: Apply What You Know Difficulty Level: Moderate 27. Humans are considered to have no closed instincts because they __________.

A. react automatically to loud noises 43 .

B. cannot avoid instinctual behavior C. learn new behaviors easily D. are always looking for new experiences Answer: C Topic: Instincts and Human Nature Learning Objective: LO 4.2 Explain the difference between nonhuman animal behavior and human behavior.

Skill Level: Understand the Concepts Difficulty Level: Moderate 28. The human capacity for culture is __________.

A. learned after birth B. genetically programmed C. weaker than for instinctual behavior D. severely limited Answer: B Topic: Instincts and Human Nature Learning Objective: LO 4.2 Explain the difference between nonhuman animal behavior and human behavior.

Skill Level: Understand the Concepts Difficulty Level: Moderate 29. When anthropologists discuss “agency,” they are referring to which of the following?

A. the organizations that fund anthropological research B. the informants that represent the culture they are studying C. the ability to act on behalf of the populations they are studying D. the intentional choices people make that may alter their cultural world Answer: D Topic: The Limits of Enculturation Learning Objective: LO 4.12 Discuss the limitations of enculturation in examining human behavior.

Skill Level: Understand the Concepts Difficulty Level: Moderate 30. In her classic work Patterns of Culture (1934), Ruth Benedict used the terms “Apollonian” and “Dionysian” to describe __________.

A. cultural “personalities” of Pueblo and Plains Indians B. religious cults of northern and southern Greece C. rituals of warfare and celebration in the South Pacific D. contrasting models of cultural diffusion Answer: A Topic: Enculturation: Culture and Personality Learning Objective: LO 4.3 Discuss how anthropologists study enculturation and its relationship to personality formation.

Skill Level: Remember the Facts Difficulty Level: Moderate 31. Margaret Mead got most of her information on the behavior of adolescents in Samoa from __________.

A. accounts of travelers and missionaries B. newspaper accounts and government reports 44 .

C. watching ethnographic films D. interviewing young women Answer: D Topic: Enculturation: Culture and Personality Learning Objective: LO 4.3 Discuss how anthropologists study enculturation and its relationship to personality formation.

Skill Level: Remember the Facts Difficulty Level: Easy 32. The central object of Margaret Mead’s study, Coming of Age in Samoa (1928), was to determine whether or not __________.

A. kinship patterns in Samoa could be attributed to diffusion from China B. the events of World War II had an effect on traditional family structure in Samoa C. the transition from adolescence into adulthood was stressful in all societies D. maturation rates of Samoan teenagers were directly related to race and heredity Answer: C Topic: Enculturation: Culture and Personality Learning Objective: LO 4.3 Discuss how anthropologists study enculturation and its relationship to personality formation.

Skill Level: Remember the Facts Difficulty Level: Easy 33. After spending nine months in Samoa and working with individuals in three different villages, Margaret Mead concluded that __________.

A. Samoan society differed little from that of the United States in the 1920s B. many key elements of Samoan culture had diffused from Thailand C. Franz Boas’s theories of cultural relativism had serious flaws D. becoming an adult was less stressful in Samoa than in the United States Answer: D Topic: Enculturation: Culture and Personality Learning Objective: LO 4.3 Discuss how anthropologists study enculturation and its relationship to personality formation.

Skill Level: Remember the Facts Difficulty Level: Moderate 34. One of the principal criticisms of the culture-and-personality school is that __________.

A. there is no evidence for a biological link between culture and personality B. it tends to assume greater uniformity in personality than actually exists in society C. the investigation of personality should be done by psychologists, not anthropologists D. individual behavior is more important than the behavior of a whole society Answer: B Topic: Enculturation: Culture and Personality Learning Objective: LO 4.3 Discuss how anthropologists study enculturation and its relationship to personality formation.

Skill Level: Understand the Concepts Difficulty Level: Moderate 35. Early anthropologists, such as E. B. Tylor, suggested that incest taboos originated in order to __________.

A. encourage alliances and cooperation between descent groups B. avoid the serious consequences of genetic interbreeding 45 .

C. strengthen the role of patrilineal descent groups D. regulate and limit sexual behavior within small communities Answer: A Topic: Understanding Incest Avoidance and the Incest Taboo Learning Objective: LO 4.5 Explain how anthropologists understand incest avoidance and the incest taboo.

Skill Level: Understand the Concepts Difficulty Level: Moderate 36. The Oedipus complex proposed by Sigmund Freud suggested that __________.

A. dreams reveal unconscious sexual desires B. children who have grown up in the same household share sexual attractions C. male children have an unconscious desire to have a sexual relationship with their mother D. all human personalities are composed of an id, ego, and superego Answer: C Topic: Psychoanalytic Approaches in Anthropology Learning Objective: LO 4.4 How have anthropologists used the psychoanalytic approach to study personality and culture?

Skill Level: Understand the Concepts Difficulty Level: Moderate 37. Anthropologists have discovered that children raised together in Israeli kibbutzim __________.

A. will usually have successful marriages to one another as adults B. do not make good marriage partners for one another C. have a natural tendency toward homosexuality D. tend to have little appreciation for nuclear families Answer: B Topic: Understanding Incest Avoidance and the Incest Taboo Learning Objective: LO 4.5 Explain how anthropologists understand incest avoidance and the incest taboo.

Skill Level: Remember the Facts Difficulty Level: Easy 38. Cross-cultural studies of human sexual desire have revealed that __________.

A. in all cultures, adults seek to engage in regular sexual activity B. sexual desire and sexual activity are strongly conditioned by cultural practices C. there are universal taboos against premarital sex D. human sexual desire is greatest among people who live in the tropics Answer: B Topic: Enculturation and the Sex Drive Learning Objective: LO 4.6 What have anthropologists learned about enculturation and sexuality?

Skill Level: Remember the Facts Difficulty Level: Easy 39. Value judgments concerning homosexuality are based on __________.

A. genetics B. behavior C. anatomy D. culture 46 .

Answer: D Topic: Enculturation and the Sex Drive Learning Objective: LO 4.6 What have anthropologists learned about enculturation and sexuality?

Skill Level: Understand the Concepts Difficulty Level: Easy 40. Berdache is a European term used to refer to biological males in Native American societies who __________.

A. asserted their personal power through public displays of heterosexual prowess B. chose to abstain from sex so they could focus on spiritual growth C. wore female clothing and may have engaged in homosexual relationships D. participated in homosexual activity only when they were preparing for war Answer: C Topic: Enculturation and the Sex Drive Learning Objective: LO 4.6 What have anthropologists learned about enculturation and sexuality?

Skill Level: Understand the Concepts Difficulty Level: Moderate 41. The hijras of India are anatomically male at the time of their birth. However, after having their genitals surgically removed, they dress like females and engage in certain male-only activities like smoking water pipes. In Indian society, they are considered to be __________.

A. social deviants B. men C. women D. a third gender Answer: D Topic: Enculturation and the Sex Drive Learning Objective: LO 4.6 What have anthropologists learned about enculturation and sexuality?

Skill Level: Understand the Concepts Difficulty Level: Easy 42. Claude Lévi-Strauss, in a book entitled The Savage Mind (1966), proposed that __________.

A. people in small-scale societies have different thought patterns than urban dwellers B. it was impossible to compare logical systems of primitive and civilized societies C. there is a universal, logical structure to all human cognition, regardless of culture D. the thought systems of traditional, indigenous people were superior to our own Answer: C Topic: Enculturation and Cognition Learning Objective: LO 4.7 Discuss the relationship between enculturation and cognition.

Skill Level: Understand the Concepts Difficulty Level: Moderate 43. The field of structural anthropology, founded by Claude Lévi-Strauss, has as one of its basic premises the notion that there is a “deep universal structure” to cultural phenomena.

According to Lévi-Strauss, this structure is characterized by __________.

A. thought in images and symbols, completely divorced from language B. cognitive patterns that reflect unconscious sexual desires C. the development of consciousness through personal revelations D. reasoning based on the construction of contrasting pairs Answer: D 47 .

Topic: Enculturation and Cognition Learning Objective: LO 4.7 Discuss the relationship between enculturation and cognition.

Skill Level: Understand the Concepts Difficulty Level: Moderate 44. The classification of foods into categories of kosher (edible) and traif (not edible) is an example of __________.

A. preoperational reasoning B. cognitive dissonance C. binary opposition D. ethnocentric enculturation Answer: C Topic: Enculturation and Cognition Learning Objective: LO 4.7 Discuss the relationship between enculturation and cognition.

Skill Level: Understand the Concepts Difficulty Level: Moderate 45. The use of government legislation to prohibit or limit homosexual behavior is a practice that __________.

A. has been employed unwaveringly throughout European history B. reflects cross-cultural values shared by human societies worldwide C. is a remnant of Puritanism in the United States D. is justified on the basis of scientific evidence Answer: C Topic: Enculturation and the Sex Drive Learning Objective: LO 4.6 What have anthropologists learned about enculturation and sexuality?

Skill Level: Understand the Concepts Difficulty Level: Moderate 46. According to psychologist Jean Piaget, learning occurs through the processes of __________.

A. assimilation and accommodation B. enculturation and intimidation C. absorption and cognation D. affiliation and enculturation Answer: A Topic: Enculturation and Cognition Learning Objective: LO 4.7 Discuss the relationship between enculturation and cognition.

Skill Level: Understand the Concepts Difficulty Level: Moderate 47. Catherine Lutz would advise researchers to do which of the following?

A. disregard emotion when conducting cultural research because it varies so much individually B. translate Western emotional concepts into other languages C. accept that all human emotions are universally equivalent D. consider the cultural context when trying to understand emotions Answer: D Topic: Enculturation and Emotions Learning Objective: LO 4.10 Discuss what anthropologists have discovered about human emotions.

48 .

Skill Level: Understand the Concepts Difficulty Level: Moderate 48. Evolutionary psychologists are particularly interested in __________.

A. why modern technology is evolving at such a rapid rate B. the influence of natural selection on the human brain during the Paleolithic C. the many differences found in particular cultures today D. applying the theories of Freud and Piaget to understanding human enculturation Answer: B Topic: Evolutionary Psychology Learning Objective: LO 4.9 How does evolutionary psychology contribute to an understanding of human universals?

Skill Level: Understand the Concepts Difficulty Level: Moderate 49. Why are narratives of interest to cognitive anthropologists?

A. They are a means for coordinating thought processes.

B. They illustrate the limits of human imagination.

C. They represent a higher cultural evolution.

D. They relate unconscious desires through verbal means.

Answer: A Topic: Cognitive Anthropology Learning Objective: LO 4.8 Discuss what cognitive anthropologists have learned about universals and human thought processes.

Skill Level: Understand the Concepts Difficulty Level: Moderate 50. Brent Berlin and Paul Kay’s research on color terms lends support to the idea that __________.

A. color naming is arbitrary B. color terms are biologically hard-wired C. basic color terms are the same in every language D. the human mind organizes reality in terms of prototypes Answer: D Topic: Cognitive Anthropology Learning Objective: LO 4.8 Discuss what cognitive anthropologists have learned about universals and human thought processes.

Skill Level: Understand the Concepts Difficulty Level: Moderate

Essay Questions 51. What is the interactionist perspective? Do you think biology or culture has a greater influence on human behavior? Discuss the difference between drives and instincts in your answer. Be specific.

Topic: Biology versus Culture; Instincts and Human Nature Learning Objective: LO 4.1 Discuss the relationship between biology and culture and how anthropologists regard the nature/nurture questions of humanity; LO 4.2 Explain the difference between nonhuman animal behavior and human behavior.

Skill Level: Analyze It 49 .

Difficulty Level: Moderate 52. What are some of the ways in which decisions influenced by one’s culture can regularly override basic human drives to: 1) eat, 2) sleep, 3) have sex?

Topic: Instincts and Human Nature Learning Objective: LO 4.2 Explain the difference between nonhuman animal behavior and human behavior.

Skill Level: Understand the Concepts Difficulty Level: Moderate 53. What are some of the most important methods of enculturation used in your own society?

Give an example of how your own personality has been affected by enculturation. Conclude with a discussion of agency and the limits of enculturation in general as well as in your own experience.

Topic: Enculturation: Culture and Personality; The Limits of Enculturation Learning Objective: LO 4.3 Discuss how anthropologists study enculturation and its relationship to personality formation; LO 4.12 Discuss the limitations of enculturation in examining human behavior.

Skill Level: Apply What You Know Difficulty Level: Moderate 54. Synthesize the approaches of cognitive anthropology, evolutionary psychology, and neuroanthropology. How do you think these fields can work together to reveal the inner workings of culture and cognition? How do you think technological advances will help further research?

Topic: Cognitive Anthropology; Evolutionary Psychology; Neuroanthropology Learning Objective: LO 4.8 Discuss what cognitive anthropologists have learned about universals and human thought processes; LO 4.9 How does evolutionary psychology contribute to an understanding of human universals?; LO 4.11 Discuss the new field of neuroanthropology.

Skill Level: Analyze It Difficulty Level: Difficult 55. Discuss anthropology’s approach to understanding human emotions. Does this differ from a psychological approach? If so, how? How might recent approaches to human emotions influence how we understand the work of Margaret Mead and Ruth Benedict?

Topic: Enculturation: Culture and Personality; Enculturation and Emotions Learning Objective: LO 4.3 Discuss how anthropologists study enculturation and its relationship to personality formation; LO 4.10 Discuss what anthropologists have discovered about human emotions.

Skill Level: Analyze It Difficulty Level: Difficult 56. Compare and contrast Derek Freeman’s and Margaret Mead’s research in Samoa. Discuss the controversy that arose over Mead’s work. What were the principal issues in Freeman’s critique of Mead’s research? How does this controversy reflect general criticisms of the culture-and-personality school?

Topic: Enculturation: Culture and Personality Learning Objective: LO 4.3 Discuss how anthropologists study enculturation and its relationship to personality formation.

Skill Level: Analyze It Difficulty Level: Difficult 50 .

57. How are children in Japan raised differently from those in the United States? What effects, if any, does this have on the personality of individuals raised in Japan? Are there differences between Eastern and Western societies with regard to the ways individuals perceive themselves relative to society? What is the evidence for your interpretation?

Topic: Enculturation: Culture and Personality Learning Objective: LO 4.3 Discuss how anthropologists study enculturation and its relationship to personality formation.

Skill Level: Understand the Concepts Difficulty Level: Moderate 58. How have the ideas of human personality and development introduced by Sigmund Freud and Jean Piaget influenced anthropological understandings of culture and enculturation?

Topic: Psychoanalytic Approaches in Anthropology; Enculturation and Cognition Learning Objective: LO 4.4 How have anthropologists used the psychoanalytic approach to study personality and culture?; LO 4.7 Discuss the relationship between enculturation and cognition.

Skill Level: Understand the Concepts Difficulty Level: Moderate 59. What reasons have anthropologists proposed for why people avoid participating in incestuous relationships? How have cross-cultural studies supported or contradicted the notion that incest taboos are universal? Support your answer with specific examples.

Topic: Understanding Incest Avoidance and the Incest Taboo Learning Objective: LO 4.5 Explain how anthropologists understand incest avoidance and the incest taboos.

Skill Level: Understand the Concepts Difficulty Level: Moderate 60. Discuss the human sex drive from an anthropological perspective. How does culture influence patterns of sexuality? What have anthropologists learned about the patterning of sexuality and gender throughout the world? Compare and contrast two “third genders” discussed in your text.

Topic: Enculturation and the Sex Drive Learning Objective: LO 4.6 What have anthropologists learned about enculturation and sexuality?

Skill Level: Analyze It Difficulty Level: Moderate

51 .

CHAPTER 5 LANGUAGE True-False Questions 1.

Language is a system of symbols with standard meanings.

Answer: T Topic: Introduction Learning Objective: n/a Skill Level: Understand the Concepts Difficulty Level: Easy 2.

Chimpanzees and gorillas have been taught to speak up to 100 English sentences so they can communicate their daily needs as well as humans.

Answer: F Topic: Nonhuman Communication Learning Objective: LO 5.1 Compare and contrast how the laboratory studies of nonhuman animal communication differs from what is found in the studies of nonhuman animals in the wild.

Skill Level: Remember the Facts Difficulty Level: Moderate 3.

According to Herbert Terrace’s research, chimpanzees are highly intelligent animals that can learn many signs, but cannot understand syntax.

Answer: T Topic: Nonhuman Communication Learning Objective: LO 5.1 Compare and contrast how the laboratory studies of nonhuman animal communication differs from what is found in the studies of nonhuman animals in the wild.

Skill Level: Remember the Facts Difficulty Level: Moderate 4.

At the Yerkes Regional Primate Research Center at Emory University a chimpanzee named Lana was taught to communicate through a color-coded computer keyboard.

Answer: T Topic: Nonhuman Communication Learning Objective: LO 5.1 Compare and contrast how the laboratory studies of nonhuman animal communication differs from what is found in the studies of nonhuman animals in the wild.

Skill Level: Remember the Facts Difficulty Level: Moderate 5.

Both animals and humans are able to communicate about things or events that are not immediately present.

Answer: F Topic: Animal Communication and Human Language Learning Objective: LO 5.2 Discuss what makes human languages unique in comparison with nonhuman animal communication.

Skill Level: Understand the Concepts Difficulty Level: Moderate 6.

The concept of arbitrariness refers to the symbolic nature of words used in human language.

.

52

Answer: T Topic: Animal Communication and Human Language Learning Objective: LO 5.2 Discuss what makes human languages unique in comparison with nonhuman animal communication.

Skill Level: Understand the Concepts Difficulty Level: Moderate 7.

It has been suggested that major cultural advances, cultural evolution, and human creativity could not have occurred before adequate language ability evolved.

Answer: T Topic: The Evolution of Language Learning Objective: LO 5.3 Describe what anthropologists conclude about the evolution of language.

Skill Level: Understand the Concepts Difficulty Level: Easy 8.

Research has concluded that language, as we know it, appeared only within the last 10,000 years and is associated with the development of agriculture and the domestication of animals.

Answer: F Topic: The Evolution of Language Learning Objective: LO 5.3 Describe what anthropologists conclude about the evolution of language.

Skill Level: Remember the Facts Difficulty Level: Easy 9. Phonology is the study of morphemes, the smallest units of a language that convey meaning.

Answer: F Topic: The Structure of Language Learning Objective: LO 5.4 Discuss how linguistic anthropologists study language.

Skill Level: Remember the Facts Difficulty Level: Easy 10. Semantics is the study of the meaning of symbols, words, phrases, and sentences in a language.

Answer: T Topic: The Structure of Language Learning Objective: LO 5.4 Discuss how linguistic anthropologists study language.

Skill Level: Understand the Concepts Difficulty Level: Easy 11. Anthropologists use the ethnosemantic approach to study how different societies understand and classify everyday objects like animals, plants, and food.

Answer: T Topic: The Structure of Language Learning Objective: LO 5.4 Discuss how linguistic anthropologists study language.

Skill Level: Understand the Concepts Difficulty Level: Moderate 12. More than 70,000 languages are known to have existed.

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Answer: F Topic: The Structure of Language Learning Objective: LO 5.4 Discuss how linguistic anthropologists study language.

Skill Level: Remember the Facts Difficulty Level: Easy 13. Linguistic anthropologists study phonology, morphology, syntax, semantics, and pragmatics.

Answer: T Topic: The Structure of Language Learning Objective: LO 5.4 Discuss how linguistic anthropologists study language.

Skill Level: Remember the Facts Difficulty Level: Easy 14. The Sapir–Whorf hypothesis is an example of linguistic relativism because it maintains that the world is experienced differently among different language communities.

Answer: T Topic: Language, Thought, and Culture Learning Objective: LO 5.6 Discuss the relationship between language and culture.

Skill Level: Understand the Concepts Difficulty Level: Moderate 15. According to the Sapir–Whorf hypothesis, time is perceived the same way in all cultures.

Answer: F Topic: Language, Thought, and Culture Learning Objective: LO 5.6 Discuss the relationship between language and culture.

Skill Level: Understand the Concepts Difficulty Level: Moderate 16. Most anthropologists maintain that language influences a person’s thinking and worldview, but language does not determine thought.

Answer: T Topic: Language, Thought, and Culture Learning Objective: LO 5.6 Discuss the relationship between language and culture.

Skill Level: Understand the Concepts Difficulty Level: Moderate 17. Glottochronology is the study of the interrelationships among the vocal tract, glottis, larynx, and pharynx in the production of sound.

Answer: F Topic: Historical Linguistics Learning Objective: LO 5.7 Describe how anthropologists study the history of languages.

Skill Level: Remember the Facts Difficulty Level: Easy 18. Linguistic variations within a single language such as differences in pronunciation, vocabulary, or syntax are termed dialects.

Answer: T Topic: Sociolinguistics

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Learning Objective: LO 5.8 Describe what the field of sociolinguistics tells us about language use.

Skill Level: Understand the Concepts Difficulty Level: Moderate 19. Sociolinguists have found that societies that maintain social inequalities and hierarchies often have different forms of the same language that are used for addressing higher or lower status individuals, kin versus nonkin, and males versus females.

Answer: T Topic: Sociolinguistics Learning Objective: LO 5.8 Describe what the field of sociolinguistics tells us about language use.

Skill Level: Understand the Concepts Difficulty Level: Moderate 20. Nonverbal communication consisting of body motions and gestures is called kinesics.

Answer: T Topic: Nonverbal Communication Learning Objective: LO 5.9 Discuss other forms of communication humans use besides language.

Skill Level: Remember the Facts Difficulty Level: Easy

Multiple-Choice Questions 21. According to some linguistic researchers, how did Ebonics originate?

A. through lack of proper education B. from a slang dialect of formal American English C. as a creole language during slavery in the United States D. as trade language between Africa and Europe Answer: C Topic: Sociolinguistics Learning Objective: LO 5.8 Describe what the field of sociolinguistics tells us about language use.

Skill Level: Remember the Facts Difficulty Level: Moderate 22. __________ are used in societies that maintain marked social hierarchies.

A. Slang B. Honorifics C. Pidgins D. Proxemics Answer: B Topic: Sociolinguistics Learning Objective: LO 5.8 Describe what the field of sociolinguistics tells us about language use.

Skill Level: Understand the Concepts Difficulty Level: Easy 23. John Lucy’s research on the relationship among thought, language, and behavior showed that __________.

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A. kinship terminology is tied to a perception of familial closeness B. Hopi and English speakers had different perspectives on the passage of time C. grammar affected the way Mayan and English speakers sorted objects D. gender-biased terms reflect social categories Answer: C Topic: Language, Thought, and Culture Learning Objective: LO 5.6 Discuss the relationship between language and culture.

Skill Level: Remember the Facts Difficulty Level: Moderate 24. Jane Goodall observed that chimpanzees in the wild communicate through __________.

A. a gestural sign language B. vocalizations tied directly to emotional states C. random vocalizations and body language D. singing Answer: B Topic: Nonhuman Communication Learning Objective: LO 5.1 Compare and contrast how the laboratory studies of nonhuman animal communication differs from what is found in the studies of nonhuman animals in the wild.

Skill Level: Remember the Facts Difficulty Level: Moderate 25. Why are mirror neurons likely to have played a role in the evolution of human language?

A. They enabled early hominins to master a sense of self.

B. They link intention with the sending and receiving of messages.

C. They translate thoughts through the production of sounds.

D. They cause growth in the areas of the brain associated with call systems.

Answer: B Topic: The Evolution of Language Learning Objective: LO 5.3 Describe what anthropologists conclude about the evolution of language.

Skill Level: Understand the Concepts Difficulty Level: Easy 26. The gorilla named “Koko” was able to __________.

A. speak and communicate by using over 100 English words B. learn to program a computer using the computer language called FORTRAN C. communicate using about 1,000 signs from American Sign Language (ASL) D. write her own name and verbally communicate her needs to humans Answer: C Topic: Nonhuman Communication Learning Objective: LO 5.1 Compare and contrast how the laboratory studies of nonhuman animal communication differs from what is found in the studies of nonhuman animals in the wild.

Skill Level: Remember the Facts Difficulty Level: Moderate 27. Sign language acquisition in primates has been criticized on the basis that __________.

A. the signs were just imitative, were often random combinations, and did not involve a two-way conversation B. chimpanzees and gorillas are not smart enough to learn sign language

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C. chimpanzee and gorilla hands are not really capable of making most signs in ASL D. primates already have a communication system, so they cannot learn another one Answer: A Topic: Nonhuman Communication Learning Objective: LO 5.1 Compare and contrast how the laboratory studies of nonhuman animal communication differs from what is found in the studies of nonhuman animals in the wild.

Skill Level: Understand the Concepts Difficulty Level: Moderate 28. Scientists who study the behavior of animals in their natural setting are called __________.

A. behaviorists B. naturalists C. eco-researchers D. ethologists Answer: D Topic: Nonhuman Communication Learning Objective: LO 5.1 Compare and contrast how the laboratory studies of nonhuman animal communication differs from what is found in the studies of nonhuman animals in the wild.

Skill Level: Remember the Facts Difficulty Level: Easy 29. The flexibility of human language and the ability to create new sentences are associated with the feature of __________.

A. productivity B. displacement C. arbitrariness D. proxemics Answer: A Topic: Animal Communication and Human Language Learning Objective: LO 5.2 Discuss what makes human languages unique in comparison with nonhuman animal communication.

Skill Level: Understand the Concepts Difficulty Level: Moderate 30. What is “displacement” with respect to human language?

A. the ability to create symbolic forms B. the moral precept that keeps humans from lying and making false promises C. the fleeting nature of sound as a carrying system for communication D. the ability to refer to things, persons, and events removed in time and space Answer: D Topic: Animal Communication and Human Language Learning Objective: LO 5.2 Discuss what makes human languages unique in comparison with nonhuman animal communication.

Skill Level: Understand the Concepts Difficulty Level: Moderate 31. A unit of sound that distinguishes meaning in a particular language is a __________.

A. dialect B. phoneme C. morpheme

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D. syntax Answer: B Topic: Animal Communication and Human Language Learning Objective: LO 5.2 Discuss what makes human languages unique in comparison with nonhuman animal communication.

Skill Level: Remember the Facts Difficulty Level: Easy 32. Consider the following English words that are similar except for the beginning sound: cat and rat. The /c/ and the /r/ are called __________.

A. morphemes B. phonemes C. syntaxes D. semantics Answer: B Topic: The Structure of Language Learning Objective: LO 5.4 Discuss how linguistic anthropologists study language.

Skill Level: Apply What You Know Difficulty Level: Moderate 33. Ann Senghas’s research with deaf children in Nicaragua supported the idea that __________.

A. sign languages are less complex than spoken languages B. there is a critical developmental stage for acquiring the rules of language C. sign languages are universal D. spoken language evolved from primitive gestural forms of communication Answer: B Topic: Language Acquisition Learning Objective: LO 5.5 Explain how children acquire their languages.

Skill Level: Remember the Facts Difficulty Level: Moderate 34. The ability to build an infinite number of sentences within sentences is known as __________.

A. proxemics B. recursion C. dynamics D. semantics Answer: B Topic: The Evolution of Language Learning Objective: LO 5.3 Describe what anthropologists conclude about the evolution of language.

Skill Level: Understand the Concepts Difficulty Level: Moderate 35. One goal of anthropological linguistics is to determine the number of phonemes that exist in different languages. This goal is accomplished by examining the use of __________.

A. minimal pairs B. phone taps C. maximal differences

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D. syntax units Answer: A Topic: The Structure of Language Learning Objective: LO 5.4 Discuss how linguistic anthropologists study language.

Skill Level: Understand the Concepts Difficulty Level: Moderate 36. The word “lower” contains __________.

A. two bound morphemes B. two bound phonemes C. two free morphemes D. one bound morpheme and one free morpheme Answer: D Topic: The Structure of Language Learning Objective: LO 5.4 Discuss how linguistic anthropologists study language.

Skill Level: Apply What You Know Difficulty Level: Moderate 37. The words “boy” and “girl” are __________.

A. bound phonemes B. bound morphemes C. free morphemes D. bound phones Answer: C Topic: The Structure of Language Learning Objective: LO 5.4 Discuss how linguistic anthropologists study language.

Skill Level: Apply What You Know Difficulty Level: Moderate 38. An example of a bound morpheme in English is __________.

A. the phrase “boys will be boys” B. the word “boys” C. the word “boy” D. the “s” in the word “boys” Answer: D Topic: The Structure of Language Learning Objective: LO 5.4 Discuss how linguistic anthropologists study language.

Skill Level: Apply What You Know Difficulty Level: Moderate 39. When trying to understand the ethnosemantics of kinship terminology systems, anthropologists look at which of the following?

A. contrasts between male and female terms as well as generational distinctions B. the ability of infants to produce basic sounds like “ma-ma” C. the degree to which people understand biological inheritance D. the emotional connotations of certain sounds and how they are combined to form words Answer: A Topic: The Structure of Language Learning Objective: LO 5.4 Discuss how linguistic anthropologists study language.

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Skill Level: Understand the Concepts Difficulty Level: Moderate 40. The goal of ethnosemantics is to understand __________.

A. that reality is inherently unorganized and can be perceived in any way; thus color naming, plant classification, and time categories are completely arbitrary B. the meanings of words, phrases, and sentences and how members of different societies use language to organize things, events, and behaviors C. that languages and behavior are the same D. that classification systems in all societies are random Answer: B Topic: The Structure of Language Learning Objective: LO 5.4 Discuss how linguistic anthropologists study language.

Skill Level: Understand the Concepts Difficulty Level: Moderate 41. Linguistic anthropologists find that people who are forced to abandon their native language and culture will __________.

A. begin to lose their self-esteem B. eventually adopt English as their primary spoken language C. advance socially and economically D. regain their native language in subsequent generations Answer: A Topic: Language, Thought, and Culture Learning Objective: LO 5.6 Discuss the relationship between language and culture.

Skill Level: Remember the Facts Difficulty Level: Easy 42. Noam Chomsky suggests that humans are born with a brain prewired to enable us to acquire languages easily. This “prewiring” is referred to as __________.

A. syntax B. universal grammar C. infinite model D. functional template Answer: B Topic: Language Acquisition Learning Objective: LO 5.5 Explain how children acquire their languages.

Skill Level: Remember the Facts Difficulty Level: Moderate 43. __________ lends support to Chomsky’s model of language acquisition.

A. The way apes learn sign language B. The structure of creole and pidgin languages C. The Sapir–Whorf hypothesis D. The displacement feature of human language Answer: B Topic: Language Acquisition Learning Objective: LO 5.5 Explain how children acquire their languages.

Skill Level: Apply What You Know Difficulty Level: Moderate

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44. The idea that each language filters certain perceptions and determines how we perceive reality is called __________.

A. Chomsky’s relative grammar B. the Sapir–Whorf hypothesis C. the linguistic filter theory D. weak linguistic determinism Answer: B Topic: Language, Thought, and Culture Learning Objective: LO 5.6 Discuss the relationship between language and culture.

Skill Level: Remember the Facts Difficulty Level: Moderate 45. Attempts to change linguistic habits such as the adoption of more neutral terms such as firefighter, police officer, and first-year student to replace gender-biased ones such as fireman, policeman, and freshman are based on __________.

A. the idea that language influences social perceptions and gender relations B. the fact that the deep structure of language, as proposed by Noam Chomsky, is like a fluid sea that can be molded easily to fit social reality C. false premises about the surface structure of language and the role of gender in society D. the theory of glottochronology of gender as proposed by Morris Swadesh Answer: A Topic: Language, Thought, and Culture Learning Objective: LO 5.6 Discuss the relationship between language and culture.

Skill Level: Understand the Concepts Difficulty Level: Moderate 46. The ability to reconstruct a protolanguage is based on __________.

A. the theory that a universal grammar underlies all human languages B. the idea that all languages are derived from a single parent language C. the ability of children to learn whatever language is spoken around them D. the assumption that languages change in regular ways over time Answer: D Topic: Historical Linguistics Learning Objective: LO 5.7 Describe how anthropologists study the history of languages.

Skill Level: Understand the Concepts Difficulty Level: Moderate 47. “Did I hear you say that there are four pounds of sulfur in the box?” versus “Did I heah ya say that there are foah pounds of sulfuh in the box?” is an example of __________.

A. correct and incorrect English B. dialect differences in English C. how grammar and syntax interact D. the difference between syntax and semantics Answer: B Topic: Sociolinguistics Learning Objective: LO 5.8 Describe what the field of sociolinguistics tells us about language use.

Skill Level: Apply What You Know Difficulty Level: Moderate

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48. A linguistic anthropologist interested in understanding what people convey through smiles in different cultures would be interested in the study of __________.

A. semantics B. proxemics C. phonemics D. kinesics Answer: D Topic: Nonverbal Communication Learning Objective: LO 5.9 Discuss other forms of communication humans use besides language.

Skill Level: Understand the Concepts Difficulty Level: Easy 49. Glottochronology is based on the idea that __________.

A. core vocabulary stays consistent irrespective of culture change B. by tracing population movements researchers can determine the start date of any language C. number words and pronouns change frequently in most languages D. sound systems have regional affiliations Answer: A Topic: Historical Linguistics Learning Objective: LO 5.7 Describe how anthropologists study the history of languages.

Skill Level: Understand the Concepts Difficulty Level: Moderate 50. One example of proxemics is that __________.

A. Americans stand about 18 inches away when talking with people they know well B. basic facial expressions are recognized universally C. in Greece, people nod their heads to indicate “no” D. making a “V” shape with your fingers has had different meanings in different times and places Answer: A Topic: Nonverbal Communication Learning Objective: LO 5.9 Discuss other forms of communication humans use besides language.

Skill Level: Remember the Facts Difficulty Level: Easy

Essay Questions 51. Would it be possible to have a culture without a language? Discuss two theories about how language and culture evolved along with the human species.

Topic: The Evolution of Language Learning Objective: LO 5.3 Describe what anthropologists conclude about the evolution of language.

Skill Level: Understand the Concepts Difficulty Level: Moderate 52. How do animal communication systems differ from human language and communication systems? Explain the features of human language that differentiate it from other forms of communication.

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Topic: Animal Communication and Human Language Learning Objective: LO 5.2 Discuss what makes human languages unique in comparison with nonhuman animal communication.

Skill Level: Understand the Concepts Difficulty Level: Moderate 53. What have laboratory studies with nonhuman primates taught us about the capacity for language? How does laboratory communication differ from animal communication in the wild? What are some of the criticisms faced by researchers in this field?

Topic: Nonhuman Communication Learning Objective: LO 5.1 Compare and contrast how the laboratory studies of nonhuman animal communication differs from what is found in the studies of nonhuman animals in the wild.

Skill Level: Analyze It Difficulty Level: Moderate 54. How do linguists understand language from the level of sound systems through that of words, grammar, and meaning? Illustrate each level of analysis with an example.

Topic: The Structure of Language Learning Objective: LO 5.4 Discuss how linguistic anthropologists study language.

Skill Level: Understand the Concepts Difficulty Level: Difficult 55. How is language acquired? What evidence is there for an innate, universal grammar? Draw on at least two examples mentioned in your text.

Topic: Language Acquisition Learning Objective: LO 5.5 Explain how children acquire their languages.

Skill Level: Understand the Concepts Difficulty Level: Moderate 56. Does language influence social perceptions? In answering this question, examine such things as the conscious attempts to change what is perceived by many to be “gender-biased” language (terms such as fireman, policeman, Mrs., Miss, freshman, mankind). Also, do you think these attempts to change language will succeed, or are English speakers too set in their ways to change?

Topic: Language, Thought, and Culture Learning Objective: LO 5.6 Discuss the relationship between language and culture.

Skill Level: Apply What You Know Difficulty Level: Moderate 57. How do anthropologists understand linguistic change? What factors create change in a language? How is this measured? What can historical linguistics tell us about how languages evolve? Discuss glottochronology and the concept of protolanguages in your answer.

Topic: Historical Linguistics Learning Objective: LO 5.7 Describe how anthropologists study the history of languages.

Skill Level: Understand the Concepts Difficulty Level: Moderate 58. What kind of information do people communicate nonverbally? What are some examples of behaviors that researchers interested in kinesics and proxemics would study? Why is it important to consider these forms of communication?

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Topic: Nonverbal Communication Learning Objective: LO 5.9 Discuss other forms of communication humans use besides language.

Skill Level: Analyze It Difficulty Level: Moderate 59. What is African-American Vernacular English? How did it emerge? How is it related to pidgin and creole languages? Discuss the controversies surrounding AAVE. Topic: Sociolinguistics Learning Objective: LO 5.8 Describe what the field of sociolinguistics tells us about language use.

Skill Level: Understand the Concepts Difficulty Level: Moderate 60. How do variations in language relate to social hierarchies? Compare and contrast two examples from sociolinguistics that illustrate the relationship between language use and social standing.

Topic: Sociolinguistics Learning Objective: LO 5.8 Describe what the field of sociolinguistics tells us about language use.

Skill Level: Analyze It Difficulty Level: Moderate

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CHAPTER 6 ANTHROPOLOGICAL EXPLANATIONS True-False Questions 1.

Unilineal evolution is the view that all societies evolve in a single direction called “progress” toward complexity and civilization.

Answer: T Topic: Nineteenth-Century Evolutionism Learning Objective: LO 6.1 Explain the basic differences between the nineteenth-century and twentieth-century evolutionary approaches in anthropology.

Skill Level: Remember the Facts Difficulty Level: Easy 2.

In the nineteenth century, Edward B. Tylor suggested that all societies progressed through three evolutionary stages: savagery, barbarism, and civilization.

Answer: T Topic: Nineteenth-Century Evolutionism Learning Objective: LO 6.1 Explain the basic differences between the nineteenth-century and twentieth-century evolutionary approaches in anthropology.

Skill Level: Remember the Facts Difficulty Level: Easy 3.

Lewis Henry Morgan believed in a hierarchical evolution of society from “savagery” to “civilization,” but, unlike Edward B. Tylor, Morgan emphasized the evolution of the family and kinship terms.

Answer: T Topic: Nineteenth-Century Evolutionism Learning Objective: LO 6.1 Explain the basic differences between the nineteenth-century and twentieth-century evolutionary approaches in anthropology.

Skill Level: Understand the Concepts Difficulty Level: Moderate 4.

The idea that societal and cultural change (or evolution) occurs when societies borrow cultural traits from one another is known as the “Cultural Spread Theory.”

Answer: F Topic: Diffusionism Learning Objective: LO 6.2 Describe the basic strengths and weaknesses of the diffusionist approach in understanding different cultures.

Skill Level: Remember the Facts Difficulty Level: Easy 5.

The British and German schools of cultural diffusion are considered to be obsolete as a means of understanding societal development because of their ethnocentric perspectives.

Answer: T Topic: Diffusionism Learning Objective: LO 6.2 Describe the basic strengths and weaknesses of the diffusionist approach in understanding different cultures.

Skill Level: Remember the Facts

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Difficulty Level: Easy 6. Anthropologist Franz Boas was a powerful advocate for unilineal diffusion.

Answer: F Topic: Historical Particularism Learning Objective: LO 6.3 Discuss historical particularism developed by Franz Boas.

Skill Level: Remember the Facts Difficulty Level: Easy 7.

Franz Boas criticized attempts to propose stages of cultural evolution, maintaining that each society must be understood as a product of its own unique history.

Answer: T Topic: Historical Particularism Learning Objective: LO 6.3 Discuss historical particularism developed by Franz Boas.

Skill Level: Understand the Concepts Difficulty Level: Easy 8.

Cultural relativism is the notion that each society should be viewed in terms of its own unique cultural practices and values.

Answer: T Topic: Historical Particularism Learning Objective: LO 6.3 Discuss historical particularism developed by Franz Boas.

Skill Level: Understand the Concepts Difficulty Level: Easy 9.

Franz Boas called for an end to “armchair anthropology,” insisting that scholars must do rigorous, scientifically based fieldwork to collect basic ethnographic data.

Answer: T Topic: Historical Particularism Learning Objective: LO 6.3 Discuss historical particularism developed by Franz Boas.

Skill Level: Remember the Facts Difficulty Level: Easy 10. Bronislaw Malinowski’s psychological functionalism focused on how society functions to serve the interests or needs of the individual.

Answer: T Topic: Functionalism Learning Objective: LO 6.4 Explain the differences between structural functionalism and psychological functionalism.

Skill Level: Understand the Concepts Difficulty Level: Moderate 11. According to general evolutionists such as Leslie White, since the degree of societal development is measured by the amount of energy harnessed by the sociocultural system, the greater the energy, the more highly evolved the system.

Answer: T Topic: Twentieth-Century Evolutionism Learning Objective: LO 6.5 Discuss the twentieth-century neoevolutionary approaches, including cultural materialism.

Skill Level: Understand the Concepts

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Difficulty Level: Moderate 12. The cultural ecological perspective of cultural evolution focuses on how specific sociocultural systems adapt to environmental conditions.

Answer: T Topic: Twentieth-Century Evolutionism Learning Objective: LO 6.5 Discuss the twentieth-century neoevolutionary approaches, including cultural materialism.

Skill Level: Understand the Concepts Difficulty Level: Moderate 13. It has been said that cultural ecology reduces human behavior to simple adaptations to the external environment, and that it does not take into consideration such things as history, political structure, and religious ideologies.

Answer: T Topic: Twentieth-Century Evolutionism Learning Objective: LO 6.5 Discuss the twentieth-century neoevolutionary approaches, including cultural materialism.

Skill Level: Understand the Concepts Difficulty Level: Moderate 14. Karl Marx suggested that all of the major societal and cultural transformations (that is, cultural evolution) seen since the Industrial Revolution are the result of warfare between communist and capitalist nations vying for power and control over land.

Answer: F Topic: Marxist Anthropology Learning Objective: LO 6.6 Describe the Marxist approach that emerged in anthropology in the 1970s.

Skill Level: Understand the Concepts Difficulty Level: Moderate 15. An important premise of current Marxist anthropology is a rejection of the unilineal model of evolution.

Answer: T Topic: Marxist Anthropology Learning Objective: LO 6.6 Describe the Marxist approach that emerged in anthropology in the 1970s.

Skill Level: Understand the Concepts Difficulty Level: Moderate 16. According to Karl Marx, society has been divided into classes by the industrial mode of production; those who own the means of production—the capitalists—exploit those who sell their labor to the owners of factories—the proletariat—and this exploitation leads to harsh working conditions and extremely low wages.

Answer: T Topic: Marxist Anthropology Learning Objective: LO 6.6 Describe the Marxist approach that emerged in anthropology in the 1970s.

Skill Level: Understand the Concepts Difficulty Level: Moderate

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17. Symbolic anthropologists argue that culture can be reduced to genetically inherited linguistic traits that determine the way people classify and view the natural environment.

Answer: F Topic: Symbolic Anthropology: A Humanistic Method of Inquiry Learning Objective: LO 6.7 Discuss the symbolic anthropology approach as a humanist method.

Skill Level: Understand the Concepts Difficulty Level: Moderate 18. Much of the ethnographic record has been compiled by men.

Answer: T Topic: Feminist Anthropology Learning Objective: LO 6.8 Discuss the approach of feminist anthropologists.

Skill Level: Understand the Concepts Difficulty Level: Moderate 19. Feminist anthropologists agree that monogamy is preferred by women because of its sociobiological advantages.

Answer: F Topic: Feminist Anthropology Learning Objective: LO 6.8 Discuss the approach of feminist anthropologists.

Skill Level: Understand the Concepts Difficulty Level: Moderate 20. Postmodernist anthropologists stress that ethnographers should present themselves as objective researchers.

Answer: F Topic: Postmodernism and Anthropology Learning Objective: LO 6.9 Discuss the strengths and weaknesses of the postmodern approach in anthropology.

Skill Level: Understand the Concepts Difficulty Level: Moderate

Multiple-Choice Questions 21. The principal theoretical objective of modern anthropology is __________.

A. to document differences among ethnic groups B. to study the close relationship between genetics and culture C. to provide useful explanations of human society and behavior D. to formulate laws for predicting human behavior and thought Answer: C Topic: Postmodernism and Anthropology Learning Objective: LO 6.9 Discuss the strengths and weaknesses of the postmodern approach in anthropology.

Skill Level: Understand the Concepts Difficulty Level: Moderate 22. Edward B. Tylor, who published a major book entitled Primitive Culture in 1871, is recognized as the first __________.

A. scholar appointed to an academic position in anthropology

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B. person to formulate laws of human behavior C. scientist to suggest a scenario for human evolution D. anthropologist to live with primitive peoples in order to study them Answer: A Topic: Nineteenth-Century Evolutionism Learning Objective: LO 6.1 Explain the basic differences between the nineteenth-century and twentieth-century evolutionary approaches in anthropology.

Skill Level: Remember the Facts Difficulty Level: Easy 23. As anthropology emerged from the intellectual atmosphere of the Enlightenment, early anthropologists were interested in explaining the similarities and differences among the diverse cultures of the world. Edward B. Tylor attempted to answer the question of why societies were at different or similar levels of evolution and development through the explanation of __________.

A. functionalism B. unilineal evolution C. diffusionism D. historical particularism

Answer: B Topic: Nineteenth-Century Evolutionism Learning Objective: LO 6.1 Explain the basic differences between the nineteenth-century and twentieth-century evolutionary approaches in anthropology.

Skill Level: Understand the Concepts Difficulty Level: Easy 24. Edward B. Tylor and other eighteenth-century thinkers asserted that “primitives” around the world would eventually evolve through the stages of barbarism to become civilized like Europeans, but that these “primitives” would need some help from the civilized world to reach this ultimate, ideal stage. This perception that Western society is the center of the civilized world and that non-Western societies are inherently inferior is called __________.

A. logical negativism B. logical positivism C. ethnocentrism D. devolution Answer: C Topic: Nineteenth-Century Evolutionism Learning Objective: LO 6.1 Explain the basic differences between the nineteenth-century and twentieth-century evolutionary approaches in anthropology.

Skill Level: Remember the Facts Difficulty Level: Easy 25. Lewis Henry Morgan was a lawyer and banker of the late nineteenth century whose principal scholarship in anthropology was concerned with __________.

A. human physical variation B. systems of human kinship C. language acquisition D. archaeology of the American Indians Answer: B Topic: Nineteenth-Century Evolutionism

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Learning Objective: LO 6.1 Explain the basic differences between the nineteenth-century and twentieth-century evolutionary approaches in anthropology.

Skill Level: Remember the Facts Difficulty Level: Easy 26. The methodology Lewis Henry Morgan used to investigate foreign cultures included __________.

A. the distribution of questionnaires to travelers and missionaries B. participant observation of societies on South Pacific islands C. training students as ethnographers D. excavating ancient archaeological sites Answer: A Topic: Nineteenth-Century Evolutionism Learning Objective: LO 6.1 Explain the basic differences between the nineteenth-century and twentieth-century evolutionary approaches in anthropology.

Skill Level: Remember the Facts Difficulty Level: Easy 27. Lewis Henry Morgan was primarily interested in the evolution of __________.

A. the brain B. language C. political systems D. the family Answer: D Topic: Nineteenth-Century Evolutionism Learning Objective: LO 6.1 Explain the basic differences between the nineteenth-century and twentieth-century evolutionary approaches in anthropology.

Skill Level: Remember the Facts Difficulty Level: Easy 28. Nineteenth-century theories of “unilineal evolution” proposed which of the following?

A. Modern humans are descended from ape-like creatures.

B. Human existence is characterized by continuous progress toward civilization.

C. Ancient Egypt is the source of all civilizations.

D. The Bible is the best reference on the human past.

Answer: B Topic: Nineteenth-Century Evolutionism Learning Objective: LO 6.1 Explain the basic differences between the nineteenth-century and twentieth-century evolutionary approaches in anthropology.

Skill Level: Understand the Concepts Difficulty Level: Easy 29. Functionalism is weak in which of the following areas?

A. explaining why cultural institutions change B. proposing purposes for cultural practices C. describing the psychological effects of cultural traditions D. recognizing how different aspects of a society are integrated Answer: A Topic: Functionalism

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Learning Objective: LO 6.4 Explain the differences between structural functionalism and psychological functionalism.

Skill Level: Understand the Concepts Difficulty Level: Moderate 30. The principal criticism of nineteenth-century theories of “unilineal evolution” is that __________.

A. they were ethnocentric, holding that Western society was superior to all others B. they relied too heavily upon biblical teachings C. they were based on inadequate knowledge of the fossil record D. they neglected the civilizations of ancient China and India Answer: A Topic: Nineteenth-Century Evolutionism Learning Objective: LO 6.1 Explain the basic differences between the nineteenth-century and twentieth-century evolutionary approaches in anthropology.

Skill Level: Remember the Facts Difficulty Level: Easy 31. The concept of __________ maintains that societal change occurs when societies borrow cultural traits from one another.

A. functionalism B. structuralism C. evolutionary dispersal D. diffusionism Answer: D Topic: Diffusionism Learning Objective: LO 6.2 Describe the basic strengths and weaknesses of the diffusionist approach in understanding different cultures.

Skill Level: Understand the Concepts Difficulty Level: Easy 32. The body of anthropological theory concerned with the spread of technology, religion, economic systems, art forms, and other expressions of culture is known as __________.

A. idealism B. particularism C. functionalism D. diffusionism Answer: D Topic: Diffusionism Learning Objective: LO 6.2 Describe the basic strengths and weaknesses of the diffusionist approach in understanding different cultures.

Skill Level: Understand the Concepts Difficulty Level: Easy 33. G. Elliot Smith and William J. Perry, major figures associated with the school of British diffusionism in the early twentieth century, proposed that __________.

A. each culture has a key personality type B. a culture can only be interpreted in the context of its own historical development C. culture’s principal function is establishing institutions to guide behavior D. all aspects of civilization derived from the culture of ancient Egypt

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Answer: D Topic: Diffusionism Learning Objective: LO 6.2 Describe the basic strengths and weaknesses of the diffusionist approach in understanding different cultures.

Skill Level: Remember the Facts Difficulty Level: Easy 34. In order for diffusionism to work as envisioned by the British and German schools, adherents had to maintain that __________.

A. some peoples were not sufficiently innovative to develop their own cultural traits B. Western and non-Western peoples were inherently equal C. the cultural traits that were diffused were part of the technological dimension of the society D. cultural traits in the same geographical region did not inevitably spread from one society to another Answer: A Topic: Diffusionism Learning Objective: LO 6.2 Describe the basic strengths and weaknesses of the diffusionist approach in understanding different cultures.

Skill Level: Understand the Concepts Difficulty Level: Moderate 35. One of Franz Boas’s principal criticisms of nineteenth-century anthropologists was that __________.

A. they failed to make use of archaeological evidence for pre-literate societies B. their theories were based on “armchair anthropology” and not their own fieldwork C. there was too much cultural relativism in their interpretations D. they failed to assign adequate importance to biological effects on culture Answer: B Topic: Historical Particularism Learning Objective: LO 6.3 Discuss historical particularism developed by Franz Boas.

Skill Level: Understand the Concepts Difficulty Level: Easy 36. According to Franz Boas, in order to conduct a historical particularist study of a society, one must adopt the notion of __________, or the belief that each society should be understood in terms of its own cultural practices and values.

A. particular evolution B. cultural relativism C. functionalism D. neoevolutionism Answer: B Topic: Historical Particularism Learning Objective: LO 6.3 Discuss historical particularism developed by Franz Boas.

Skill Level: Understand the Concepts Difficulty Level: Easy 37. The opposite of cultural relativism is __________.

A. biological relativism B. ethnocentrism

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C. biological realism D. historical particularism Answer: B Topic: Historical Particularism Learning Objective: LO 6.3 Discuss historical particularism developed by Franz Boas.

Skill Level: Understand the Concepts Difficulty Level: Easy 38. The view that society consists of institutions that serve vital purposes for its people is known as __________.

A. functionalism B. structuralism C. servitude D. utilitarianism Answer: A Topic: Functionalism Learning Objective: LO 6.4 Explain the differences between structural functionalism and psychological functionalism.

Skill Level: Understand the Concepts Difficulty Level: Moderate 39. The term “functionalism” in anthropology refers to the notion that __________.

A. ethnographers are competent observers of human culture B. some societies are “functional” while others are “dysfunctional” C. cultural practices function to fulfill specific needs in a given society D. culture is transmitted through functions like rituals and ceremonies Answer: C Topic: Functionalism Learning Objective: LO 6.4 Explain the differences between structural functionalism and psychological functionalism.

Skill Level: Understand the Concepts Difficulty Level: Easy 40. The existence of a “joking relationship” (one in which interactions are typified by friendly teasing) between a man and his brothers-in-law would be explained by anthropologist A. R. Radcliffe-Brown as __________.

A. a structured relationship whose function is to reduce potential hostility B. evidence for cultural influences on individual personality C. an example of the importance of cultural relativism in kinship roles D. the basis for materialistic behavior Answer: A Topic: Functionalism Learning Objective: LO 6.4 Explain the differences between structural functionalism and psychological functionalism.

Skill Level: Understand the Concepts Difficulty Level: Moderate

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41. According to Bronislaw Malinowski, magic __________.

A. has a basis in the existence of supernatural powers in all cultures B. functions to relieve the anxieties of individuals C. only works when it has the full participation of a given society D. has no useful purpose for thinking people Answer: B Topic: Functionalism Learning Objective: LO 6.4 Explain the differences between structural functionalism and psychological functionalism.

Skill Level: Understand the Concepts Difficulty Level: Moderate 42. According to Leslie White’s theory of the evolution of sociocultural systems, the most highly evolved culture would be one __________.

A. using nuclear energy to generate electricity B. dependent upon animals to pull plows C. with industries powered by coal and steam D. based on the use of human labor alone Answer: A Topic: Twentieth-Century Evolutionism Learning Objective: LO 6.5 Discuss the twentieth-century neoevolutionary approaches, including cultural materialism.

Skill Level: Apply What You Know Difficulty Level: Moderate 43. A major division in anthropology is between __________.

A. sociobiologists and sociolinguists B. Marxists and capitalists C. ethnographers and ethologists D. materialists and culturalists Answer: D Topic: Symbolic Anthropology: A Humanistic Method of Inquiry Learning Objective: LO 6.7 Discuss the symbolic anthropology approach as a humanist method.

Skill Level: Understand the Concepts Difficulty Level: Moderate 44. According to Julian Steward, the environment and the availability of resources has a definite influence on the form of social organization. This approach to studying cultural evolution, called __________, was exemplified nicely in his study of the social organization of the Shoshone during different seasons of the year.

A. cultural materialism B. environmental determinism C. environmentally driven evolution D. cultural ecology Answer: D Topic: Twentieth-Century Evolutionism Learning Objective: LO 6.5 Discuss the twentieth-century neoevolutionary approaches, including cultural materialism.

Skill Level: Understand the Concepts Difficulty Level: Easy

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45. The neoevolutionists’ perspective differed from the nineteenth-century evolutionists’ ideas in a number of ways. The neoevolutionists __________.

A. assumed a unilineal direction for society from savagery to barbarism to civilization B. did not assume that sociocultural evolution toward complexity was always equated with progress C. were ethnocentric and racist in their approach to understanding cultural evolution and complexity D. assumed that civilization was the pinnacle of sociocultural development Answer: B Topic: Twentieth-Century Evolutionism Learning Objective: LO 6.5 Discuss the twentieth-century neoevolutionary approaches, including cultural materialism.

Skill Level: Understand the Concepts Difficulty Level: Moderate 46. The research strategy that focuses on technology, environment, and economic factors as key determinants in sociocultural evolution while dividing the sociocultural system into “infrastructure,” “structure,” and “superstructure” is called __________.

A. economic determinism B. cultural materialism C. techno-evolution D. cultural ecology Answer: B Topic: Twentieth-Century Evolutionism Learning Objective: LO 6.5 Discuss the twentieth-century neoevolutionary approaches, including cultural materialism.

Skill Level: Understand the Concepts Difficulty Level: Moderate 47. Which of the following theoretical orientations interprets cultures much like literary texts?

A. symbolic anthropology B. textual anthropology C. literary anthropology D. ideational anthropology Answer: A Topic: Symbolic Anthropology: A Humanistic Method of Inquiry Learning Objective: LO 6.7 Discuss the symbolic anthropology approach as a humanist method.

Skill Level: Understand the Concepts Difficulty Level: Easy 48. Karl Marx’s approach to understanding society drew on the work of __________.

A. Franz Boas B. Lewis Henry Morgan C. Bronislaw Malinowski D. Leslie White Answer: B Topic: Marxist Anthropology Learning Objective: LO 6.6 Discuss the Marxist approach that emerged in anthropology in the 1970s.

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Skill Level: Remember the Facts Difficulty Level: Moderate 49. Feminist anthropologists have pointed out which of the following weaknesses in the ethnographic record?

A. The inequalities between men and women have been exaggerated.

B. The multidirectional process of cultural evolution has been overlooked.

C. Men have dominated the informant pool.

D. Women are unable to access information about the cultural practices of men.

Answer: C Topic: Feminist Anthropology Learning Objective: LO 6.8 Discuss the approach of feminist anthropologists.

Skill Level: Understand the Concepts Difficulty Level: Moderate 50. Postmodernist anthropologists emphasize which of the following?

A. Anthropologists are the only people who can speak about culture with any expertise.

B. Native informants should be treated as objective research participants.

C. Anthropological research is always unbiased.

D. Ethnographers need to recognize how they are influenced by their own societies.

Answer: D Topic: Postmodernism and Anthropology Learning Objective: LO 6.9 Discuss the strengths and weaknesses of the postmodern approach in anthropology.

Skill Level: Understand the Concepts Difficulty Level: Moderate

Essay Questions 51. Explanations for the differences and similarities among societies have been many and varied throughout the development of anthropology. What are the basic premises, strengths, and weaknesses of the following ideas: unilineal evolution, diffusionism, and historical particularism?

Topic: Nineteenth-Century Evolutionism; Diffusionism; Historical Particularism Learning Objective: LO 6.1 Explain the basic differences between the nineteenth-century and twentieth-century evolutionary approaches in anthropology; LO 6.2 Describe the basic strengths and weaknesses of the diffusionist approach in understanding different cultures; LO 6.3 Discuss historical particularism developed by Franz Boas.

Skill Level: Analyze It Difficulty Level: Moderate 52. Discuss the principal differences between nineteenth-century models for unilineal evolution and twentieth-century neoevolutionary theories. Who were the principal proponents of each?

Topic: Nineteenth-Century Evolutionism; Twentieth-Century Evolutionism Learning Objective: LO 6.1 Explain the basic differences between the nineteenth-century and twentieth-century evolutionary approaches in anthropology; LO 6.5 Discuss the twentieth-century neoevolutionary approaches, including cultural materialism.

Skill Level: Analyze It Difficulty Level: Difficult

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53. Define psychological and structural functionalism. Do you think that these approaches are compatible with cultural ecology and cultural materialism? Why or why not?

Topic: Functionalism; Twentieth-Century Evolutionism Learning Objective: LO 6.4 Explain the differences between structural functionalism and psychological functionalism; LO 6.5 Discuss the twentieth-century neoevolutionary approaches, including cultural materialism.

Skill Level: Analyze It Difficulty Level: Difficult 54. Compare and contrast the perspectives of the cultural materialists and Marxists. Are these theoretical views similar in any manner, or are they mutually exclusive and contradictory in nature? Explain.

Topic: Twentieth-Century Evolutionism; Marxist Anthropology Learning Objective: LO 6.5 Discuss the twentieth-century neoevolutionary approaches, including cultural materialism; LO 6.6 Describe the Marxist approach that emerged in anthropology in the 1970s.

Skill Level: Analyze It Difficulty Level: Moderate 55. What are some of the criticisms that have been leveled at the cultural ecological approach?

Do you think these criticisms are valid? If so, how would you modify the cultural ecological perspective to take into account the criticism?

Topic: Twentieth-Century Evolutionism Learning Objective: LO 6.5 Discuss the twentieth-century neoevolutionary approaches, including cultural materialism.

Skill Level: Analyze It Difficulty Level: Moderate 56. Discuss the principal effects that the writings of Karl Marx have had on anthropological theory. Support your answer with specific examples.

Topic: Marxist Anthropology Learning Objective: LO 6.6 Describe the Marxist approach that emerged in anthropology in the 1970s.

Skill Level: Analyze It Difficulty Level: Moderate 57. Symbolic anthropologists argue that human behavior cannot be explained through the use of the scientific method. Do you agree with their standpoint? Why or why not?

Topic: Symbolic Anthropology: A Humanistic Method of Inquiry Learning Objective: LO 6.7 Discuss the symbolic anthropology approach as a humanist method.

Skill Level: Analyze It Difficulty Level: Moderate 58. Compare and contrast the perspectives of the symbolic anthropologists with the Marxists and the cultural materialists.

Topic: Twentieth-Century Evolutionism; Marxist Anthropology; Symbolic Anthropology: A Humanistic Method of Inquiry Learning Objective: LO 6.5 Discuss the twentieth-century neoevolutionary approaches, including cultural materialism; LO 6.6 Describe the Marxist approach that emerged in anthropology in the 1970s; LO 6.7 Discuss the symbolic anthropology approach as a humanist method.

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Skill Level: Analyze It Difficulty Level: Difficult 59. Explain how postmodernism has affected anthropological explanation. What is the postmodern critique of ethnography? Describe some of the changes to ethnographic research and writing that would be recommended by postmodernist anthropologists.

Topic: Postmodernism and Anthropology Learning Objective: LO 6.9 Discuss the strengths and weaknesses of the postmodern approach in anthropology.

Skill Level: Understand the Concepts Difficulty Level: Moderate 60. Explain the major tenets of feminist anthropology. How does the feminist orientation developed in the 1960s and 1970s compare to the earlier work by female anthropologists?

Support your answer with specific examples.

Topic: Feminist Anthropology Learning Objective: LO 6.8 Discuss the approach of feminist anthropologists.

Skill Level: Analyze It Difficulty Level: Moderate

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CHAPTER 7 ANALYZING SOCIOCULTURAL SYSTEMS True-False Questions 1.

Cultural anthropologists use archival data to provide the historical context for the community or subjects they are studying.

Answer: T Topic: Ethnographic Fieldwork Learning Objective: LO 7.1 Discuss how cultural anthropologists prepare to study society and culture.

Skill Level: Understand the Concepts Difficulty Level: Easy 2.

Since there are no ethical guidelines in conducting cultural or anthropological research, the anthropologist is free to examine any topic and gain information in any manner he or she sees fit.

Answer: F Topic: Ethics in Anthropological Research Learning Objective: LO 7.3 Discuss some of the ethical dilemmas of ethnographic research.

Skill Level: Understand the Concepts Difficulty Level: Easy 3.

If a researcher finds that two variables are correlated, this always means that one of the variables causes the other one.

Answer: F Topic: Analysis of Ethnographic Data Learning Objective: LO 7.4 How do cultural anthropologists analyze their ethnographic data?

Skill Level: Understand the Concepts Difficulty Level: Moderate 4. Participant observation is the only method cultural anthropologists use to collect data.

Answer: F Topic: Ethnographic Research and Strategies Learning Objective: LO 7.2 Describe the actual research methods used for ethnographic studies.

Skill Level: Remember the Facts Difficulty Level: Easy 5.

Contemporary anthropologists use different types of sociocultural systems, such as bands, tribes, chiefdoms, and states, to justify a unilineal view of cultural evolution.

Answer: F Topic: Sociocultural Evolution: A Contemporary Model Learning Objective: LO 7.5 Discuss the contemporary view of sociocultural evolution used by anthropologists.

Skill Level: Understand the Concepts Difficulty Level: Easy 6. The wealth differential among people in egalitarian societies is very small.

Answer: T

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Topic: Types of Sociocultural Systems Learning Objective: LO 7.6 Describe the types of sociocultural systems studied by anthropologists.

Skill Level: Understand the Concepts Difficulty Level: Easy 7. People in band societies are joined together primarily through kinship affiliations.

Answer: T Topic: Types of Sociocultural Systems Learning Objective: LO 7.6 Describe the types of sociocultural systems studied by anthropologists.

Skill Level: Understand the Concepts Difficulty Level: Easy 8.

Political leaders in band societies control economic resources and exercise far-reaching political power.

Answer: F Topic: Types of Sociocultural Systems Learning Objective: LO 7.6 Describe the types of sociocultural systems studied by anthropologists.

Skill Level: Understand the Concepts Difficulty Level: Easy 9. Foragers have practiced the same ways of life since Paleolithic times.

Answer: F Topic: Types of Sociocultural Systems Learning Objective: LO 7.6 Describe the types of sociocultural systems studied by anthropologists.

Skill Level: Understand the Concepts Difficulty Level: Easy 10. Some anthropologists argue that tribal groups emerged out of processes of subjugation and domination by complex state societies.

Answer: T Topic: Types of Sociocultural Systems Learning Objective: LO 7.6 Describe the types of sociocultural systems studied by anthropologists.

Skill Level: Understand the Concepts Difficulty Level: Moderate 11. Anthropologists use the word “chiefdom” to refer to any non-Western political entity led by a charismatic individual with high status.

Answer: F Topic: Types of Sociocultural Systems Learning Objective: LO 7.6 Describe the types of sociocultural systems studied by anthropologists.

Skill Level: Understand the Concepts Difficulty Level: Easy

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12. Most anthropologists find the term “chiefdom” to be outdated and no longer useful for anthropological research.

Answer: F Topic: Types of Sociocultural Systems Learning Objective: LO 7.6 Describe the types of sociocultural systems studied by anthropologists.

Skill Level: Understand the Concepts Difficulty Level: Moderate 13. Historically, the geographical range of chiefdoms has included the Hawaiian Islands; North, Central, and South America; and Europe.

Answer: T Topic: Types of Sociocultural Systems Learning Objective: LO 7.6 Describe the types of sociocultural systems studied by anthropologists.

Skill Level: Remember the Facts Difficulty Level: Easy 14. A state has clearly defined territories.

Answer: T Topic: Types of Sociocultural Systems Learning Objective: LO 7.6 Describe the types of sociocultural systems studied by anthropologists.

Skill Level: Understand the Concepts Difficulty Level: Easy 15. Geographical and ecological circumstances played little role in the development of state level societies.

Answer: F Topic: Types of Sociocultural Systems Learning Objective: LO 7.6 Describe the types of sociocultural systems studied by anthropologists.

Skill Level: Understand the Concepts Difficulty Level: Easy 16. Changes associated with the Industrial Revolution occurred during the eighteenth century in Europe.

Answer: T Topic: Types of Sociocultural Systems Learning Objective: LO 7.6 Describe the types of sociocultural systems studied by anthropologists.

Skill Level: Remember the Facts Difficulty Level: Easy 17. Ethnological research is used to investigate cross-cultural patterns and human universals.

Answer: T Topic: Cross-Cultural Research Learning Objective: LO 7.7 Describe the strengths and limitations of the cross-cultural approach.

Skill Level: Understand the Concepts Difficulty Level: Easy

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18. The general categories used by anthropologists to describe different political systems are hunter-gatherers, horticulturalists, agriculturalists, and industrialists.

Answer: F Topic: Sociocultural Evolution: A Contemporary Model Learning Objective: LO 7.5 Discuss the contemporary view of sociocultural evolution used by anthropologists.

Skill Level: Remember the Facts Difficulty Level: Easy 19. The Human Relations Area Files (HRAF) contains ethnographic information concerning over 10,000 societies.

Answer: F Topic: Cross-Cultural Research Learning Objective: LO 7.7 Describe the strengths and limitations of the cross-cultural approach.

Skill Level: Remember the Facts Difficulty Level: Easy 20. One weakness of cross-cultural studies is that ethnographic reporting across cultures may be inconsistent.

Answer: T Topic: Cross-Cultural Research Learning Objective: LO 7.7 Describe the strengths and limitations of the cross-cultural approach.

Skill Level: Understand the Concepts Difficulty Level: Easy

Multiple-Choice Questions 21. __________ is an important part of research design in cultural anthropology.

A. Outlining the methods that will be used to collect data B. Securing funding C. Conducting an excavation of the field site D. Interpreting data through various theoretical lenses Answer: A Topic: Ethnographic Fieldwork Learning Objective: LO 7.1 Discuss how cultural anthropologists prepare to study society and culture.

Skill Level: Understand the Concepts Difficulty Level: Moderate 22. __________ is central to the technique of participant observation.

A. Filming ethnographic fieldwork B. Maintaining accurate records of the researcher’s direct observations of social interaction and behavior C. Conducting archival research D. Judging the behaviors under observation Answer: B Topic: Ethnographic Research and Strategies Learning Objective: LO 7.2 Describe the actual research methods used for ethnographic studies.

Skill Level: Understand the Concepts Difficulty Level: Easy

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23. The purpose of time-allocation analysis is to __________.

A. determine the best time to conduct interviews B. allocate resources in order to compensate informants for their time and expertise C. record how much time people in the society spend doing different activities D. ensure that the anthropologist is using research time wisely and efficiently Answer: C Topic: Ethnographic Research and Strategies Learning Objective: LO 7.2 Describe the actual research methods used for ethnographic studies.

Skill Level: Remember the Facts Difficulty Level: Easy 24. Ideally, what characteristic should a good key informant possess?

A. formal ethnographic field training B. being able to keep the ethnographer’s purpose a secret C. being willing to share secrets about one’s neighbors D. having a deep knowledge of the community Answer: D Topic: Ethnographic Research and Strategies Learning Objective: LO 7.2 Describe the actual research methods used for ethnographic studies.

Skill Level: Understand the Concepts Difficulty Level: Easy 25. One advantage of conducting unstructured interviews is that __________.

A. the ethnographer receives answers to specific questions B. the informant is given freedom of expression C. the anthropologist can interview several people simultaneously D. the informant designs the research questions Answer: B Topic: Ethnographic Research and Strategies Learning Objective: LO 7.2 Describe the actual research methods used for ethnographic studies.

Skill Level: Understand the Concepts Difficulty Level: Moderate 26. Household composition data and dietary information that is expressed numerically are examples of __________.

A. random samples B. emic data C. qualitative data D. quantitative data Answer: D Topic: Ethnographic Research and Strategies Learning Objective: LO 7.2 Describe the actual research methods used for ethnographic studies.

Skill Level: Understand the Concepts Difficulty Level: Moderate 27. Anthropologists have concluded that band societies have been the basic type of sociocultural system for as long as __________ years.

A. 100 B. 10,000

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C. one million D. ten million Answer: C Topic: Types of Sociocultural Systems Learning Objective: LO 7.6 Describe the types of sociocultural systems studied by anthropologists.

Skill Level: Remember the Facts Difficulty Level: Easy 28. __________ is a common characteristic of contemporary hunter-gatherer societies.

A. Low population density B. A sedentary subsistence strategy C. Rigidly defined territorial boundaries D. Hierarchical political organization Answer: A Topic: Types of Sociocultural Systems Learning Objective: LO 7.6 Describe the types of sociocultural systems studied by anthropologists.

Skill Level: Remember the Facts Difficulty Level: Easy 29. According to Jared Diamond, what circumstances contributed to the development of complex societies on the Eurasian continent?

A. having only a few species of plants and animals to draw upon for domestication B. geographic isolation from other regions, which led to independent technological innovations C. the spread of ideas and domesticated plants and animals from the Near East D. access to variable microclimates Answer: C Topic: Types of Sociocultural Systems Learning Objective: LO 7.6 Describe the types of sociocultural systems studied by anthropologists.

Skill Level: Remember the Facts Difficulty Level: Moderate 30. The term “tribe” is used in reference to __________ subsistence systems.

A. horticulturalist and pastoralist B. foraging and hunter-gatherer C. horticulturalist and agriculturalist D. nomadic and pastoralist Answer: A Topic: Types of Sociocultural Systems Learning Objective: LO 7.6 Describe the types of sociocultural systems studied by anthropologists.

Skill Level: Remember the Facts Difficulty Level: Easy 31. Morton Fried has criticized the use of the term “tribe” on the basis that __________.

A. it represents a fixed evolutionary stage of social organization B. it should only be used in reference to Native American political entities

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C. D.

the word is derived from an ethnocentric Roman word it is an ethnic term from the South Pacific that has been inappropriately applied to other regions Answer: C Topic: Types of Sociocultural Systems Learning Objective: LO 7.6 Describe the types of sociocultural systems studied by anthropologists.

Skill Level: Remember the Facts Difficulty Level: Moderate 32. Which of the following statements about a chiefdom is true?

A. A chiefdom organizes regional populations through a hierarchy of leaders.

B. A chiefdom is an intermediary evolutionary political form between tribes and bands.

C. Chiefs do not have any greater access to luxury goods than other members of a chiefdom.

D. Chiefdoms are uniform in their political, economic, and cultural form.

Answer: A Topic: Types of Sociocultural Systems Learning Objective: LO 7.6 Describe the types of sociocultural systems studied by anthropologists.

Skill Level: Understand the Concepts Difficulty Level: Moderate 33. Intensive agriculture utilizes __________.

A. the production of surpluses and field rotation B. sedentism and urbanization C. horticulture and cultivation D. irrigation and fertilizers Answer: D Topic: Types of Sociocultural Systems Learning Objective: LO 7.6 Describe the types of sociocultural systems studied by anthropologists.

Skill Level: Remember the Facts Difficulty Level: Easy 34. The major difference between state and prestate societies is __________.

A. permanent settlements B. bureaucratic organization C. prestige hierarchies D. military skill Answer: B Topic: Types of Sociocultural Systems Learning Objective: LO 7.6 Describe the types of sociocultural systems studied by anthropologists.

Skill Level: Understand the Concepts Difficulty Level: Easy 35. Work in industrial societies is often conducted __________.

A. in agricultural areas B. at home

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C. in factories and offices D. by children Answer: C Topic: Types of Sociocultural Systems Learning Objective: LO 7.6 Describe the types of sociocultural systems studied by anthropologists.

Skill Level: Remember the Facts Difficulty Level: Easy 36. Jack Goody and Eric Wolf point to the importance of __________ as a factor in the success of the European Industrial Revolution.

A. agriculture B. highly intelligent individuals C. military power D. long-distance trade Answer: D Topic: Types of Sociocultural Systems Learning Objective: LO 7.6 Describe the types of sociocultural systems studied by anthropologists.

Skill Level: Remember the Facts Difficulty Level: Moderate 37. The European private trading companies that emerged prior to and during the Industrial Revolution formed part of an economic system known as __________.

A. mercantilism B. merchantism C. industrialism D. the British East India Company Answer: A Topic: Types of Sociocultural Systems Learning Objective: LO 7.6 Describe the types of sociocultural systems studied by anthropologists.

Skill Level: Understand the Concepts Difficulty Level: Easy 38. One difference between industrial and postindustrial societies is that in the latter __________.

A. production is entirely mechanized B. more people are employed in service and high-technology occupations C. trade occurs on a global level D. people earn higher salaries Answer: B Topic: Types of Sociocultural Systems Learning Objective: LO 7.6 Describe the types of sociocultural systems studied by anthropologists.

Skill Level: Understand the Concepts Difficulty Level: Moderate

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39. Which of the following statements about modernization is correct?

A. Modernization is a precursor to industrialization.

B. Modernization refers to the economic, social, and political consequences of industrialization.

C. Modernization and industrialization are the same thing.

D. Modernization can only occur in postindustrial societies.

Answer: B Topic: Types of Sociocultural Systems Learning Objective: LO 7.6 Describe the types of sociocultural systems studied by anthropologists.

Skill Level: Understand the Concepts Difficulty Level: Moderate 40. Which of the following is an example of archival data?

A. field notes B. missionary reports C. contemporary ethnographic films D. historical analyses Answer: B Topic: Ethnographic Fieldwork Learning Objective: LO 7.1 Discuss how cultural anthropologists prepare to study society and culture.

Skill Level: Understand the Concepts Difficulty Level: Easy 41. Political systems with centralized bureaucratic institutions that establish power and authority over large populations in a specific territory are known as __________.

A. bands B. tribes C. chiefdoms D. states Answer: D Topic: Types of Sociocultural Systems Learning Objective: LO 7.6 Describe the types of sociocultural systems studied by anthropologists.

Skill Level: Understand the Concepts Difficulty Level: Easy 42. __________ is a particular asset for anthropologists conducting ethnographic fieldwork.

A. Speaking the local language B. Having a pleasant personality C. Being fully versed in the history of the region D. Knowing how to reduce culture shock Answer: A Topic: Ethnographic Research and Strategies Learning Objective: LO 7.2 Describe the actual research methods used for ethnographic studies.

Skill Level: Understand the Concepts Difficulty Level: Easy 43. A crucial difference between structured and unstructured interviews is that __________.

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A.

unstructured interviews involve asking the same question of everyone in a sample of the population B. structured interviews involve asking the same question of everyone in a sample of the population C. unstructured interviews require participants to reveal their true identities D. structured interviews require participants to reveal their true identities Answer: B Topic: Ethnographic Research and Strategies Learning Objective: LO 7.2 Describe the actual research methods used for ethnographic studies.

Skill Level: Understand the Concepts Difficulty Level: Easy 44. Which of the following statements is true of cross-cultural studies?

A. They allow anthropologists to make distinctions between behaviors that are culture specific and those that are universal.

B. They make it possible for anthropologists to determine if a social trait is biologically inherited or culturally derived.

C. They are no longer used by anthropologists because this older methodology has been shown to produce false results due to both temporal and geographic lag.

D. They cannot be conducted today because there has been too much migration from one culture to another due to modern transportation.

Answer: A Topic: Cross-Cultural Research Learning Objective: LO 7.7 Describe the strengths and limitations of the cross-cultural approach.

Skill Level: Understand the Concepts Difficulty Level: Moderate 45. An anthropologist accused of “reifying” a culture would be one who __________.

A. reveals the names of his informants B. adopts the religious beliefs of the local people C. participates in a culture without recording observations D. presents a simplified portrayal of the culture as homogeneous Answer: D Topic: Ethnographic Research and Strategies Learning Objective: LO 7.2 Describe the actual research methods used for ethnographic studies.

Skill Level: Understand the Concepts Difficulty Level: Moderate 46. When administering a questionnaire in a large society, an ethnographer generally __________.

A. selects a sample of individuals that is representative of the larger population B. chooses a few close informants to survey C. hires graduate students to help reach every household D. seeks help from local government census takers Answer: A Topic: Ethnographic Research and Strategies Learning Objective: LO 7.2 Describe the actual research methods used for ethnographic studies.

Skill Level: Understand the Concepts Difficulty Level: Moderate

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47. __________ remains a contested aspect of ethnographic research.

A. Providing information to military organizations B. Protecting the anonymity of informants C. Conducting clandestine research D. Keeping research objectives a secret from the subject population Answer: A Topic: Ethics in Anthropological Research Learning Objective: LO 7.3 Discuss some of the ethical dilemmas of ethnographic research.

Skill Level: Understand the Concepts Difficulty Level: Moderate 48. Which of the following is linked with the holistic perspective in anthropology?

A. informant interviews B. culture shock C. multivariate hypotheses D. independent variables Answer: C Topic: Analysis of Ethnographic Data Learning Objective: LO 7.4 How do cultural anthropologists analyze their ethnographic data?

Skill Level: Understand the Concepts Difficulty Level: Moderate 49. Anthropologists use the Human Relations Area Files to __________.

A. extract census data about a field site B. look up standard definitions of universal human behaviors C. compare cultural phenomena across societies D. locate other anthropologists working on similar research topics Answer: C Topic: Cross-Cultural Research Learning Objective: LO 7.7 Describe the strengths and limitations of the cross-cultural approach.

Skill Level: Understand the Concepts Difficulty Level: Moderate 50. Which of the following is a potential drawback of using the HRAF? A. Anthropologists in the past may not have provided the historical context for their observations.

B. It has yet to be computerized.

C. Sociologists and historians have contributed information as well as anthropologists.

D. Extracting data is a slow process.

Answer: A Topic: Cross-Cultural Research Learning Objective: LO 7.7 Describe the strengths and limitations of the cross-cultural approach.

Skill Level: Understand the Concepts Difficulty Level: Easy

Essay Questions 51. You have just been awarded a grant of $100,000 to conduct research among the Tingunee of the lower Quebin river valley. The Tingunee have never been visited by other peoples nor is anything known about their culture. What might your goal be in this study? Formulate a 89 .

general research design to study the culture of these people. What research strategies might you employ, what data might you collect, and what concerns might you have in doing this study?

Topic: Ethnographic Fieldwork; Ethnographic Research and Strategies Learning Objective: LO 7.1 Discuss how cultural anthropologists prepare to study society and culture; LO 7.2 Describe the actual research methods used for ethnographic studies.

Skill Level: Apply What You Know Difficulty Level: Moderate 52. Explain how anthropologists use multivariate or multidimensional approaches in their research. Why is this important? How does this approach illustrate the intersection of the ways anthropologists collect and analyze data? Illustrate your answer with specific examples.

Topic: Ethnographic Research and Strategies; Analysis of Ethnographic Data Learning Objective: LO 7.2 Describe the actual research methods used for ethnographic studies; LO 7.4 How do cultural anthropologists analyze their ethnographic data?

Skill Level: Understand the Concepts Difficulty Level: Difficult 53. What are the advantages and disadvantages of using sociocultural evolutionary models and categories? How do contemporary sociocultural evolutionary models differ from those of the nineteenth century? Why do anthropologists continue to use categories such as bands, tribes, chiefdoms, and states?

Topic: Sociocultural Evolution: A Contemporary Model; Types of Sociocultural Systems Learning Objective: LO 7.5 Discuss the contemporary view of sociocultural evolution used by anthropologists; LO 7.6 Describe the types of sociocultural systems studied by anthropologists.

Skill Level: Analyze It Difficulty Level: Moderate 54. What are the general characteristics of band societies? How are contemporary band societies different from those that existed during the Paleolithic?

Topic: Types of Sociocultural Systems Learning Objective: LO 7.6 Describe the types of sociocultural systems studied by anthropologists.

Skill Level: Understand the Concepts Difficulty Level: Moderate 55. What theories have scholars offered for why different types of sociocultural complexity evolved in different regions of the world? Support your answer with specific examples.

Topic: Types of Sociocultural Systems Learning Objective: LO 7.6 Describe the types of sociocultural systems studied by anthropologists.

Skill Level: Understand the Concepts Difficulty Level: Moderate 56. What was the Industrial Revolution? What circumstances led to its occurrence? Describe the effects it has had on today’s world, particularly with respect to cultural interaction and change.

Topic: Types of Sociocultural Systems

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Learning Objective: LO 7.6 Describe the types of sociocultural systems studied by anthropologists.

Skill Level: Understand the Concepts Difficulty Level: Moderate 57. Why is the term “tribe” problematic? What is the origin of the word and how has it been applied to describe people within and outside of anthropology? Write a well-supported argument for or against its continued use within anthropological circles today.

Topic: Types of Sociocultural Systems Learning Objective: LO 7.6 Describe the types of sociocultural systems studied by anthropologists.

Skill Level: Analyze It Difficulty Level: Moderate 58. Describe the differences between chiefdoms and states. Elaborate on how anthropologists use these terms to refer to particular political and economic patterns. Support your answer with specific examples.

Topic: Types of Sociocultural Systems Learning Objective: LO 7.6 Describe the types of sociocultural systems studied by anthropologists.

Skill Level: Understand the Concepts Difficulty Level: Moderate 59. What are the benefits and limitations of conducting cross-cultural research?

Topic: Cross-Cultural Research Learning Objective: LO 7.7 Describe the strengths and limitations of the cross-cultural approach.

Skill Level: Understand the Concepts Difficulty Level: Moderate 60. Is there any difference between a newspaper reporter and an anthropologist reporting on his or her findings in another culture? Discuss the particular research methods anthropologists use as well as the ethical issues they consider.

Topic: Ethnographic Research and Strategies; Ethics in Anthropological Research Learning Objective: LO 7.2 Describe the actual research methods used for ethnographic studies; LO 7.3 Discuss some of the ethical dilemmas of ethnographic research.

Skill Level: Analyze It Difficulty Level: Moderate

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CHAPTER 8 ENVIRONMENT, SUBSISTENCE, AND DEMOGRAPHY True-False Questions 1. A biome is a cultural area where people behave in a predictable manner.

Answer: F Topic: Subsistence and the Physical Environment Learning Objective: LO 8.1 Discuss the relationship between subsistence and the physical environment (biomes).

Skill Level: Understand the Concepts Difficulty Level: Easy 2.

Demographic anthropologists are interested in demonstrating how cultural systems modify the natural environment.

Answer: F Topic: Demography Learning Objective: LO 8.2 Describe how anthropologists study population with reference to fertility, mortality, and migration.

Skill Level: Remember the Facts Difficulty Level: Easy 3.

Slash-and-burn cultivation is found primarily in Arctic and tundra areas where the growing season is short.

Answer: F Topic: Environment and Subsistence for Horticulturalists and Pastoralists Learning Objective: LO 8.5 Describe the environments and subsistence for horticulturalists and pastoralists.

Skill Level: Remember the Facts Difficulty Level: Easy 4. The Nuer slaughter most of their cattle in the fall and store the meat for use over the year.

Answer: F Topic: Environment and Subsistence for Horticulturalists and Pastoralists Learning Objective: LO 8.5 Describe the environments and subsistence for horticulturalists and pastoralists.

Skill Level: Remember the Facts Difficulty Level: Easy 5. Intensive agriculture allows a population to produce a surplus of food to support larger families.

Answer: T Topic: Environment and Demography in Agricultural States Learning Objective: LO 8.8 Describe the changes for populations in agricultural states.

Skill Level: Understand the Concepts Difficulty Level: Easy 6. Mortality rates have always been lower in agricultural societies.

Answer: F Topic: Environment and Demography in Agricultural States

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Learning Objective: LO 8.8 Describe the changes for populations in agricultural states.

Skill Level: Remember the Facts Difficulty Level: Easy 7.

Before the Industrial Revolution, most societies depended on fossil fuels to support their ways of life.

Answer: F Topic: Environment and Energy Use in Industrial and Postindustrial Societies Learning Objective: LO 8.9 Discuss the development of energy sources in industrial and postindustrial societies.

Skill Level: Remember the Facts Difficulty Level: Easy 8.

The infant mortality rate of a society equals the number of babies per thousand births per year that die before reaching the age of five.

Answer: F Topic: Demography Learning Objective: LO 8.2 Describe how anthropologists study population with reference to fertility, mortality, and migration.

Skill Level: Remember the Facts Difficulty Level: Easy 9. During the early part of the Industrial Revolution, the population increased dramatically.

Answer: T Topic: Demographic Change Learning Objective: LO 8.10 Discuss the demographic transition for industrial and postindustrial societies.

Skill Level: Remember the Facts Difficulty Level: Easy 10. During the latter phase of the demographic transition, birth rates and mortality rates increase dramatically.

Answer: F Topic: Demographic Change Learning Objective: LO 8.10 Discuss the demographic transition for industrial and postindustrial societies.

Skill Level: Understand the Concepts Difficulty Level: Moderate 11. Hunting-and-gathering societies have always existed in marginal environments.

Answer: F Topic: Modern Foraging Environments and Subsistence Learning Objective: LO 8.3 Describe the different environments and subsistence activities of foragers.

Skill Level: Remember the Facts Difficulty Level: Easy 12. Hunter-gatherer societies have never been in contact with or influenced by other cultures.

Answer: F Topic: Modern Foraging Environments and Subsistence Learning Objective: LO 8.3 Describe the different environments and subsistence activities of foragers.

Skill Level: Remember the Facts 93 .

Difficulty Level: Easy 13. Ju/’hoansi San women were often able to gather enough food from wild sources in one or two days to feed their children for an entire week.

Answer: T Topic: Modern Foraging Environments and Subsistence Learning Objective: LO 8.3 Describe the different environments and subsistence activities of foragers.

Skill Level: Remember the Facts Difficulty Level: Easy 14. Since cooking fires had to be fueled with expensive oil made from blubber, Eskimos ate much of their food raw.

Answer: T Topic: Modern Foraging Environments and Subsistence Learning Objective: LO 8.3 Describe the different environments and subsistence activities of foragers.

Skill Level: Remember the Facts Difficulty Level: Easy 15. Since hunter-gatherer societies are mobile, the environment does not influence demographic characteristics such as population growth, fertility, and mortality.

Answer: F Topic: Demographic Conditions for Foragers Learning Objective: LO 8.4 Discuss the demographic conditions for foragers.

Skill Level: Understand the Concepts Difficulty Level: Moderate 16. Anthropological research has shown that biological rather than cultural factors are responsible for the rapid growth and high fertility rates of forager populations.

Answer: F Topic: Demographic Conditions for Foragers Learning Objective: LO 8.4 Discuss the demographic conditions for foragers.

Skill Level: Understand the Concepts Difficulty Level: Moderate 17. According to ethnographic studies, Australian Aboriginal hunter-gatherers spent four to five hours per day per person in gathering food.

Answer: T Topic: Modern Foraging Environments and Subsistence Learning Objective: LO 8.3 Describe the different environments and subsistence activities of foragers.

Skill Level: Remember the Facts Difficulty Level: Easy 18. During times of famine, the Inuit occasionally abandoned the elderly and infirm, leaving them to die.

Answer: T Topic: Demographic Conditions for Foragers Learning Objective: LO 8.4 Discuss the demographic conditions for foragers.

Skill Level: Remember the Facts Difficulty Level: Easy 19. The horticulturalist Iroquois depended solely on cultivated food resources.

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Answer: F Topic: Environment and Subsistence for Horticulturalists and Pastoralists Learning Objective: LO 8.5 Describe the environments and subsistence for horticulturalists and pastoralists.

Skill Level: Remember the Facts Difficulty Level: Moderate 20. The Native American urban center of Cahokia illustrates the connection between abundant natural resources and the emergence of chiefdoms.

Answer: T Topic: Environment, Subsistence, and Demography for Chiefdoms Learning Objective: LO 8.7 Describe the environments and subsistence activities for chiefdoms.

Skill Level: Understand the Concepts Difficulty Level: Moderate

Multiple-Choice Questions 21. Building on Leslie White’s idea that sociocultural evolution progressed by the amount of energy it harnessed, John Bodley has suggested that there are __________ cultures.

A. stagnant and dynamic B. devolved and evolved C. low-energy and high-energy D. unproductive and productive Answer: C Topic: Subsistence and the Physical Environment Learning Objective: LO 8.1 Discuss the relationship between subsistence and the physical environment (biomes).

Skill Level: Understand the Concepts Difficulty Level: Moderate 22. Which of the following may be largely responsible for the development of chiefdoms?

A. the emergence of charismatic leaders B. food surpluses C. population growth D. regional symbiosis Answer: C Topic: Environment, Subsistence, and Demography for Chiefdoms Learning Objective: LO 8.7 Describe the environments and subsistence activities for chiefdoms.

Skill Level: Understand the Concepts Difficulty Level: Moderate 23. What is meant by regional symbiosis?

A. the way that plants, animals, and humans learn to live in harmony B. a type of language that was developed so that peoples from different chiefdoms could understand each other C. the mutual dependence created when groups of people who live in different ecological habitats exchange their locally obtained products D. the splitting and recombining of chiefdoms in a particular area Answer: C Topic: Environment, Subsistence, and Demography for Chiefdoms 95 .

Learning Objective: LO 8.7 Describe the environments and subsistence activities for chiefdoms.

Skill Level: Understand the Concepts Difficulty Level: Moderate 24. The areas inhabited by most chiefdoms have been characterized by __________.

A. an abundance of natural resources B. unpredictable climates C. scarce floral and faunal resources D. marginal environmental conditions Answer: A Topic: Environment, Subsistence, and Demography for Chiefdoms Learning Objective: LO 8.7 Describe the environments and subsistence activities for chiefdoms.

Skill Level: Understand the Concepts Difficulty Level: Moderate 25. Why are the Native American societies of the Northwest Coast such as the Bella Coola, Haida, and Tlingit considered atypical of chiefdom societies?

A. They cultivated taro, yams, and sweet potatoes.

B. They were governed by tribal councils.

C. They were hunters and gatherers and did not practice horticulture.

D. They had no urban centers.

Answer: C Topic: Environment, Subsistence, and Demography for Chiefdoms Learning Objective: LO 8.7 Describe the environments and subsistence activities for chiefdoms.

Skill Level: Understand the Concepts Difficulty Level: Moderate 26. The process by which an organism adjusts successfully to a specific environment is called __________.

A. anthropogenesis B. ecology C. adaptation D. niche adjustment Answer: C Topic: Subsistence and the Physical Environment Learning Objective: LO 8.1 Discuss the relationship between subsistence and the physical environment (biomes).

Skill Level: Remember the Facts Difficulty Level: Easy 27. In order to understand population change and distribution, demographic anthropologists usually focus on which variables in a population?

A. resources, capital, and technology B. fertility, mortality, and migration C. language, race, and culture D. social organization, technology, and ideology Answer: B Topic: Demography Learning Objective: LO 8.2 Describe how anthropologists study population with reference to fertility, mortality, and migration.

Skill Level: Remember the Facts 96 .

Difficulty Level: Easy 28. Studies of hunter-gatherer groups often include an investigation of the maximum population that a specific environment can support, or what is called the __________.

A. fecundity B. life expectancy C. carrying capacity D. niche load Answer: C Topic: Demography Learning Objective: LO 8.2 Describe how anthropologists study population with reference to fertility, mortality, and migration.

Skill Level: Understand the Concepts Difficulty Level: Moderate 29. What is one of the chief advantages of slash-and-burn cultivation?

A. It involves a huge labor force in converting forest to agricultural fields.

B. It can be carried out indefinitely on a single plot of land.

C. It produces food without complex technology.

D. It is effective in virtually any environment.

Answer: C Topic: Environment and Subsistence for Horticulturalists and Pastoralists Learning Objective: LO 8.5 Describe the environments and subsistence for horticulturalists and pastoralists.

Skill Level: Understand the Concepts Difficulty Level: Moderate 30. While studying the Yanomamö, Napoleon Chagnon found that soil depletion was not the only reason that they moved their garden plots. What other reason did he find?

A. Major population movements of the Yanomamö were due to warfare and conflict with neighbors.

B. The Yanomamö simply got tired of living in the same area and moved.

C. The Yanomamö had developed a 25-year plan that detailed their moves from year to year.

D. These cleared plots eventually became shallow ponds that could no longer be used as gardens.

Answer: A Topic: Environment and Subsistence for Horticulturalists and Pastoralists Learning Objective: LO 8.5 Describe the environments and subsistence for horticulturalists and pastoralists.

Skill Level: Remember the Facts Difficulty Level: Moderate 31. Anthropologists use the term “pastoralists” to refer to peoples who __________.

A. live in sedentary villages and rely principally on farming B. are highly mobile, gathering wild plant foods from forest clearings C. rely primarily on herd animals, such as caribou, cattle, sheep, or goats D. subsist by slash-and-burn cultivation of forest lands Answer: C Topic: Environment and Subsistence for Horticulturalists and Pastoralists Learning Objective: LO 8.5 Describe the environments and subsistence for horticulturalists and pastoralists.

Skill Level: Understand the Concepts 97 .

Difficulty Level: Easy 32. Nuer subsistence, like that of many other pastoral peoples, __________.

A. is based primarily on the consumption of meat products B. is based solely on cattle and pigs C. depends heavily on the blood and milk of their animals D. is largely based on crops and foraging, with herding only contributing a small portion to the diet Answer: C Topic: Environment and Subsistence for Horticulturalists and Pastoralists Learning Objective: LO 8.5 Describe the environments and subsistence for horticulturalists and pastoralists.

Skill Level: Remember the Facts Difficulty Level: Easy 33. Compared with hunting-and-gathering band-level societies, tribal societies are __________.

A. smaller and more highly mobile across broad regions B. larger, but with more loosely defined territories C. larger, more sedentary, and have fairly well defined territories D. smaller, less mobile, and have less political integration Answer: C Topic: Demographics and Settlement Learning Objective: LO 8.6 Describe how settling down influences population growth for horticulturalists and pastoralists.

Skill Level: Understand the Concepts Difficulty Level: Moderate 34. A foraging society depends on __________ for food.

A. the cultivation of plants B. the herding of animals C. primitive agriculture D. wild resources Answer: D Topic: Modern Foraging Environments and Subsistence Learning Objective: LO 8.3 Describe the different environments and subsistence activities of foragers.

Skill Level: Remember the Facts Difficulty Level: Easy 35. In contrast to Paleolithic hunting-and-gathering societies, contemporary band societies exist only in __________.

A. marginal environments B. rich environments C. tropical forests D. deserts and savannas Answer: A Topic: Modern Foraging Environments and Subsistence Learning Objective: LO 8.3 Describe the different environments and subsistence activities of foragers.

Skill Level: Remember the Facts Difficulty Level: Easy

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36. Marginal environments often sustain hunting-and-gathering societies where agricultural societies cannot exist because __________.

A. the resource and energy demands of agricultural societies are low B. foraging societies have lower resource and energy requirements C. marginal environments have always sustained large populations of foragers D. most agricultural societies have become industrialized Answer: B Topic: Modern Foraging Environments and Subsistence Learning Objective: LO 8.3 Describe the different environments and subsistence activities of foragers.

Skill Level: Understand the Concepts Difficulty Level: Moderate 37. When did agricultural civilizations begin to develop?

A. 1,000 to 2,000 years ago B. 10,000 years ago C. 30,000 years ago D. 200,000 years ago Answer: B Topic: Environment and Demography in Agricultural States Learning Objective: LO 8.8 Describe the changes for populations in agricultural states.

Skill Level: Remember the Facts Difficulty Level: Easy 38. Most of the diet of the Ju/’hoansi San comes from __________.

A. meat from hunting B. nuts, berries, fruits, and roots C. fish and shellfish D. agricultural products Answer: B Topic: Modern Foraging Environments and Subsistence Learning Objective: LO 8.3 Describe the different environments and subsistence activities of foragers.

Skill Level: Remember the Facts Difficulty Level: Easy 39. Anthropologist Richard Lee has estimated that the traditional Ju/’hoansi San spent between __________ days each week finding food.

A. two to three B. four to five C. five to six D. six to seven Answer: A Topic: Modern Foraging Environments and Subsistence Learning Objective: LO 8.3 Describe the different environments and subsistence activities of foragers.

Skill Level: Remember the Facts Difficulty Level: Easy 40. In the traditional society of the Mbuti pygmies of the Ituri rainforest, hunting is undertaken by __________.

A. the older men of the village B. men, youths, women, and children C. boys who have undergone sacred puberty rites 99 .

D. adult women of the hunting clans Answer: B Topic: Modern Foraging Environments and Subsistence Learning Objective: LO 8.3 Describe the different environments and subsistence activities of foragers.

Skill Level: Remember the Facts Difficulty Level: Easy 41. The Semang of Malaysia, who hunt with blowguns, get most of their meat from __________.

A. elephants and buffalo B. kangaroos and the ostrich-like emu C. fish and other small game D. monkeys and crocodiles Answer: C Topic: Modern Foraging Environments and Subsistence Learning Objective: LO 8.3 Describe the different environments and subsistence activities of foragers.

Skill Level: Remember the Facts Difficulty Level: Easy 42. What do the terms “fission” and “fusion” refer to in hunting-and-gathering societies?

A. hazards of contacts with the industrialized world B. cyclical change in population density relative to resources C. decision-making processes used by tribal leaders D. the dynamics of wild plant resources Answer: B Topic: Demographic Conditions for Foragers Learning Objective: LO 8.4 Discuss the demographic conditions for foragers.

Skill Level: Understand the Concepts Difficulty Level: Moderate 43. Why do foraging societies sometimes resort to infanticide?

A. to engage in more frequent intercourse B. to supplement scarce hunting resources C. to reduce the effects of anticipated food shortages D. to make sacrifices to their deities Answer: C Topic: Demographic Conditions for Foragers Learning Objective: LO 8.4 Discuss the demographic conditions for foragers.

Skill Level: Understand the Concepts Difficulty Level: Moderate 44. Which of the following would have the effect of lowering fertility?

A. marriage at a younger age B. sexual abstinence C. weaning babies earlier D. an earlier onset of menarche Answer: B Topic: Demographic Conditions for Foragers Learning Objective: LO 8.4 Discuss the demographic conditions for foragers.

Skill Level: Understand the Concepts Difficulty Level: Easy

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45. Populations of agrarian civilizations grew rapidly because of which of the following?

A. increased fertility rates B. decreased infant mortality C. declines in the spread of infectious diseases D. overall increases in the standard of living Answer: A Topic: Environment and Demography in Agricultural States Learning Objective: LO 8.8 Describe the changes for populations in agricultural states.

Skill Level: Understand the Concepts Difficulty Level: Moderate 46. The transition from foraging to food production __________.

A. leads to higher mortality rates, poorer sanitation, and decreased life expectancies B. is always accompanied by an immediate decrease in population density C. was accomplished in one area of the world and diffused to other areas D. caused mortality to decline and life expectancy to increase Answer: A Topic: Environment and Demography in Agricultural States Learning Objective: LO 8.8 Describe the changes for populations in agricultural states.

Skill Level: Understand the Concepts Difficulty Level: Moderate 47. High infant mortality rates, the view that children are future assets who can care for their parents in old age, and the benefits associated with child labor all encouraged individuals in agricultural states to do which of the following?

A. have large families B. rely on sorcery, witchcraft, and shamanism to ensure that very few people died C. have small families so that special care could be accorded each child D. raid forager and tribal groups in order to steal children who could be used to work the fields Answer: A Topic: Environment and Demography in Agricultural States Learning Objective: LO 8.8 Describe the changes for populations in agricultural states.

Skill Level: Understand the Concepts Difficulty Level: Moderate 48. __________ are incentives for people to move from one society to another.

A. Demographic determinants B. Migration factors C. Push factors D. Pull factors Answer: D Topic: Demography Learning Objective: LO 8.2 Describe how anthropologists study population with reference to fertility, mortality, and migration.

Skill Level: Remember the Facts Difficulty Level: Easy 49. The chiefdom societies in Tahiti enhanced their agricultural yield through __________.

A. swidden agriculture B. irrigation and land terracing 101 .

C. the plowing of large areas of land D. animal husbandry Answer: B Topic: Environment, Subsistence, and Demography for Chiefdoms Learning Objective: LO 8.7 Describe the environments and subsistence activities for chiefdoms.

Skill Level: Understand the Concepts Difficulty Level: Moderate 50. The change for high fertility rates and high mortality rates to low fertility rates and low mortality rates is called the __________.

A. roller-coaster theory B. urbanization trend C. demographic transition D. socialization of vital rates Answer: C Topic: Demographic Change Learning Objective: LO 8.10 Discuss the demographic transition for industrial and postindustrial societies.

Skill Level: Remember the Facts Difficulty Level: Easy

Essay Questions 51. Describe the demographic changes that emerge in agricultural societies. How are these changes tied to subsistence? Support your answer with specific examples.

Topic: Environment and Demography in Agricultural States Learning Objective: LO 8.8 Describe the changes for populations in agricultural states.

Skill Level: Understand the Concepts Difficulty Level: Moderate 52. Compare and contrast horticulture and intensive agriculture in terms of how the environment is used to meet subsistence needs. Illustrate with cross-cultural examples.

Topic: Environment and Subsistence for Horticulturalists and Pastoralists; Environment and Demography in Agricultural States Learning Objective: LO 8.5 Describe the environments and subsistence for horticulturalists and pastoralists; LO 8.8 Describe the changes for populations in agricultural states.

Skill Level: Analyze It Difficulty Level: Moderate 53. Why do anthropologists study demography? Illustrate with an example that shows how demographic analysis intersects with other areas of anthropological interest. Include a description of the quantitative demographic measures that would be relevant to the example you have chosen.

Topic: Demography Learning Objective: LO 8.2 Describe how anthropologists study population with reference to fertility, mortality, and migration.

Skill Level: Understand the Concepts Difficulty Level: Moderate

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54. Discuss human cultural adaptations to different environments. What patterns have anthropologists noted in terms of human subsistence patterns? Give examples of how human subsistence needs and the natural environment intersect.

Topic: Subsistence and the Physical Environment Learning Objective: LO 8.1 Discuss the relationship between subsistence and the physical environment (biomes).

Skill Level: Understand the Concepts Difficulty Level: Moderate 55. Describe the environments occupied by foragers today. How do these compare to areas occupied by foragers in the distant past? What accounts for these changes?

Topic: Modern Foraging Environments and Subsistence Learning Objective: LO 8.3 Describe the different environments and subsistence activities of foragers.

Skill Level: Analyze It Difficulty Level: Moderate 56. Describe pastoralist subsistence patterns. What types of environments do pastoralists inhabit today?

How do they make use of natural resources? Include a discussion of the East African cattle complex in your answer.

Topic: Environment and Subsistence for Horticulturalists and Pastoralists Learning Objective: LO 8.5 Describe the environments and subsistence for horticulturalists and pastoralists.

Skill Level: Understand the Concepts Difficulty Level: Moderate 57. Compare and contrast the characteristics of chiefdoms in Africa and North America in terms of the environment, subsistence, and demography. How do these examples illustrate the similarities and differences that anthropologists have noted in chiefdom societies?

Topic: Environment, Subsistence, and Demography for Chiefdoms Learning Objective: LO 8.7 Describe the environments and subsistence activities for chiefdoms.

Skill Level: Analyze It Difficulty Level: Moderate 58. Compare and contrast how foragers, pastoralists, and horticulturalists control population growth.

Discuss the concept of carrying capacity as well as specific techniques used to manage fertility.

Topic: Demographic Conditions for Foragers; Demographics and Settlement Learning Objective: LO 8.4 Discuss the demographic conditions for foragers; LO 8.6 Describe how settling down influences population growth for horticulturalists and pastoralists.

Skill Level: Analyze It Difficulty Level: Moderate 59. How has the Industrial Revolution affected energy use? Discuss the emergence of industrial and postindustrial societies, their characteristics, and how they meet their subsistence needs.

Topic: Environment and Energy Use in Industrial and Postindustrial Societies Learning Objective: LO 8.9 Discuss the development of energy sources in industrial and postindustrial societies.

Skill Level: Understand the Concepts Difficulty Level: Moderate 60. What is the demographic transition? Explain why this transition takes place and the conditions that affect it. Support your answer with specific details.

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Topic: Demographic Change Learning Objective: LO 8.10 Discuss the demographic transition for industrial and postindustrial societies.

Skill Level: Understand the Concepts Difficulty Level: Moderate

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CHAPTER 9 TECHNOLOGY AND ECONOMIES True-False Questions 1.

It has been argued by anthropologists such as Leslie White and Julian Steward that technology, as opposed to values, emotions, or social organization, is the basic and primary source of sociocultural change.

Answer: T Topic: Anthropological Explanations of Technology Learning Objective: LO 9.1 Discuss the anthropological explanations of technology.

Skill Level: Remember the Facts Difficulty Level: Easy 2.

Formalists maintain that the best method for studying any economy is to view it as being embedded in the sociocultural system, including the values, beliefs, and norms of the society.

Answer: F Topic: Anthropology and Economics Learning Objective: LO 9.2 Discuss how anthropologists study economics in different societies.

Skill Level: Understand the Concepts Difficulty Level: Moderate 3.

A form of exchange in which the time of repayment and the value of the return are not calculated is called generalized reciprocity.

Answer: T Topic: Economics in Foraging Societies Learning Objective: LO 9.4 Describe how the economy works in foraging societies.

Skill Level: Understand the Concepts Difficulty Level: Moderate 4. Reciprocity occurs only in egalitarian, non-stratified societies.

Answer: F Topic: Economics in Foraging Societies Learning Objective: LO 9.4 Describe how the economy works in foraging societies.

Skill Level: Remember the Facts Difficulty Level: Moderate 5. The attempt to get something for nothing is called negative reciprocity.

Answer: T Topic: Economics in Foraging Societies Learning Objective: LO 9.4 Describe how the economy works in foraging societies.

Skill Level: Understand the Concepts Difficulty Level: Easy 6.

All forager groups have a concept of private land ownership that is similar to that found in Western societies.

Answer: F Topic: Economics in Foraging Societies

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Learning Objective: LO 9.4 Describe how the economy works in foraging societies.

Skill Level: Understand the Concepts Difficulty Level: Moderate 7.

Bronislaw Malinowski has argued that economic production and exchange in the Trobriand Islands are closely tied to the social and cultural norms of the kula exchange.

Answer: T Topic: Economy in Chiefdoms Learning Objective: LO 9.8 Describe the unique type of economic exchange that emerged in chiefdom societies.

Skill Level: Remember the Facts Difficulty Level: Moderate 8. The predominant form of economic exchange found in chiefdoms is redistribution.

Answer: T Topic: Economy in Chiefdoms Learning Objective: LO 9.8 Describe the unique type of economic exchange that emerged in chiefdom societies.

Skill Level: Remember the Facts Difficulty Level: Easy 9.

During a potlatch among the Northwest Coast Indians, the more gifts that were given or destroyed by a chief, the higher his status.

Answer: T Topic: Economy in Chiefdoms Learning Objective: LO 9.8 Describe the unique type of economic exchange that emerged in chiefdom societies.

Skill Level: Understand the Concepts Difficulty Level: Moderate 10. A market economy is one in which the value of goods is determined by supply and demand.

Answer: T Topic: Technology and Economic Change in Industrial and Postindustrial Societies Learning Objective: LO 9.11 Describe technology and economic changes for industrial and postindustrial societies.

Skill Level: Understand the Concepts Difficulty Level: Easy 11. Both Adam Smith and Karl Marx argued that market exchange and competition would lead to lower prices, higher profits, and increased prosperity for all segments of society.

Answer: F Topic: Technology and Economic Change in Industrial and Postindustrial Societies Learning Objective: LO 9.11 Describe technology and economic changes for industrial and postindustrial societies.

Skill Level: Remember the Facts Difficulty Level: Moderate 12. Capitalism is an economic system in which natural resources and the means of producing and distributing goods and services are privately owned and controlled.

Answer: T Topic: Technology and Economic Change in Industrial and Postindustrial Societies

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Learning Objective: LO 9.11 Describe technology and economic changes for industrial and postindustrial societies.

Skill Level: Understand the Concepts Difficulty Level: Easy 13. Socialism evolved as a reaction to the considerable economic inequalities that existed in capitalist societies.

Answer: T Topic: Technology and Economic Change in Industrial and Postindustrial Societies Learning Objective: LO 9.11 Describe technology and economic changes for industrial and postindustrial societies.

Skill Level: Remember the Facts Difficulty Level: Moderate 14. An oligopoly occurs when a few very large corporations control production in major industries.

Answer: T Topic: Technology and Economic Change in Industrial and Postindustrial Societies Learning Objective: LO 9.11 Describe technology and economic changes for industrial and postindustrial societies.

Skill Level: Understand the Concepts Difficulty Level: Easy 15. Anthropologist Alvin Wolfe has proposed that multinational corporations are beginning to evolve into supranational entities that are more powerful and influential than the nationstate.

Answer: T Topic: Technology and Economic Change in Industrial and Postindustrial Societies Learning Objective: LO 9.11 Describe technology and economic changes for industrial and postindustrial societies.

Skill Level: Remember the Facts Difficulty Level: Moderate 16. The ownership of land in agricultural states became the primary basis for an individual’s socioeconomic status.

Answer: T Topic: Economics in Agricultural States Learning Objective: LO 9.10 Describe the type of economies that developed in agricultural civilizations.

Skill Level: Understand the Concepts Difficulty Level: Easy 17. Despite the domination of the peasantry by the state or landlords, the peasantry often adapted at the level of the village or community by cooperating in the production, distribution, exchange, and consumption of goods, thus assuring that individual families did not become destitute.

Answer: T Topic: Economics in Agricultural States Learning Objective: LO 9.10 Describe the type of economies that developed in agricultural civilizations.

Skill Level: Remember the Facts

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Difficulty Level: Moderate 18. The mobility of the pastoralist lifestyle required them to develop elaborate technologies for transporting and taking care of domesticated animals.

Answer: F Topic: Technology among Horticulturalists and Pastoralists Learning Objective: LO 9.5 Describe the technologies of horticulturalist and pastoralist societies.

Skill Level: Remember the Facts Difficulty Level: Moderate 19. Most tribal societies that practiced monetary exchange used what is called limited-purpose money, which can be used to purchase any item or service that is desired.

Answer: F Topic: Economics in Horticulturalist and Pastoralist Societies Learning Objective: LO 9.6 Discuss money and property ownership in horticulturalist and pastoralist economies.

Skill Level: Understand the Concepts Difficulty Level: Moderate 20. Property rights in tribal societies are usually invested in family and other kinship groupings.

Answer: T Topic: Economics in Horticulturalist and Pastoralist Societies Learning Objective: LO 9.6 Discuss money and property ownership in horticulturalist and pastoralist economies.

Skill Level: Understand the Concepts Difficulty Level: Easy

Multiple-Choice Questions 21. The kula, described by Bronislaw Malinowski in Argonauts of the Western Pacific, refers to which of the following?

A. a type of outrigger canoe, used for long-distance travel by island chiefs B. a ceremonial dance performed by the indigenous Hawaiians C. a ritual in which red-shell necklaces were traded for white-shell armbands D. a sacred beverage whose use was restricted to Tahitian chiefs Answer: C Topic: Economy in Chiefdoms Learning Objective: LO 9.8 Describe the unique type of economic exchange that emerged in chiefdom societies.

Skill Level: Remember the Facts Difficulty Level: Easy 22. The kula is an example of what type of exchange?

A. redistribution B. balanced reciprocity C. silent trade D. market exchange Answer: B Topic: Economy in Chiefdoms

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Learning Objective: LO 9.8 Describe the unique type of economic exchange that emerged in chiefdom societies.

Skill Level: Understand the Concepts Difficulty Level: Moderate 23. To what does the term “barter” refer?

A. the agreement on a certain price for a specified product B. a system of unbalanced reciprocity, in which goods of unequal value are exchanged C. the direct exchange of one commodity for another D. the redistribution of goods in a marketplace Answer: C Topic: Economy in Chiefdoms Learning Objective: LO 9.8 Describe the unique type of economic exchange that emerged in chiefdom societies.

Skill Level: Understand the Concepts Difficulty Level: Easy 24. The potlatch feasts of the Northwest Coast societies are usually interpreted as a form of __________.

A. long-distance barter B. resource conservation C. ritualized warfare D. redistributional exchange Answer: D Topic: Economy in Chiefdoms Learning Objective: LO 9.8 Describe the unique type of economic exchange that emerged in chiefdom societies.

Skill Level: Remember the Facts Difficulty Level: Moderate 25. Which of the following might be interpreted as a modern example of the potlatch?

A. A local politician gives away hundreds of frozen turkeys at a campaign rally.

B. A special interest group pays the salary and expenses of a lobbyist.

C. A former president makes speeches in favor of his party's new candidate.

D. Delegates at a national convention trade buttons and other campaign memorabilia.

Answer: A Topic: Economy in Chiefdoms Learning Objective: LO 9.8 Describe the unique type of economic exchange that emerged in chiefdom societies.

Skill Level: Apply What You Know Difficulty Level: Moderate 26. Which of the following is a major difference between redistributional and reciprocal economies?

A. Reciprocal economies are more common in societies with inequalities in social status.

B. Redistributional economies tend to make certain individuals wealthier than others.

C. Reciprocal economies always involve the exchange of a recognized form of currency.

D. Only redistributional economies involve transfers of goods among related villagers.

Answer: B Topic: Economy in Chiefdoms

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Learning Objective: LO 9.8 Describe the unique type of economic exchange that emerged in chiefdom societies.

Skill Level: Understand the Concepts Difficulty Level: Moderate 27. Which of the following is most likely to be interpreted by an archaeologist as evidence for the existence of a chiefdom society?

A. remains from intensive shellfish collecting, fishing, and the hunting of sea mammals B. agricultural implements such as grinding stones and digging sticks C. fragments of pottery decorated with intricate designs D. foundations of a house that is larger than the rest in a given community Answer: D Topic: Technology in Chiefdoms Learning Objective: LO 9.7 Describe technology and housing in chiefdom societies.

Skill Level: Apply What You Know Difficulty Level: Moderate 28. How can food storage directly affect the political economy?

A. Accumulation of surplus within households would result in differences in social status.

B. Storage would reduce the need to be economically productive.

C. It is essential for the survival of foraging societies dependent upon unreliable resources.

D. It makes food a principal commodity in long-distance exchange.

Answer: A Topic: Economy in Chiefdoms Learning Objective: LO 9.8 Describe the unique type of economic exchange that emerged in chiefdom societies.

Skill Level: Understand the Concepts Difficulty Level: Moderate 29. The __________ of a society consists of the social relationships that organize the production, distribution, and consumption of goods and services.

A. ecology B. carrying capacity C. economy D. technology Answer: C Topic: Anthropology and Economics Learning Objective: LO 9.2 Discuss how anthropologists study economics in different societies.

Skill Level: Understand the Concepts Difficulty Level: Easy 30. The substantivist approach in economics differs from the formalist view by __________.

A. suggesting that money is the prime mover in all economic systems B. focusing on supply and demand economics as opposed to price fixing C. maintaining that the ways of allocating goods and services in small-scale societies differ fundamentally from those of large-scale Western economic systems D. assuming that all peoples act to maximize their individual gains Answer: C Topic: Anthropology and Economics

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Learning Objective: LO 9.2 Discuss how anthropologists study economics in different societies.

Skill Level: Analyze It Difficulty Level: Moderate 31. What is the most likely reason why hunter-gatherer technology is limited to simple tools made of stone, wood, and bone?

A. Foragers lack the basic intelligence necessary to make anything more complex.

B. Foragers are too busy looking for food to spend time on more advanced tools.

C. Foragers have not acquired knowledge of more sophisticated technologies.

D. Foragers rely on knowledge of their environment rather than complex tools.

Answer: D Topic: Technology in Foraging Societies Learning Objective: LO 9.3 Describe the technologies of foraging societies.

Skill Level: Understand the Concepts Difficulty Level: Moderate 32. The principal technology used for obtaining plant foods by tropical foragers is the __________.

A. boomerang B. blowgun and darts C. polished stone axe D. digging stick Answer: D Topic: Technology in Foraging Societies Learning Objective: LO 9.3 Describe the technologies of foraging societies.

Skill Level: Remember the Facts Difficulty Level: Moderate 33. The __________ produced the most extensive material culture found among hunting-andgathering societies.

A. !Kung San B. Inuit C. Shoshone D. Mbuti Answer: B Topic: Technology in Foraging Societies Learning Objective: LO 9.3 Describe the technologies of foraging societies.

Skill Level: Remember the Facts Difficulty Level: Moderate 34. The !Kung San term hxaro refers to which of the following?

A. a system for circulating material possessions among individuals B. a complex ritual performed by young boys before their first hunt C. trade with their agricultural neighbors D. a type of root obtained in the spring with pointed digging sticks Answer: A Topic: Economics in Foraging Societies Learning Objective: LO 9.4 Describe how the economy works in foraging societies.

Skill Level: Remember the Facts Difficulty Level: Moderate

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35. Which of the following would be a common form of generalized reciprocity in Western societies?

A. common acceptance of the value of the dollar B. communal use of public restrooms C. a salary increase accompanying a job promotion D. giving and receiving birthday presents Answer: D Topic: Economics in Foraging Societies Learning Objective: LO 9.4 Describe how the economy works in foraging societies.

Skill Level: Apply What You Know Difficulty Level: Moderate 36. What form of reciprocity is the most common among !Kung San, Mbuti, and Inuit groups?

A. balanced reciprocity B. generalized reciprocity C. negative reciprocity D. unbalanced reciprocity Answer: B Topic: Economics in Foraging Societies Learning Objective: LO 9.4 Describe how the economy works in foraging societies.

Skill Level: Remember the Facts Difficulty Level: Moderate 37. Negative reciprocity is most likely to occur between __________.

A. people of the opposite sex B. people who differ in age and status C. close kin D. strangers and enemies Answer: D Topic: Economics in Foraging Societies Learning Objective: LO 9.4 Describe how the economy works in foraging societies.

Skill Level: Understand the Concepts Difficulty Level: Moderate 38. The phrase “original affluent society” refers to which of the following?

A. the earliest foragers, who lived in wealthy economic environments B. the notion that hunter-gatherers spend little time working C. the ancient Egyptian civilization D. the concept of the “noble savage” Answer: B Topic: Economics in Foraging Societies Learning Objective: LO 9.4 Describe how the economy works in foraging societies.

Skill Level: Understand the Concepts Difficulty Level: Moderate 39. It has been suggested that in forager societies the more concentrated and predictable the resources, __________.

A. the less likely that the group will be egalitarian in nature B. the least amount of reciprocity will occur

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C.

the more pronounced the conceptions of private ownership and exclusive rights to territories D. the more likely it will be that negative reciprocity will occur when individuals meet Answer: C Topic: Economics in Foraging Societies Learning Objective: LO 9.4 Describe how the economy works in foraging societies.

Skill Level: Understand the Concepts Difficulty Level: Moderate 40. Capitalist societies share three basic ideals. Which of the following is one of these ideals?

A. The elements of production are communally owned.

B. Nations are free to maximize profits and accumulate wealth.

C. Land and resources should be owned and controlled by the state government, while production and services are in the hands of free enterprise.

D. Free competition and consumer independence are basic to all economic activities.

Answer: D Topic: Technology and Economic Change in Industrial and Postindustrial Societies Learning Objective: LO 9.11 Describe technology and economic changes for industrial and postindustrial societies.

Skill Level: Understand the Concepts Difficulty Level: Moderate 41. Which of the following is a principal criticism of the theory that foragers work fewer hours than agriculturalists?

A. The theory was based on the Western definition of work as the quest for food.

B. It included the labor expended in tool making, cooking, and healing.

C. It was based mostly on archaeological evidence.

D. The theory neglected to take relations of reciprocity into account.

Answer: A Topic: Economics in Foraging Societies Learning Objective: LO 9.4 Describe how the economy works in foraging societies.

Skill Level: Remember the Facts Difficulty Level: Moderate 42. Property rights in horticulturalist and pastoralist societies __________.

A. are usually vested in single, adult males B. are usually vested in the family and other kinship groups C. are usually vested in individuals, who then determine who can use the land or resources D. do not exist because these types of societies are always on the move looking for a new place to live Answer: B Topic: Economics in Horticulturalist and Pastoralist Societies Learning Objective: LO 9.6 Discuss money and property ownership in horticulturalist and pastoralist economies.

Skill Level: Understand the Concepts Difficulty Level: Moderate 43. A decentralized form of political economy in which autonomous patrons own the land and demand tribute from those who provide agricultural or other labor is called a(n) __________.

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A. landed system B. peasant state C. feudal system D. homage state Answer: C Topic: Economics in Agricultural States Learning Objective: LO 9.10 Describe the type of economies that developed in agricultural civilizations.

Skill Level: Understand the Concepts Difficulty Level: Moderate 44. The sharing of food and labor in a reciprocal manner to provide social and economic security is known as __________.

A. negative reciprocity B. a moral economy C. the reciprocal-surplus mode D. the serf self-sufficiency system Answer: B Topic: Economics in Agricultural States Learning Objective: LO 9.10 Describe the type of economies that developed in agricultural civilizations.

Skill Level: Understand the Concepts Difficulty Level: Moderate 45. Individuals who cultivate land for their basic subsistence while paying tribute to a ruling elite are called __________.

A. slaves B. peasants C. laborers D. journeymen Answer: B Topic: Economics in Agricultural States Learning Objective: LO 9.10 Describe the type of economies that developed in agricultural civilizations.

Skill Level: Understand the Concepts Difficulty Level: Moderate 46. Today, the most industrially advanced societies have the vast majority of their people employed in the __________.

A. primary sector, extracting raw materials B. secondary sector, processing raw materials C. primary and secondary sectors D. tertiary sector, providing services Answer: D Topic: Technology and Economic Change in Industrial and Postindustrial Societies Learning Objective: LO 9.11 Describe technology and economic changes for industrial and postindustrial societies.

Skill Level: Understand the Concepts Difficulty Level: Moderate

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47. Which of the following is a pattern of economic exchange based on the supply and demand of goods and services?

A. a market economy B. a barter system C. a socialist economy D. a reciprocal economy Answer: A Topic: Technology and Economic Change in Industrial and Postindustrial Societies Learning Objective: LO 9.11 Describe technology and economic changes for industrial and postindustrial societies.

Skill Level: Understand the Concepts Difficulty Level: Moderate 48. Who wrote The Wealth of Nations and is considered the “father of modern economics”?

A. Raymond Scupin B. Karl Marx C. Clifford Geertz D. Adam Smith Answer: D Topic: Technology and Economic Change in Industrial and Postindustrial Societies Learning Objective: LO 9.11 Describe technology and economic changes for industrial and postindustrial societies.

Skill Level: Remember the Facts Difficulty Level: Easy 49. Karl Marx, in contrast to the views espoused by Adam Smith, __________.

A. argued that a market exchange and competition would bring prosperity and high wages to all segments of society B. offered a gloomier picture of industrial societies by suggesting that a market economy would bring about misery for millions of people C. suggested that the best way to have a free, democratic, and prosperous society was for the government to take control of the land, resources, and production D. felt that forager, horticulturalist, and pastoralist societies could all be transformed into modern market economy states within 10 to 15 years Answer: B Topic: Technology and Economic Change in Industrial and Postindustrial Societies Learning Objective: LO 9.11 Describe technology and economic changes for industrial and postindustrial societies.

Skill Level: Understand the Concepts Difficulty Level: Moderate 50. __________ is an economic system in which the state owns the basic means of production.

A. Capitalism B. Idealism C. Socialism D. Futurism Answer: C Topic: Technology and Economic Change in Industrial and Postindustrial Societies Learning Objective: LO 9.11 Describe technology and economic changes for industrial and postindustrial societies.

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Skill Level: Understand the Concepts Difficulty Level: Moderate

Essay Questions 51. What are some of the unique characteristics of Japanese industrial corporations? Compare and contrast them to corporations in other areas of the world.

Topic: Technology and Economic Change in Industrial and Postindustrial Societies Learning Objective: LO 9.11 Describe technology and economic changes for industrial and postindustrial societies.

Skill Level: Analyze It Difficulty Level: Moderate 52. What is meant by the terms “market economy” and “capitalism”? What are the principal advantages and disadvantages of these systems for the individuals who participate in them?

Topic: Technology and Economic Change in Industrial and Postindustrial Societies Learning Objective: LO 9.11 Describe technology and economic changes for industrial and postindustrial societies.

Skill Level: Understand the Concepts Difficulty Level: Moderate 53. How does socialism differ from capitalism? What are the main goals of socialist governments? What are the principal problems faced by socialism in accomplishing its ideals?

Topic: Technology and Economic Change in Industrial and Postindustrial Societies Learning Objective: LO 9.11 Describe technology and economic changes for industrial and postindustrial societies.

Skill Level: Understand the Concepts Difficulty Level: Moderate 54. Using a specific example, describe what is meant by a multinational corporation. What are the processes by which this multinational corporation can affect the workings of both individual countries and the global economy?

Topic: Technology and Economic Change in Industrial and Postindustrial Societies Learning Objective: LO 9.11 Describe technology and economic changes for industrial and postindustrial societies.

Skill Level: Understand the Concepts Difficulty Level: Moderate 55. How do property rights differ in agricultural states from those in horticulturalist societies?

Support your answer with specific examples.

Topic: Economics in Horticulturalist and Pastoralist Societies; Economics in Agricultural States Learning Objective: LO 9.6 Discuss money and property ownership in horticulturalist and pastoralist economies; LO 9.10 Describe the type of economies that developed in agricultural civilizations.

Skill Level: Analyze It Difficulty Level: Moderate 56. What was the role of trade and exchange in chiefdom-level societies? Give some specific examples of how goods were acquired and transferred from one individual to another.

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Topic: Economy in Chiefdoms Learning Objective: LO 9.8 Describe the unique type of economic exchange that emerged in chiefdom societies.

Skill Level: Understand the Concepts Difficulty Level: Moderate 57. Describe the exchange practices of foraging societies. What factors affected the way exchanges took place? How would you expect these practices to change in response to cultural change?

Topic: Economics in Foraging Societies Learning Objective: LO 9.4 Describe how the economy works in foraging societies.

Skill Level: Understand the Concepts Difficulty Level: Moderate 58. How do the formalist and substantivist approaches understand economic systems? Analyze two cross-cultural economic examples in terms of these approaches.

Topic: Anthropology and Economics Learning Objective: LO 9.2 Discuss how anthropologists study economics in different societies.

Skill Level: Analyze It Difficulty Level: Difficult 59. Compare and contrast land use and ownership among nomadic foraging and pastoralist groups. How is access to land determined in these two types of societies? In what ways are they similar? What are some of the differences? How are circumstances changed in today’s global economy?

Topic: Economics in Foraging Societies; Economics in Horticulturalist and Pastoralist Societies Learning Objective: LO 9.4 Describe how the economy works in foraging societies; LO 9.6 Discuss money and property ownership in horticulturalist and pastoralist economies.

Skill Level: Understand the Concepts Difficulty Level: Difficult 60. Discuss the arguments for and against the idea of the “original affluent society.” Do you think foragers were the original affluent society? Why or why not?

Topic: Economics in Foraging Societies Learning Objective: LO 9.4 Describe how the economy works in foraging societies.

Skill Level: Analyze It Difficulty Level: Moderate

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CHAPTER 10 SOCIAL STRUCTURE, THE FAMILY, GENDER, AND AGE True-False Questions 1.

Since social class in the United States is an achieved status, factors such as family background, the economy, and ethnic background do not have any influence on social mobility.

Answer: F Topic: Social Stratification in Industrial and Postindustrial Societies Learning Objective: LO 10.8 Compare the class structures of Britain, the United States, Japan, and the former Soviet Union.

Skill Level: Understand the Concepts Difficulty Level: Moderate 2.

Most cultures with matrilineal social organizations are found in matriarchal states where females have political and economic power.

Answer: F Topic: Social Structure in Agricultural States Learning Objective: LO 10.5 Discuss the family, kinship, marriage, gender, and age patterns in agricultural states.

Skill Level: Remember the Facts Difficulty Level: Easy 3.

Small-scale societies tend to have more social stratification than large-scale societies because there are fewer people to occupy the statuses and play the roles.

Answer: F Topic: Social Structure Learning Objective: LO 10.1 Discuss the general components of social structure, including status, the family, marriage, gender, and age.

Skill Level: Understand the Concepts Difficulty Level: Easy 4.

The two major types of families found throughout the world are the extended family and the nuclear family.

Answer: T Topic: Social Structure Learning Objective: LO 10.1 Discuss the general components of social structure, including status, the family, marriage, gender, and age.

Skill Level: Remember the Facts Difficulty Level: Easy 5. Age is a universal principle used in prescribing social status within a sociocultural system.

Answer: T Topic: Social Structure Learning Objective: LO 10.1 Discuss the general components of social structure, including status, the family, marriage, gender, and age.

Skill Level: Understand the Concepts Difficulty Level: Moderate

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6. A cross-cousin is the offspring of one’s father’s sister or one’s mother’s brother.

Answer: T Topic: Social Structure in Hunter-Gatherer Societies Learning Objective: LO 10.2 Describe the social structure, family, marriage, gender, and age in foraging societies.

Skill Level: Remember the Facts Difficulty Level: Moderate 7.

Brideservice occurs when an eligible woman offers her domestic services to her future or potential husband’s family in exchange for allowing her to marry their son.

Answer: F Topic: Social Structure in Hunter-Gatherer Societies Learning Objective: LO 10.2 Describe the social structure, family, marriage, gender, and age in foraging societies.

Skill Level: Understand the Concepts Difficulty Level: Moderate 8.

Because of both the strict marriage rules and postmarital residence rules found in huntergatherer societies, it is very difficult to obtain a divorce.

Answer: F Topic: Social Structure in Hunter-Gatherer Societies Learning Objective: LO 10.2 Describe the social structure, family, marriage, gender, and age in foraging societies.

Skill Level: Understand the Concepts Difficulty Level: Moderate 9.

Iroquois tribal society was organized around matrilineal descent groups, the members of which lived together in a longhouse, had collective rights over land and tools, and were influential in decision-making processes.

Answer: T Topic: Social Structure in Tribes Learning Objective: LO 10.3 Describe the social structure, family, marriage, descent groups, gender, and age for tribal societies.

Skill Level: Remember the Facts Difficulty Level: Moderate 10. Polygyny appears to be an ecologically and economically adaptive strategy for many tribal societies.

Answer: T Topic: Social Structure in Tribes Learning Objective: LO 10.3 Describe the social structure, family, marriage, descent groups, gender, and age for tribal societies.

Skill Level: Understand the Concepts Difficulty Level: Moderate 11. In agricultural states, marriages among the elite were usually exogamous, while those among the peasantry were usually endogamous in nature.

Answer: F Topic: Social Structure in Agricultural States Learning Objective: LO 10.5 Discuss the family, kinship, marriage, gender, and age patterns in agricultural states.

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Skill Level: Remember the Facts Difficulty Level: Moderate 12. Cross-cultural research has shown that societies engaged in external warfare (warfare at long distances from home) develop matrilocal residence rules.

Answer: T Topic: Social Structure in Tribes Learning Objective: LO 10.3 Describe the social structure, family, marriage, descent groups, gender, and age for tribal societies.

Skill Level: Remember the Facts Difficulty Level: Moderate 13. If a tribal society has norms that prescribe cross-cousin or parallel-cousin marriage and an individual does not have a cousin in the particular category, that individual must remain single for the rest of his or her life since no mates fit the norm.

Answer: F Topic: Social Structure in Tribes Learning Objective: LO 10.3 Describe the social structure, family, marriage, descent groups, gender, and age for tribal societies.

Skill Level: Understand the Concepts Difficulty Level: Moderate 14. Kinship in industrial societies becomes less important as new structures and organizations take over the primary functions of kinship groupings.

Answer: T Topic: Social Structure in Industrial and Postindustrial States Learning Objective: LO 10.7 Discuss the social structure, family, marriage, gender, and age patterns in industrial and postindustrial societies.

Skill Level: Understand the Concepts Difficulty Level: Moderate 15. A major factor leading to the diminishing importance of the extended family in industrial societies was the high rate of geographic mobility.

Answer: T Topic: Social Structure in Industrial and Postindustrial States Learning Objective: LO 10.7 Discuss the social structure, family, marriage, gender, and age patterns in industrial and postindustrial societies.

Skill Level: Remember the Facts Difficulty Level: Moderate 16. Since statuses are fixed in industrial states, individuals in these societies are unable to move into different social classes from the one in which they were born.

Answer: F Topic: Social Stratification in Industrial and Postindustrial Societies Learning Objective: LO 10.8 Compare the class structures of Britain, the United States, Japan, and the former Soviet Union.

Skill Level: Understand the Concepts Difficulty Level: Easy 17. Chiefdoms are hierarchically ranked societies.

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Answer: T Topic: Social Structure in Chiefdoms Learning Objective: LO 10.4 Discuss how status differences, the family, gender, and age are related in chiefdom societies.

Skill Level: Remember the Facts Difficulty Level: Easy 18. Rules of endogamy in Hawaiian chiefdoms actually resulted in sibling marriages.

Answer: T Topic: Social Structure in Chiefdoms Learning Objective: LO 10.4 Discuss how status differences, the family, gender, and age are related in chiefdom societies.

Skill Level: Remember the Facts Difficulty Level: Easy 19. Polygyny was rare in chiefdom societies because it diluted the power of a single ruling lineage.

Answer: F Topic: Social Structure in Chiefdoms Learning Objective: LO 10.4 Discuss how status differences, the family, gender, and age are related in chiefdom societies.

Skill Level: Understand the Concepts Difficulty Level: Moderate 20. The dominance of males over females was common in many chiefdom societies.

Answer: T Topic: Social Structure in Chiefdoms Learning Objective: LO 10.4 Discuss how status differences, the family, gender, and age are related in chiefdom societies.

Skill Level: Remember the Facts Difficulty Level: Easy

Multiple-Choice Questions 21. From a cross-cultural study, Jack Goody learned that bridewealth occurs more frequently in horticultural societies, whereas the dowry system is most frequently found in agricultural states. He hypothesized that one function of the dowry system was to __________.

A. consolidate property in the hands of elite groups, thus increasing their wealth and status B. spread wealth out over a larger area so that everyone in the society had about the same level of affluence C. counteract the practice of bridewealth, which was non-adaptive in an agricultural state because it allowed certain families to accumulate too much wealth by selling their daughters to the highest bidder D. create an egalitarian society Answer: A Topic: Social Structure in Agricultural States Learning Objective: LO 10.5 Discuss the family, kinship, marriage, gender, and age patterns in agricultural states.

Skill Level: Understand the Concepts Difficulty Level: Moderate

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22. Since wealth and status determine the type of marriage patterns found in agricultural states, the primary form of marriage for all but the elite was __________.

A. polygyny B. polyandry C. polygamy D. monogamy Answer: D Topic: Social Structure in Agricultural States Learning Objective: LO 10.5 Discuss the family, kinship, marriage, gender, and age patterns in agricultural states.

Skill Level: Understand the Concepts Difficulty Level: Easy 23. Social inequality is exemplified in the __________ of India. These social units are endogamous groupings into which a person is born and dies.

A. purdah system B. caste system C. slavery system D. achieved status norms Answer: B Topic: Social Stratification in Agricultural States Learning Objective: LO 10.6 Discuss the type of stratification characteristic of agricultural states.

Skill Level: Understand the Concepts Difficulty Level: Easy 24. Slavery took on different forms depending on the political economies and demographic features of the agricultural state society. For example, in some African societies slavery corresponded to an “open system” in which slaves could be incorporated into domestic kin groups and even become upwardly mobile. In contrast, “closed systems” of slavery provided no opportunities for upward mobility or incorporation into kin groups. The open system of slavery occurred __________.

A. where land was scarce and population density high B. where land was relatively abundant and less populated C. in areas that had rigid caste systems such as Greece, Rome, and China D. when there was a lot of surplus generated from agriculture, and new markets needed to be opened to accommodate the distribution of this excess wealth Answer: B Topic: Social Stratification in Agricultural States Learning Objective: LO 10.6 Discuss the type of stratification characteristic of agricultural states.

Skill Level: Understand the Concepts Difficulty Level: Difficult 25. Unilineal descent groups are lineage groups that do which of the following?

A. trace their ancestry to both the father’s and mother’s ancestors B. trace their ancestry to either the father’s or the mother’s ancestors C. establish a new lineage by severing ties to any ancestors D. define themselves on the basis of relations through marriage Answer: B Topic: Social Structure in Tribes

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Learning Objective: LO 10.3 Describe the social structure, family, marriage, descent groups, gender, and age for tribal societies.

Skill Level: Understand the Concepts Difficulty Level: Moderate 26. A few tribal societies practice what is called __________, in which relatives are traced through both maternal and paternal sides of the family simultaneously.

A. unilineal descent B. bilateral descent C. patri-matri descent D. ambilineal descent Answer: B Topic: Social Structure in Tribes Learning Objective: LO 10.3 Describe the social structure, family, marriage, descent groups, gender, and age for tribal societies.

Skill Level: Understand the Concepts Difficulty Level: Moderate 27. A clan is a special kind of descent group whose members are defined by __________.

A. relationships to a male figure, known through myths and legends B. common descent from unknown or sacred beings, such as special animals or plants C. their long-term occupation of a specific geographical location D. relationships to a specific extended family Answer: B Topic: Social Structure in Tribes Learning Objective: LO 10.3 Describe the social structure, family, marriage, descent groups, gender, and age for tribal societies.

Skill Level: Understand the Concepts Difficulty Level: Moderate 28. When two or more clans recognize that they share a common genealogical relationship, the more general grouping of these clans is known as a __________.

A. patrilineage B. moiety C. phratry D. descent group Answer: C Topic: Social Structure in Tribes Learning Objective: LO 10.3 Describe the social structure, family, marriage, descent groups, gender, and age for tribal societies.

Skill Level: Remember the Facts Difficulty Level: Moderate 29. A society that is organized into moieties has a particular social organization that structures it into which of the following?

A. several competing patrilineal clans B. a single, fictional family C. a clear, pyramidal hierarchy D. equal halves with specific functions Answer: D Topic: Social Structure in Tribes

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Learning Objective: LO 10.3 Describe the social structure, family, marriage, descent groups, gender, and age for tribal societies.

Skill Level: Understand the Concepts Difficulty Level: Moderate 30. Claude Lévi-Strauss has used the term “general exchange” to refer to a cycle of marital exchange in which, among Lineages A, B, and C, __________.

A. men of each lineage always marry within their lineage B. men of Lineages A and B always marry women from Lineage C C. Lineage B always gives women to Lineage A but takes its wives from Lineage C D. men of each lineage always marry outside of their lineage Answer: C Topic: Social Structure in Tribes Learning Objective: LO 10.3 Describe the social structure, family, marriage, descent groups, gender, and age for tribal societies.

Skill Level: Understand the Concepts Difficulty Level: Difficult 31. Polygyny in tribal societies is most closely related to __________.

A. hunting practices B. agricultural lands C. a moiety social structure D. the practice of warfare Answer: D Topic: Social Structure in Tribes Learning Objective: LO 10.3 Describe the social structure, family, marriage, descent groups, gender, and age for tribal societies.

Skill Level: Understand the Concepts Difficulty Level: Moderate 32. Which of the following is a function of bridewealth?

A. guaranteeing that a woman will be considered as personal property B. compensation to her family for the loss of a woman’s labor C. freeing the husband of any responsibilities to the bride’s kin group D. paying for the costs of an elaborate wedding Answer: B Topic: Social Structure in Tribes Learning Objective: LO 10.3 Describe the social structure, family, marriage, descent groups, gender, and age for tribal societies.

Skill Level: Understand the Concepts Difficulty Level: Moderate 33. The most important belief underlying the practice of having a widow marry one of her brothers-in-law is that __________.

A. her family should not have to return the bride price B. the corporate rights of the deceased husband’s lineage will be preserved C. all men should have more than one wife D. widows should never have to live alone Answer: B Topic: Social Structure in Tribes

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Learning Objective: LO 10.3 Describe the social structure, family, marriage, descent groups, gender, and age for tribal societies.

Skill Level: Understand the Concepts Difficulty Level: Moderate 34. __________ polyandry is the most common form of marriage in which a woman has two husbands.

A. Sororal B. Sibling C. Fraternal D. Levirate Answer: C Topic: Social Structure in Tribes Learning Objective: LO 10.3 Describe the social structure, family, marriage, descent groups, gender, and age for tribal societies.

Skill Level: Remember the Facts Difficulty Level: Moderate 35. When a married couple goes to live near the brother of the husband’s mother, the postmarital residence pattern is referred to as __________.

A. avunculocal B. matrilocal C. patrilocal D. fratrilocal Answer: A Topic: Social Structure in Tribes Learning Objective: LO 10.3 Describe the social structure, family, marriage, descent groups, gender, and age for tribal societies.

Skill Level: Remember the Facts Difficulty Level: Moderate 36. In general, divorces are most common among societies that are __________.

A. patrilineal and patrilocal B. matrilineal and matrilocal C. organized into bilateral descent groups D. polyandrous and avunculocal Answer: B Topic: Social Structure in Tribes Learning Objective: LO 10.3 Describe the social structure, family, marriage, descent groups, gender, and age for tribal societies.

Skill Level: Understand the Concepts Difficulty Level: Moderate 37. Deborah Gewertz, who has reexamined Margaret Mead’s interpretations of the Tchambuli (Chambri), arrived at the conclusion that __________.

A. Chambri women are among the most aggressive in all human societies B. Mead’s interpretations failed to take specific historical circumstances into account C. Chambri men were submissive due to frequent defeats in warfare D. cultural values do not influence gender roles Answer: B Topic: Social Structure in Tribes

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Learning Objective: LO 10.3 Describe the social structure, family, marriage, descent groups, gender, and age for tribal societies.

Skill Level: Remember the Facts Difficulty Level: Moderate 38. Most modern anthropologists have come to the conclusion that matriarchy __________.

A. has been the most common form of tribal political organization B. was practiced only among early agricultural societies C. is not part of the archaeological, historical, and ethnographic record D. represents the most highly sophisticated form of tribal government Answer: C Topic: Social Structure in Agricultural States Learning Objective: LO 10.5 Discuss the family, kinship, marriage, gender, and age patterns in agricultural states.

Skill Level: Remember the Facts Difficulty Level: Easy 39. According to sociobiologists, patriarchy in tribal societies is a consequence of what?

A. the scarcity of resources and the resulting dominance of males in warfare B. a male supremacy complex found in all human societies C. mythologies, beliefs, and ideologies that justify male domination D. reproductive strategies in which male competition for females leads to conflict Answer: D Topic: Social Structure in Tribes Learning Objective: LO 10.3 Describe the social structure, family, marriage, descent groups, gender, and age for tribal societies.

Skill Level: Understand the Concepts Difficulty Level: Moderate 40. It has been suggested that the status of women in tribal societies __________.

A. is related to how much they contribute to the subsistence activities of the group B. is correlated with the fact that they are the physically weaker sex and are easily exploited C. increases when they are menstruating D. is determined by age Answer: A Topic: Social Structure in Tribes Learning Objective: LO 10.3 Describe the social structure, family, marriage, descent groups, gender, and age for tribal societies.

Skill Level: Understand the Concepts Difficulty Level: Easy 41. Corporate groups of people of about the same age who share specific rights, obligations, duties, and privileges within a society and who progress through various stages of life together are called __________.

A. classmates B. age sets C. age grades D. comrade cliques Answer: B Topic: Social Structure in Tribes

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Learning Objective: LO 10.3 Describe the social structure, family, marriage, descent groups, gender, and age for tribal societies.

Skill Level: Understand the Concepts Difficulty Level: Moderate 42. Societies recognize two kinds of status: __________ status, attached to a person from birth, and __________ status, based on a person’s specific actions.

A. ascribed; achieved B. natal; gained C. birth; adult D. born; won Answer: A Topic: Social Structure Learning Objective: LO 10.1 Discuss the general components of social structure, including status, the family, marriage, gender, and age.

Skill Level: Understand the Concepts Difficulty Level: Moderate 43. During your lifetime you will probably be a member of two families: the family of orientation (the family into which you were born and enculturated) and the family of __________ (the family in which you will have or adopt children).

A. acculturation B. deculturation C. procreation D. socialization Answer: C Topic: Social Structure Learning Objective: LO 10.1 Discuss the general components of social structure, including status, the family, marriage, gender, and age.

Skill Level: Understand the Concepts Difficulty Level: Moderate 44. A typical __________ family consists of two parents and their immediate biological offspring or adopted children.

A. basic B. atomic C. extended D. nuclear Answer: D Topic: Social Structure Learning Objective: LO 10.1 Discuss the general components of social structure, including status, the family, marriage, gender, and age.

Skill Level: Understand the Concepts Difficulty Level: Easy 45. Marriage within the same social group or category is called __________, and the marriage between people from different social categories or groups is called __________.

A. incest; outcest B. endogamy; exogamy C. monogamy; polygamy D. polygyny; polyandry

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Answer: B Topic: Social Structure Learning Objective: LO 10.1 Discuss the general components of social structure, including status, the family, marriage, gender, and age.

Skill Level: Understand the Concepts Difficulty Level: Moderate 46. As illustrated by the Natchez Indians of the Mississippi region, marriage in chiefdom societies often __________.

A. resulted in divorce because the couples were too tired and stressed from the daily obligations imposed on them by the chief B. resulted in males marrying other males in order for them to gain higher rank and status in the society C. provided a systematic form of social mobility, especially for women D. lacked ritual, since marriages were not important to the social order of chiefdoms Answer: C Topic: Social Structure in Chiefdoms Learning Objective: LO 10.4 Discuss how status differences, the family, gender, and age are related in chiefdom societies.

Skill Level: Remember the Facts Difficulty Level: Moderate 47. In a conical clan, all members of the clan trace their descent from __________.

A. the chief B. the grandmother of the chief C. the patron god of the chief D. a common ancestor Answer: D Topic: Social Structure in Chiefdoms Learning Objective: LO 10.4 Discuss how status differences, the family, gender, and age are related in chiefdom societies.

Skill Level: Remember the Facts Difficulty Level: Moderate 48. An example of the use of endogamous marriage in a chiefdom would be a marriage between the chief and __________.

A. the daughter of a political ally B. his first cousin or his sister C. a woman captured from another tribe D. a patron goddess of his ancestors Answer: B Topic: Social Structure in Chiefdoms Learning Objective: LO 10.4 Discuss how status differences, the family, gender, and age are related in chiefdom societies.

Skill Level: Understand the Concepts Difficulty Level: Moderate

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49. With industrialization the functions of the family changed. One of the major transformations was the __________.

A. increase in the frequency of polyandrous marriages, especially those involving brothers B. decrease in the mobility of members of the family since they were all tied to industrial production C. increase in matrilocal residence and decrease in patrilocal residence D. diminishing importance of the extended family and the emergence of the nuclear family Answer: D Topic: Social Structure in Industrial and Postindustrial States Learning Objective: LO 10.7 Discuss the social structure, family, marriage, gender, and age patterns in industrial and postindustrial societies.

Skill Level: Remember the Facts Difficulty Level: Moderate 50. Chiefdoms and agricultural states are classified as __________ because they provide little opportunity for social mobility. Industrial states, on the other hand, are considered __________ because social status can be achieved through individual effort.

A. oppressive; free B. hierarchical; egalitarian C. closed societies; open societies D. caste cultures; kindred cultures Answer: C Topic: Social Stratification in Industrial and Postindustrial Societies Learning Objective: LO 10.8 Compare the class structures of Britain, the United States, Japan, and the former Soviet Union.

Skill Level: Understand the Concepts Difficulty Level: Moderate

Essay Questions 51. Compare and contrast how the elderly are treated in foraging and industrial societies. What are the similarities and differences, and why do you think these are so? Support your answer with specific examples.

Topic: Social Structure in Hunter-Gatherer Societies; Social Structure in Industrial and Postindustrial States Learning Objective: LO 10.2 Describe the social structure, family, marriage, gender, and age in foraging societies; LO 10.7 Discuss the social structure, family, marriage, gender, and age patterns in industrial and postindustrial societies.

Skill Level: Analyze It Difficulty Level: Moderate 52. What is the difference between a closed society and an open society? Describe an example of each.

Topic: Social Stratification in Industrial and Postindustrial Societies Learning Objective: LO 10.8 Compare the class structures of Britain, the United States, Japan, and the former Soviet Union.

Skill Level: Understand the Concepts Difficulty Level: Moderate

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53. How does a dowry differ from bridewealth? What are some of the functions of a dowry?

How does each system relate to broader gender relations, the purpose of marriage, and the process of divorce? Support your answer with specific examples.

Topic: Social Structure in Agricultural States Learning Objective: LO 10.5 Discuss the family, kinship, marriage, gender, and age patterns in agricultural states.

Skill Level: Understand the Concepts Difficulty Level: Difficult 54. Discuss the relationships among gender, subsistence, and family structure in agricultural states.

Topic: Social Structure in Agricultural States Learning Objective: LO 10.5 Discuss the family, kinship, marriage, gender, and age patterns in agricultural states.

Skill Level: Understand the Concepts Difficulty Level: Moderate 55. What is the relationship between postmarital residence rules and the form of descent found in a society? How did patrilocal and matrilocal residence patterns arise? What is the possible relationship between warfare and residence rules?

Topic: Social Structure in Tribes Learning Objective: LO 10.3 Describe the social structure, family, marriage, descent groups, gender, and age for tribal societies.

Skill Level: Understand the Concepts Difficulty Level: Moderate 56. How are matrilineal societies different from matriarchal societies? Explain how rules of unilineal descent affect other aspects of culture, such as inheritance and marriage. How does female status differ between matrilineal and patrilineal societies? Support your answer with cross-cultural examples.

Topic: Social Structure in Tribes; Social Structure in Agricultural States Learning Objective: LO 10.3 Describe the social structure, family, marriage, descent groups, gender, and age for tribal societies; LO 10.5 Discuss the family, kinship, marriage, gender, and age patterns in agricultural states.

Skill Level: Understand the Concepts Difficulty Level: Moderate 57. How does enculturation influence male and female gender roles? Is there a universal division of labor based on sex? Are gender roles static entities within each society? Are gender roles changing in the United States? If so, how?

Topic: Social Structure Learning Objective: LO 10.1 Discuss the general components of social structure, including status, the family, marriage, gender, and age.

Skill Level: Understand the Concepts Difficulty Level: Moderate 58. Evaluate the hypothesis that suggests that in societies where female contributions to the food supply are less critical or less valued than the male contribution, female status is lower.

Topic: Social Structure in Hunter-Gatherer Societies; Social Structure in Agricultural States

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Learning Objective: LO 10.2 Describe the social structure, family, marriage, gender, and age in foraging societies; LO 10.5 Discuss the family, kinship, marriage, gender, and age patterns in agricultural states.

Skill Level: Analyze It Difficulty Level: Moderate 59. What are age sets and age grades? In what types of societies are these usually found? Using one cultural example from your text, describe how age-set and age-grade systems work and the functions they serve.

Topic: Social Structure in Tribes Learning Objective: LO 10.3 Describe the social structure, family, marriage, descent groups, gender, and age for tribal societies.

Skill Level: Understand the Concepts Difficulty Level: Difficult 60. Discuss the social organization of chiefdoms. You should include such things as rank and status, family and kinship, and marriage and residence rules. Explain how these aspects of culture are interrelated.

Topic: Social Structure in Chiefdoms Learning Objective: LO 10.4 Discuss how status differences, the family, gender, and age are related in chiefdom societies.

Skill Level: Understand the Concepts Difficulty Level: Moderate

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CHAPTER 11 POLITICS, WARFARE, AND LAW True-False Questions 1.

Anthropologists are interested in understanding how biological, environmental, economic, social, and other cultural variables influence warfare and feuds.

Answer: T Topic: Politics, Warfare, and Law Learning Objective: LO 11.1 Discuss how anthropologists understand politics, warfare, and law.

Skill Level: Understand the Concepts Difficulty Level: Easy 2. Internalized norms based on a society’s ethos are always followed.

Answer: F Topic: Politics, Warfare, and Law Learning Objective: LO 11.1 Discuss how anthropologists understand politics, warfare, and law.

Skill Level: Understand the Concepts Difficulty Level: Easy 3.

Leaders of bands are usually males who are elected by majority vote and rule by coercion and intimidation.

Answer: F Topic: Political Organization in Foraging Societies Learning Objective: LO 11.2 Discuss the characteristics of politics in foraging societies.

Skill Level: Remember the Facts Difficulty Level: Moderate 4.

As in U.S. politics, there is much prestige, wealth, and power associated with being a leader in a foraging society.

Answer: F Topic: Political Organization in Foraging Societies Learning Objective: LO 11.2 Discuss the characteristics of politics in foraging societies.

Skill Level: Understand the Concepts Difficulty Level: Moderate 5.

Social control in foraging societies is maintained by a standing police force that wields so much power that most individuals simply do not even think about committing a crime.

Answer: F Topic: Political Organization in Foraging Societies Learning Objective: LO 11.2 Discuss the characteristics of politics in foraging societies.

Skill Level: Understand the Concepts Difficulty Level: Easy 6.

Unlike the political organization of tribes and bands, chiefdom political structures are welldefined, corporate entities.

Answer: T Topic: Political Authority in Chiefdoms Learning Objective: LO 11.6 Describe political authority in chiefdoms.

Skill Level: Understand the Concepts

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Difficulty Level: Moderate 7.

In contrast to leaders in band societies, tribal leaders are able to wield power through coercion and the formal authority that is vested in their office.

Answer: F Topic: Political Organization in Horticultural and Pastoralist Tribes Learning Objective: LO 11.4 Discuss the characteristics of politics in tribal societies.

Skill Level: Understand the Concepts Difficulty Level: Moderate 8.

A segmentary lineage system is made up of several maximal and minimal lineages that can unite to form alliances and resolve disputes through what is called complementary opposition.

Answer: T Topic: Political Organization in Horticultural and Pastoralist Tribes Learning Objective: LO 11.4 Discuss the characteristics of politics in tribal societies.

Skill Level: Understand the Concepts Difficulty Level: Moderate 9.

Using a sociobiological model, anthropologist William Durham has suggested that tribal warfare is an adaptive reproductive strategy that increases inclusive fitness at the tribal level when groups are in competition.

Answer: T Topic: Explaining Tribal Warfare Learning Objective: LO 11.5 Discuss how anthropologists explain tribal warfare.

Skill Level: Remember the Facts Difficulty Level: Moderate 10. Tribal societies rely on both formal courts and lawyers for internal conflict resolution.

Answer: F Topic: Political Organization in Horticultural and Pastoralist Tribes Learning Objective: LO 11.4 Discuss the characteristics of politics in tribal societies.

Skill Level: Remember the Facts Difficulty Level: Easy 11. One way of resolving disputes in tribal societies is to force an individual accused of a crime to submit to a physical ordeal.

Answer: T Topic: Explaining Tribal Warfare Learning Objective: LO 11.5 Discuss how anthropologists explain tribal warfare.

Skill Level: Remember the Facts Difficulty Level: Easy 12. Adjudication of legal disputes in chiefdom societies was a major responsibility of the chief.

Answer: T Topic: Political Authority in Chiefdoms Learning Objective: LO 11.6 Describe political authority in chiefdoms.

Skill Level: Remember the Facts Difficulty Level: Easy

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13. States differ structurally from bands, tribes, and chiefdoms by having a bureaucratic or governmental organization.

Answer: T Topic: Politics, Warfare, and Law Learning Objective: LO 11.1 Discuss how anthropologists understand politics, warfare, and law.

Skill Level: Understand the Concepts Difficulty Level: Easy 14. The first codified laws originated in the Near Eastern civilization of Babylon.

Answer: T Topic: Politics in Agricultural States Learning Objective: LO 11.8 Discuss the features of politics in agricultural civilizations.

Skill Level: Remember the Facts Difficulty Level: Easy 15. Nationalism is a strong sense of loyalty to a nation-state based on shared language, values, and culture.

Answer: T Topic: Political Organization in Industrial and Postindustrial States Learning Objective: LO 11.9 Discuss the characteristics of politics in industrial and postindustrial societies.

Skill Level: Understand the Concepts Difficulty Level: Easy 16. The legal systems in Japan, Europe, and the United States are essentially the same because they arose from the common problems faced by all industrial states.

Answer: F Topic: Political Organization in Industrial and Postindustrial States Learning Objective: LO 11.9 Discuss the characteristics of politics in industrial and postindustrial societies.

Skill Level: Remember the Facts Difficulty Level: Moderate 17. Since Japan is a homogeneous society, there is less need for litigation than in the United States.

Answer: T Topic: Political Organization in Industrial and Postindustrial States Learning Objective: LO 11.9 Discuss the characteristics of politics in industrial and postindustrial societies.

Skill Level: Remember the Facts Difficulty Level: Moderate 18. Nationalistic wars are usually waged for ideological rather than economic reasons.

Answer: F Topic: Warfare and Technology in Industrial and Postindustrial States Learning Objective: LO 11.10 Discuss how warfare changes in industrial and postindustrial states.

Skill Level: Remember the Facts Difficulty Level: Moderate 19. Technological advances in warfare during World War I led to a reduction in fatalities.

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Answer: F Topic: Warfare and Technology in Industrial and Postindustrial States Learning Objective: LO 11.10 Discuss how warfare changes in industrial and postindustrial states.

Skill Level: Remember the Facts Difficulty Level: Easy 20. Anthropologists agree that a universal instinct for aggression is characteristic of the human species.

Answer: F Topic: Explaining Tribal Warfare Learning Objective: LO 11.5 Discuss how anthropologists explain tribal warfare.

Skill Level: Understand the Concepts Difficulty Level: Moderate

Multiple-Choice Questions 21. Which of the following is a type of sodality?

A. an agglomeration of houses belonging to members of a single clan B. a marriage arrangement between two moieties C. a pact of non-aggression among neighboring tribes D. an association of individuals that cuts across kinship groups Answer: D Topic: Political Organization in Horticultural and Pastoralist Tribes Learning Objective: LO 11.4 Discuss the characteristics of politics in tribal societies.

Skill Level: Understand the Concepts Difficulty Level: Moderate 22. How does the village headman of Yanomamö accomplish his role as a leader?

A. by example and persuasion rather than by coercion B. with authority backed by loyal warriors C. through the exaction of tribute from subjugated villages D. via a bureaucratic elite composed of his wives and kinsmen Answer: A Topic: Political Organization in Horticultural and Pastoralist Tribes Learning Objective: LO 11.4 Discuss the characteristics of politics in tribal societies.

Skill Level: Understand the Concepts Difficulty Level: Easy 23. How can big men in Melanesia gain the allegiance of followers?

A. impress them by sponsoring a feast of pig meat from his family’s herd B. conquer them in battle, take them captive, and then provide them with freedom C. demonstrate sacred knowledge by reciting long epic poems about ocean voyages D. provide them with gifts of sheep, goats, and heavy wool textiles Answer: A Topic: Political Organization in Horticultural and Pastoralist Tribes Learning Objective: LO 11.4 Discuss the characteristics of politics in tribal societies.

Skill Level: Understand the Concepts Difficulty Level: Moderate

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24. Which of the following is a characteristic of societies organized as bands and tribes?

A. highly structured and efficient political organizations B. the absence of political organizations, only kinship groupings C. decentralized political systems in which authority is vested among a number of individuals, groups, and associations D. acephalus political organizations Answer: C Topic: Political Organization in Foraging Societies; Political Organization in Horticultural and Pastoralist Tribes Learning Objective: LO 11.2 Discuss the characteristics of politics in foraging societies; LO 11.4 Discuss the characteristics of politics in tribal societies.

Skill Level: Understand the Concepts Difficulty Level: Moderate 25. Which of the following is a form of tribal political organization that is based on multiple descent groups that are interrelated and serve certain political functions?

A. a segmentary lineage system B. a fragmented descent pattern C. a maximal moiety system D. a divided descent group configuration Answer: A Topic: Political Organization in Horticultural and Pastoralist Tribes Learning Objective: LO 11.4 Discuss the characteristics of politics in tribal societies.

Skill Level: Remember the Facts Difficulty Level: Moderate 26. What is one of the most significant causes of warfare among tribal horticulturalist societies?

A. revenge for homicides and other crimes B. competition for potential wives C. conflicts over ideological differences D. acquisition of land Answer: D Topic: Explaining Tribal Warfare Learning Objective: LO 11.5 Discuss how anthropologists explain tribal warfare.

Skill Level: Remember the Facts Difficulty Level: Moderate 27. In tribal societies, how are disputes and conflicts usually resolved?

A. by skilled individuals who function as mediators or negotiators B. by formal judgments passed by a tribal council C. by aggressive and violent behavior, often resulting in death D. by participation in games of chance Answer: A Topic: Political Organization in Horticultural and Pastoralist Tribes Learning Objective: LO 11.4 Discuss the characteristics of politics in tribal societies.

Skill Level: Remember the Facts Difficulty Level: Moderate 28. Clearly defined norms of a society that are enforced through the application of formal sanctions by a ruling authority are called __________.

A. internalized mores 136 .

B. ethos C. laws D. taboos Answer: C Topic: Politics, Warfare, and Law Learning Objective: LO 11.1 Discuss how anthropologists understand politics, warfare, and law.

Skill Level: Understand the Concepts Difficulty Level: Easy 29. Ethnologist Leopold Pospisil has suggested that there are four criteria that must be present in order for a norm to be considered a law. Which of the following is one of these criteria?

A. internalization B. intention of universal application C. ethical reasonableness D. written form Answer: B Topic: Politics, Warfare, and Law Learning Objective: LO 11.1 Discuss how anthropologists understand politics, warfare, and law.

Skill Level: Remember the Facts Difficulty Level: Moderate 30. Since band societies are egalitarian, the leaders of bands must do which of the following?

A. lead by personal influence and persuasion rather than coercion B. lead by strictly obeying the rules and laws set down by the band council C. use force and physical threats to achieve political power D. employ and maintain a military or police force that enforces the customs and laws Answer: A Topic: Political Organization in Foraging Societies Learning Objective: LO 11.2 Discuss the characteristics of politics in foraging societies.

Skill Level: Understand the Concepts Difficulty Level: Moderate 31. By ensuring that the whole group will prevent a single individual from being politically dominant or from exercising undue coercive powers, reverse dominance accomplishes which of the following?

A. causes bands to be unstable political units that often fission without warning B. reinforces patterns of egalitarianism intrinsic to band-level societies C. makes it impossible for a band leader to make any changes that might benefit the group D. makes it extremely difficult for bands to find anyone who will assume a leadership role Answer: B Topic: Political Organization in Foraging Societies Learning Objective: LO 11.2 Discuss the characteristics of politics in foraging societies.

Skill Level: Understand the Concepts Difficulty Level: Easy 32. Which of the following helps reduce conflict in foraging societies?

A. a formal court system B. the flexibility of group composition C. lower fertility rates and smaller populations D. beliefs in divine punishments Answer: B

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Topic: Political Organization in Foraging Societies Learning Objective: LO 11.2 Discuss the characteristics of politics in foraging societies.

Skill Level: Remember the Facts Difficulty Level: Moderate 33. Which of the following is characteristic of political structures among chiefdoms?

A. Leadership is vested in an institutionalized office that exists independently of a particular person.

B. The central leadership position is earned rather than passed down within a single ruling family.

C. Leaders maintain absolute authority, usually enforced by physical coercion.

D. Political power derives from personal qualities, such as intelligence or skill, rather than economic success.

Answer: A Topic: Political Authority in Chiefdoms Learning Objective: LO 11.6 Describe political authority in chiefdoms.

Skill Level: Understand the Concepts Difficulty Level: Moderate 34. In chiefdoms, the rule of primogeniture in the succession of political authority does which of the following?

A. provides for continuity for the political system and avoids a power struggle when the chief dies B. enhances the prestige of the king C. encourages power struggles within the central chiefly hierarchy D. promotes a cycle of regional conflicts and warfare Answer: A Topic: Political Authority in Chiefdoms Learning Objective: LO 11.6 Describe political authority in chiefdoms.

Skill Level: Understand the Concepts Difficulty Level: Moderate 35. Archaeologist Timothy Earle suggests that the key factor in the evolution of chiefdoms was which of the following?

A. regional symbiosis managed by descent groups B. ceremonial trade and regional religious beliefs C. control by individuals over resources and human labor D. the storage and redistribution of food Answer: C Topic: The Evolution of Chiefdoms Learning Objective: LO 11.7 Discuss how anthropologists explain the evolution and origins of chiefdoms.

Skill Level: Remember the Facts Difficulty Level: Moderate 36. Through the control of resources and surplus goods, chiefs were able to ensure loyalty and deference from the general population. This status and authority enabled the chiefs to do which of the following?

A. collect formal tribute from their subjects B. distribute land and water rights to certain families C. own armies of slaves

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D. maintain absolute power over their subjects Answer: B Topic: Political Authority in Chiefdoms Learning Objective: LO 11.6 Describe political authority in chiefdoms.

Skill Level: Understand the Concepts Difficulty Level: Moderate 37. According to anthropologist Robert Carneiro, the objective of many chiefs was to do which of the following?

A. increase the extent of their territory in order to control the surplus production of surrounding communities B. maintain the peace with their neighbors in order to avoid armed conflict C. become full-time religious leaders and use impressive rites and rituals to prove that they were gods D. disencumber themselves of material possessions and incur debts of personal obligations from their followers through potlatch-like ceremonies Answer: A Topic: The Evolution of Chiefdoms Learning Objective: LO 11.7 Discuss how anthropologists explain the evolution and origins of chiefdoms.

Skill Level: Understand the Concepts Difficulty Level: Moderate 38. In Hawaiian chiefdoms, warfare between rival chiefs culminated in which of the following?

A. sacrifice of the losing ruling descent group B. complete disruption of the political structure of the losing chiefdom C. intermarriage between the winning and losing descent groups D. the erection of monuments to delineate new territories Answer: A Topic: Political Authority in Chiefdoms Learning Objective: LO 11.6 Describe political authority in chiefdoms.

Skill Level: Remember the Facts Difficulty Level: Moderate 39. The settling of legal disputes by a centralized authority is known as __________.

A. big-man leadership B. litigation C. totalitarianism D. adjudication Answer: D Topic: The Evolution of Chiefdoms Learning Objective: LO 11.7 Discuss how anthropologists explain the evolution and origins of chiefdoms.

Skill Level: Understand the Concepts Difficulty Level: Moderate

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40. Based on standardized procedures for dealing with civil and criminal offenses, the first known code of law was the __________.

A. Laws of Babylon B. Precepts of Order C. Code of Hammurabi D. Civil Enactments of Order Answer: C Topic: Politics in Agricultural States Learning Objective: LO 11.8 Discuss the features of politics in agricultural civilizations.

Skill Level: Remember the Facts Difficulty Level: Easy 41. Which of the following best conveys the meaning of “popular sovereignty”?

A. Kings and queens should retain ultimate political power.

B. People, rather than rulers, are the ultimate source of political authority.

C. Monarchy positions should be elected rather than inherited.

D. Political power should be vested in the elite and upper classes, rather than the lower classes.

Answer: B Topic: Political Organization in Industrial and Postindustrial States Learning Objective: LO 11.9 Discuss the characteristics of politics in industrial and postindustrial societies.

Skill Level: Understand the Concepts Difficulty Level: Easy 42. A sense of loyalty to the nation-state based on shared language, values, and culture is called __________.

A. ethnicity B. nationalism C. statehood D. popular sovereignty Answer: B Topic: Political Organization in Industrial and Postindustrial States Learning Objective: LO 11.9 Discuss the characteristics of politics in industrial and postindustrial societies.

Skill Level: Understand the Concepts Difficulty Level: Easy 43. One of the most distinctive features of law in industrial societies is the proliferation of public and procedural law, referred to as __________.

A. tort law B. administrative law C. habeas corpus D. litigation law Answer: B Topic: Political Organization in Industrial and Postindustrial States Learning Objective: LO 11.9 Discuss the characteristics of politics in industrial and postindustrial societies.

Skill Level: Remember the Facts Difficulty Level: Easy

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44. Which of the following are used by Eskimo to resolve disputes?

A. song duels and wrestling matches B. poetry contests and foot races C. sled races and ice-fishing contests D. cold weather ordeals and kayak races Answer: A Topic: Warfare and Violence in Foraging Societies Learning Objective: LO 11.3 Describe the features of violence and warfare in foraging societies.

Skill Level: Understand the Concepts Difficulty Level: Moderate 45. What does the process of complementary opposition achieve in tribal societies?

A. the reduction of overall conflict through a sense of shared goals B. joint leadership of the community through parallel kinship networks C. the formation of alliances to resolve specific conflicts without creating a permanent, centralized leadership D. the resolution of conflict without resorting to violence Answer: C Topic: Political Organization in Horticultural and Pastoralist Tribes Learning Objective: LO 11.4 Discuss the characteristics of politics in tribal societies.

Skill Level: Understand the Concepts Difficulty Level: Difficult 46. Anthropologists have varying opinions on whether or not __________ contribute(s) to warfare among the Yanomamö.

A. competition over women B. religious and moral convictions C. higher levels of hormones associated with aggression D. limited protein resources Answer: D Topic: Explaining Tribal Warfare Learning Objective: LO 11.5 Discuss how anthropologists explain tribal warfare.

Skill Level: Remember the Facts Difficulty Level: Moderate 47. The Azande use which of the following to help determine guilt and innocence in criminal cases?

A. oracles B. ordeals C. oaths D. legal officials Answer: A Topic: Explaining Tribal Warfare Learning Objective: LO 11.5 Discuss how anthropologists explain tribal warfare.

Skill Level: Remember the Facts Difficulty Level: Moderate 48. Paramount chiefs in Hawaiian society were responsible for ruling at the __________ level.

A. descent group B. island 141 .

C. district D. national Answer: B Topic: Political Authority in Chiefdoms Learning Objective: LO 11.6 Describe political authority in chiefdoms.

Skill Level: Understand the Concepts Difficulty Level: Moderate 49. A type of state that rules on the basis of religious authority is known as a __________.

A. galactic polity B. radial polity C. theater state D. feudal state Answer: A Topic: Politics in Agricultural States Learning Objective: LO 11.8 Discuss the features of politics in agricultural civilizations.

Skill Level: Remember the Facts Difficulty Level: Moderate 50. Which of the following is a characteristic of the Chinese legal system?

A. a system of magistrates with limited jurisdiction B. absence of a legal code until recent times C. a strong police force D. the informal administration of sanctions by community leaders Answer: D Topic: Politics in Agricultural States Learning Objective: LO 11.8 Discuss the features of politics in agricultural civilizations.

Skill Level: Remember the Facts Difficulty Level: Moderate

Essay Questions 51. What are the ways that a person can become chief in a chiefdom? What are the responsibilities of a chief? What are the limitations of a chief’s power?

Topic: Political Authority in Chiefdoms Learning Objective: LO 11.6 Describe political authority in chiefdoms.

Skill Level: Understand the Concepts Difficulty Level: Moderate 52. Compare and contrast the theories presented by Elman Service and Timothy Earle on the evolution of chiefdoms. What are the key points on which they differ? Given your understanding of chiefdoms, which theory do you prefer and why?

Topic: The Evolution of Chiefdoms Learning Objective: LO 11.7 Discuss how anthropologists explain the evolution and origins of chiefdoms.

Skill Level: Analyze It Difficulty Level: Moderate 53. Explain why many traditional Polynesian societies are characterized as chiefdoms and not tribes or bands. Use specific details to support your answer.

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Topic: Political Authority in Chiefdoms Learning Objective: LO 11.6 Describe political authority in chiefdoms.

Skill Level: Understand the Concepts Difficulty Level: Moderate 54. What forms of political organization are found in horticulturalist and pastoralist societies?

What are some of the reasons that have been offered to explain these types of organization?

How do they differ from those found in foraging groups?

Topic: Political Organization in Foraging Societies; Political Organization in Horticultural and Pastoralist Tribes Learning Objective: LO 11.2 Discuss the characteristics of politics in foraging societies; LO 11.4 Discuss the characteristics of politics in tribal societies.

Skill Level: Understand the Concepts Difficulty Level: Moderate 55. Explain the segmentary lineage system and complementary opposition. Do you see any adaptive significance in this form of political organization?

Topic: Political Organization in Horticultural and Pastoralist Tribes Learning Objective: LO 11.4 Discuss the characteristics of politics in tribal societies.

Skill Level: Analyze It Difficulty Level: Difficult 56. What is the difference between legitimate and illegitimate political power? Give an example of each.

Topic: Politics, Warfare, and Law Learning Objective: LO 11.1 Discuss how anthropologists understand politics, warfare, and law.

Skill Level: Understand the Concepts Difficulty Level: Moderate 57. Let us assume that the United States has just invaded Haiti and has installed a new government on the island. Will everyone in Haiti consider the new government to be a legitimate one or an illegitimate one? Why? Topic: Politics, Warfare, and Law Learning Objective: LO 11.1 Discuss how anthropologists understand politics, warfare, and law.

Skill Level: Apply What You Know Difficulty Level: Moderate 58. What are codified laws? How do they differ from other social controls? How and why do anthropologists think they evolved?

Topic: Politics, Warfare, and Law; Politics in Agricultural States Learning Objective: LO 11.1 Discuss how anthropologists understand politics, warfare, and law; LO 11.8 Discuss the features of politics in agricultural civilizations.

Skill Level: Analyze It Difficulty Level: Moderate 59. What aspects of political organization were instrumental in the development of agricultural states? Cite specific evidence to support your answer.

Topic: Politics in Agricultural States Learning Objective: LO 11.8 Discuss the features of politics in agricultural civilizations.

Skill Level: Understand the Concepts Difficulty Level: Moderate

.

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60. How has technology altered the practice of warfare? Compare and contrast warfare in industrial and postindustrial societies with earlier forms of warfare.

Topic: Warfare and Technology in Industrial and Postindustrial States Learning Objective: LO 11.10 Discuss how warfare changes in industrial and postindustrial states.

Skill Level: Analyze It Difficulty Level: Moderate

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CHAPTER 12 RELIGION AND AESTHETICS True-False Questions 1.

Religion appears to be a cultural universal, although specific practices and beliefs vary significantly from culture to culture.

Answer: T Topic: Religion Learning Objective: LO 12.1 Discuss how anthropologists such as Clifford Geertz define religion.

Skill Level: Understand the Concepts Difficulty Level: Easy 2.

A major goal of most anthropological studies of religion is to determine the “truth” or “falsity” of particular religious beliefs so that the truth about the supernatural can be discovered.

Answer: F Topic: Religion Learning Objective: LO 12.1 Discuss how anthropologists such as Clifford Geertz define religion.

Skill Level: Understand the Concepts Difficulty Level: Easy 3.

Most religious beliefs, whether they are derived from inductive or deductive logic, are based on scientific criteria.

Answer: F Topic: Religion Learning Objective: LO 12.1 Discuss how anthropologists such as Clifford Geertz define religion.

Skill Level: Understand the Concepts Difficulty Level: Easy 4.

Dreamtime for the Australian Aborigines is a fundamental, complex concept that includes the past, present, and future where spirits come to the earth and act as intermediaries between the world and the everyday lives of the people.

Answer: T Topic: Religion among Foragers Learning Objective: LO 12.6 Describe examples of religion found in foraging societies.

Skill Level: Understand the Concepts Difficulty Level: Easy 5.

Foragers do not have any music or art since their days are mainly taken up in subsistence activities, politics, and religion.

Answer: F Topic: Art, Music, and Religion Learning Objective: LO 12.7 Describe examples of art and music found in foraging societies.

Skill Level: Remember the Facts Difficulty Level: Easy 6. Tribal groups lack art and music because of the mobile nature of their society.

Answer: F Topic: Religion among Horticulturalists and Pastoralists

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Learning Objective: LO 12.8 Describe examples of religion found in horticulturalist and pastoralist societies.

Skill Level: Remember the Facts Difficulty Level: Easy 7.

In Polynesia, a powerful chief would have been considered by other members of his culture to have more mana than a commoner.

Answer: T Topic: Religion in Chiefdoms Learning Objective: LO 12.9 Discuss how religion is interrelated with politics in chiefdom societies.

Skill Level: Understand the Concepts Difficulty Level: Easy 8.

On the Northwest Coast, respected shamans with great spiritual power often surpassed high-ranking chiefs in the accumulation of material wealth.

Answer: F Topic: Religion in Chiefdoms Learning Objective: LO 12.9 Discuss how religion is interrelated with politics in chiefdom societies.

Skill Level: Remember the Facts Difficulty Level: Moderate 9.

The ancient chiefs of Hawaii often sought to legitimize their authority through ritual human sacrifice.

Answer: T Topic: Religion in Chiefdoms Learning Objective: LO 12.9 Discuss how religion is interrelated with politics in chiefdom societies.

Skill Level: Remember the Facts Difficulty Level: Easy 10. Totem poles indicated high social status and connections with ancestral deities. They were typically erected in front of the houses of Northwest Coast chiefs.

Answer: T Topic: Art, Architecture, and Music Learning Objective: LO 12.10 Describe examples of art, architecture, and music in chiefdom societies.

Skill Level: Remember the Facts Difficulty Level: Easy 11. In all industrial states, the increase in secularization has caused religion to disappear and be replaced by humanism.

Answer: F Topic: Religion and Secularization in Industrial and Postindustrial Societies Learning Objective: LO 12.13 Discuss religion and secularization in industrial and postindustrial societies.

Skill Level: Understand the Concepts Difficulty Level: Moderate 12. Chiefs often maintained political legitimacy through rituals and religious beliefs.

Answer: T Topic: Religion in Chiefdoms Learning Objective: LO 12.9 Discuss how religion is interrelated with politics in chiefdom societies.

Skill Level: Remember the Facts 146 .

Difficulty Level: Easy 13. Ecclesiastical religions are limited to specific territories and are tied to a particular state organization, while universalistic religions espouse spiritual messages that apply to all of humanity.

Answer: T Topic: Religion in Agricultural States Learning Objective: LO 12.11 Describe some examples of ecclesiastical and universalistic religions found in agricultural societies.

Skill Level: Understand the Concepts Difficulty Level: Moderate 14. Since individualistic religious practices and beliefs were deemed as threatening to the state, one of the major functions of priests was to standardize religious beliefs and practices for the society.

Answer: T Topic: Religion in Agricultural States Learning Objective: LO 12.11 Describe some examples of ecclesiastical and universalistic religions found in agricultural societies.

Skill Level: Understand the Concepts Difficulty Level: Moderate 15. In ancient agricultural states, religion sanctified and legitimized the authority of political leaders.

Answer: T Topic: Religion in Agricultural States Learning Objective: LO 12.11 Describe some examples of ecclesiastical and universalistic religions found in agricultural societies.

Skill Level: Remember the Facts Difficulty Level: Easy 16. Cognitive anthropologists have found that there is a specialized area of the brain involved in the evolution of religion.

Answer: F Topic: Cognition and Religion Learning Objective: LO 12.4 Discuss the new developments by cognitive anthropologists and their understanding of religion.

Skill Level: Understand the Concepts Difficulty Level: Moderate 17. Franz Boas emphasized that art produced outside of the European tradition should be considered primitive.

Answer: F Topic: Aesthetics: Art and Music Learning Objective: LO 12.5 Discuss how anthropologists study art and music in different societies.

Skill Level: Remember the Facts Difficulty Level: Moderate 18. Katchina dolls are specially crafted playthings that teach Zuni children about their future contribution to subsistence.

Answer: F Topic: Religion among Horticulturalists and Pastoralists

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Learning Objective: LO 12.8 Describe examples of religion found in horticulturalist and pastoralist societies.

Skill Level: Remember the Facts Difficulty Level: Easy 19. In Polynesian societies, an individual’s moral actions affect how much mana they have.

Answer: T Topic: Religion in Chiefdoms Learning Objective: LO 12.9 Discuss how religion is interrelated with politics in chiefdom societies.

Skill Level: Understand the Concepts Difficulty Level: Easy 20. Indian classical dance originated as a way to perform acts of devotion to Hindu deities.

Answer: T Topic: Art, Architecture, and Music Learning Objective: LO 12.12 Describe some examples of art, architecture, and music in agricultural societies.

Skill Level: Remember the Facts Difficulty Level: Easy

Multiple-Choice Questions 21. The political and legal authority of Hawaiian, Tongan, and Tahitian chiefs was reinforced by a religious and ideological system based on social inequalities. This system was called __________.

A. mana B. tabu C. potlatch D. kula Answer: B Topic: Religion in Chiefdoms Learning Objective: LO 12.9 Discuss how religion is interrelated with politics in chiefdom societies.

Skill Level: Remember the Facts Difficulty Level: Moderate 22. Judaism, Christianity, Islam, Hinduism, and Buddhism are considered __________ religions because their spiritual messages apply to all of humanity rather than to just their own cultural history and legacy.

A. ecclesiastical B. animistic C. universalistic D. volatile Answer: C Topic: Religion in Agricultural States Learning Objective: LO 12.11 Describe some examples of ecclesiastical and universalistic religions found in agricultural societies.

Skill Level: Understand the Concepts Difficulty Level: Moderate 23. State-organized rituals that reinforced divine authority of the ruler are known as __________.

A. rites of authority 148 .

B. rites of legitimation C. rites of power D. rituals of sanctification Answer: B Topic: Religion in Agricultural States Learning Objective: LO 12.11 Describe some examples of ecclesiastical and universalistic religions found in agricultural societies.

Skill Level: Understand the Concepts Difficulty Level: Easy 24. In Polynesia, the term mana refers to which of the following?

A. a bread-like substance that appears in times of drought B. elaborate forms of deference and expressions of humility C. a cosmic force that certain individuals could acquire D. the ritual of human sacrifice practiced at harvest time Answer: C Topic: Religion in Chiefdoms Learning Objective: LO 12.9 Discuss how religion is interrelated with politics in chiefdom societies.

Skill Level: Remember the Facts Difficulty Level: Easy 25. What is the term shaman used to designate?

A. an individual who had the ability to sicken and to cure, and who often served as a spiritual guide to chiefs B. a cosmic power that can be increased through brave deeds, diminished through illness, and passed from a chief to his sons C. the New Year’s festival in ancient Hawaii, at which human sacrifices were practiced D. the principal ancestor in a conical clan Answer: A Topic: Rites of Passage Learning Objective: LO 12.3 Describe the stages of rites of passage as discussed by anthropologists.

Skill Level: Understand the Concepts Difficulty Level: Easy 26. What was a major function of music, dance, and poetry in chiefdom societies?

A. to provide entertainment and comic relief for the chief and his family B. to pay homage to the legitimacy of the chiefs and their ancestral deities C. to enable the lower classes to have an outlet for their hostilities that did not threaten the chiefs D. to enhance the status of the chiefdom in relation to other chiefdoms in the area Answer: B Topic: Art, Architecture, and Music Learning Objective: LO 12.10 Describe examples of art, architecture, and music in chiefdom societies.

Skill Level: Understand the Concepts Difficulty Level: Moderate 27. Among the Azande of East Africa, to what were crop failures typically attributed?

A. menstruating women B. poor leadership C. celestial events D. witchcraft Answer: D 149 .

Topic: Religion among Horticulturalists and Pastoralists Learning Objective: LO 12.8 Describe examples of religion found in horticulturalist and pastoralist societies.

Skill Level: Remember the Facts Difficulty Level: Easy 28. Among many tribal societies, what does sorcery provide a way of explaining?

A. severe illnesses and the spread of disease B. movements of the sun, moon, and planets C. the process of pregnancy and childbirth D. relationships between patrilineal descent groups Answer: A Topic: Religion among Horticulturalists and Pastoralists Learning Objective: LO 12.8 Describe examples of religion found in horticulturalist and pastoralist societies.

Skill Level: Remember the Facts Difficulty Level: Moderate 29. Totems are animals, spirits, or deities that have specific links to __________.

A. a supreme deity B. an individual shaman or healer C. a particular social group D. witchcraft and sorcery Answer: C Topic: Religion among Foragers Learning Objective: LO 12.6 Describe examples of religion found in foraging societies.

Skill Level: Remember the Facts Difficulty Level: Moderate 30. Full-time religious specialists who serve in an official capacity as the custodians of sacred knowledge are __________.

A. shamans B. myth-holders C. priests and priestesses D. ritual retainers Answer: C Topic: Rites of Passage Learning Objective: LO 12.3 Describe the stages of rites of passage as discussed by anthropologists.

Skill Level: Remember the Facts Difficulty Level: Moderate 31. Repetitive religious behaviors that communicate sacred symbols to members of society are __________.

A. rituals B. myths C. shamans D. norms Answer: A Topic: Myth and Ritual Learning Objective: LO 12.2 Discuss how anthropologists define myth and ritual.

Skill Level: Understand the Concepts 150 .

Difficulty Level: Easy 32. What is the belief that spirits reside within all inorganic and organic materials called?

A. superstition B. animism C. dream-wishing D. dualism Answer: B Topic: Religion among Foragers Learning Objective: LO 12.6 Describe examples of religion found in foraging societies.

Skill Level: Remember the Facts Difficulty Level: Moderate 33. Which of the following is associated with the way art forms found among foragers reflect the spiritual aspects of their culture?

A. The most common subjects of artistic expression are plants and animals.

B. Most of their art is abstract in nature.

C. Their artwork never involves living creatures, only ghosts and spirit beings.

D. Their only artists are shamans.

Answer: A Topic: Art, Music, and Religion Learning Objective: LO 12.7 Describe examples of art and music found in foraging societies.

Skill Level: Understand the Concepts Difficulty Level: Moderate 34. The decline in the influence of religion in society is called __________.

A. de-evolution B. secularization C. atheism D. evangelism Answer: B Topic: Religion and Secularization in Industrial and Postindustrial Societies Learning Objective: LO 12.13 Discuss religion and secularization in industrial and postindustrial societies.

Skill Level: Remember the Facts Difficulty Level: Easy 35. David Parkin has reconstructed Clifford Geertz’s definition of religion to bring attention to which of the following?

A. the emotional processes involved in religious learning B. the symbolic elements upon which religions are based C. the ritual actions central to religious practice D. the way religions help people make sense of suffering Answer: A Topic: Religion Learning Objective: LO 12.1 Discuss how anthropologists such as Clifford Geertz define religion.

Skill Level: Understand the Concepts Difficulty Level: Difficult 36. Which aspect of religion is especially interesting to cognitive anthropologists?

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A. the humanistic-interpretive aspects of particular religions B. the scientific-causal aspects of religion as a human universal C. the growing trends of secularism and fundamentalism D. the relationship between sacred myths and the symbolic and ritual aspects of religion Answer: B Topic: Cognition and Religion Learning Objective: LO 12.4 Discuss the new developments by cognitive anthropologists and their understanding of religion.

Skill Level: Remember the Facts Difficulty Level: Moderate 37. Cognitive anthropologist Stewart Guthrie argues that many universal features of religion are based on __________.

A. intuitive knowledge B. natural phenomena C. anthropomorphism D. ethnocentrism Answer: C Topic: Cognition and Religion Learning Objective: LO 12.4 Discuss the new developments by cognitive anthropologists and their understanding of religion.

Skill Level: Remember the Facts Difficulty Level: Moderate 38. Which of the following would explain why certain aspects of religion appear to be universal?

A. Common experiences of suffering have prompted people to develop similar explanatory beliefs.

B. They are aspects that have offered the most rational explanations for natural phenomena.

C. Religious beliefs are hardwired into our genetic system.

D. The religious aspects that converge with human cognitive capacities have persisted over time.

Answer: D Topic: Cognition and Religion Learning Objective: LO 12.4 Discuss the new developments by cognitive anthropologists and their understanding of religion.

Skill Level: Understand the Concepts Difficulty Level: Moderate 39. Which of the following would anthropologists consider to be a function of art and music in a society?

A. adaptation to the natural environment B. the creation of social bonds and group identity C. reaching new aesthetic heights D. using up free time Answer: B Topic: Aesthetics: Art and Music Learning Objective: LO 12.5 Discuss how anthropologists study art and music in different societies.

Skill Level: Understand the Concepts Difficulty Level: Moderate 40. According to Pierre Bourdieu, cultural capital is based on __________.

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A. the amount of money governments invest in public art and performance B. the amount of time an artist invests in producing a piece of art C. universal aesthetic principles D. aesthetic preferences associated with different socioeconomic sectors Answer: D Topic: Aesthetics: Art and Music Learning Objective: LO 12.5 Discuss how anthropologists study art and music in different societies.

Skill Level: Understand the Concepts Difficulty Level: Moderate 41. Which of the following is part of the Inuit belief system?

A. totemism B. an omnipotent supreme being C. reincarnation D. an afterworld where spirits reside after a person has died Answer: C Topic: Religion among Foragers Learning Objective: LO 12.6 Describe examples of religion found in foraging societies.

Skill Level: Remember the Facts Difficulty Level: Moderate 42. Which of the following correctly characterizes the Elima ritual among the Mbuti?

A. It is a time of rejoicing as young women enter puberty and become ready for marriage and motherhood.

B. Young men experience mixed emotions as they become adults and warriors.

C. Elders instill fear of the supernatural among young boys and girls through sacred rituals.

D. Men and women celebrate through song, dance, and feasting as a new child is born into the community.

Answer: A Topic: Religion among Foragers Learning Objective: LO 12.6 Describe examples of religion found in foraging societies.

Skill Level: Remember the Facts Difficulty Level: Moderate 43. How do the Inuit incorporate art and/or music into their religious practice?

A. Priestesses recite poetry during puberty initiations.

B. Elders create elaborate paintings of mythical ancestors.

C. Shamans play rhythmic songs to contact the spirits.

D. Sacred chants are offered to an all-powerful deity.

Answer: C Topic: Art, Music, and Religion Learning Objective: LO 12.7 Describe examples of art and music found in foraging societies.

Skill Level: Remember the Facts Difficulty Level: Easy 44. The Yanomamö induce hallucinations in order to have direct contact with the spirit world through which of the following means?

A. refraining from food and drink for at least three days B. drinking a tea brewed from sacred leaves C. snuff derived from certain plants

153 .

D. rhythmic drumming and dancing Answer: C Topic: Religion among Horticulturalists and Pastoralists Learning Objective: LO 12.8 Describe examples of religion found in horticulturalist and pastoralist societies.

Skill Level: Remember the Facts Difficulty Level: Moderate 45. What reason do the Yanomamö give for their practice of ingesting the bones and ashes of deceased family members?

A. It brings strength and long life to the leaders of the community.

B. It frees the soul of the deceased individual.

C. It allows the deceased to be reincarnated through the next child born into the family.

D. It cures serious illnesses.

Answer: B Topic: Religion among Horticulturalists and Pastoralists Learning Objective: LO 12.8 Describe examples of religion found in horticulturalist and pastoralist societies.

Skill Level: Remember the Facts Difficulty Level: Moderate 46. The Lugbara build shrines and offer sacrifices to their ancestors based on the belief that __________.

A. the ghosts of their ancestors continue to interact with living lineage elders B. such actions will prevent soul loss C. they will one day be reincarnated D. their ancestors will intercede with the sky deity in order to bring rain Answer: A Topic: Religion among Horticulturalists and Pastoralists Learning Objective: LO 12.8 Describe examples of religion found in horticulturalist and pastoralist societies.

Skill Level: Remember the Facts Difficulty Level: Moderate 47. Among the chiefdoms of the Northwest Coast, people believed which of the following with respect to man-eating spirits?

A. If a person’s soul was lost, man-eating spirits could take possession of his or her body and inflict harm on the community.

B. Cannibalism helped prevent man-eating spirits from attacking the relatives of a recently deceased individual.

C. Witches could take animal form and consume people’s spirits.

D. Shamans could ward off the power of man-eating spirits through ceremonies during which they used masks to enact the transformation from human to animal.

Answer: D Topic: Religion in Chiefdoms Learning Objective: LO 12.9 Discuss how religion is interrelated with politics in chiefdom societies.

Skill Level: Remember the Facts Difficulty Level: Moderate 48. The schism between Sunni and Shia Ali Muslims originates from a disagreement over __________.

154 .

A. which of Muhammad’s sons would make the best Islamic leader B. the choice of Caliph following Muhammad’s death C. the status of women in Islam D. whether Islam is a better fit for sedentary agriculturalists or nomadic pastoralists Answer: B Topic: Religion in Agricultural States Learning Objective: LO 12.11 Describe some examples of ecclesiastical and universalistic religions found in agricultural societies.

Skill Level: Remember the Facts Difficulty Level: Easy 49. What did Aztec sacrifice and Hopi Katchina cult activities have in common?

A. They were both aimed at promoting better weather conditions.

B. They were led by shamans.

C. They engendered support for each society’s divine rulers.

D. They were prohibited to women.

Answer: A Topic: Religion among Horticulturalists and Pastoralists; Religion in Agricultural States Learning Objective: LO 12.8 Describe examples of religion found in horticulturalist and pastoralist societies; LO 12.11 Describe some examples of ecclesiastical and universalistic religions found in agricultural societies.

Skill Level: Remember the Facts Difficulty Level: Moderate 50. Which of the following describes the postmodern artistic movement that emerged in the 1960s and 70s?

A. It focused on abstract interpretations of primitive artwork.

B. It created new ways of conveying modernism in the digital age.

C. It emphasized popular culture and consumerism.

D. Influenced by cultural relativism, it combined new forms of expression with classical art forms.

Answer: D Topic: Art and Music Learning Objective: LO 12.14 Discuss some developments in art and music in industrial and postindustrial societies.

Skill Level: Understand the Concepts Difficulty Level: Moderate

Essay Questions 51. What was the role of supernatural forces in legitimizing the power of the chief? Illustrate your answer with specific concepts from ethnographic case studies.

Topic: Religion in Chiefdoms Learning Objective: LO 12.9 Discuss how religion is interrelated with politics in chiefdom societies.

Skill Level: Understand the Concepts Difficulty Level: Moderate 52. Pick one rite of passage that you have experienced and describe it in terms of Arnold Van Gennep’s stages of separation, marginality, and incorporation (aggregation).

Topic: Rites of Passage Learning Objective: LO 12.3 Describe the stages of rites of passage as discussed by anthropologists.

155 .

Skill Level: Apply What You Know Difficulty Level: Moderate 53. Clifford Geertz provides the following as a definition of religion: “A religion is a system of symbols which acts to establish powerful, pervasive, and long-lasting moods and motivations in men by formulating conceptions of a general order of existence and clothing these conceptions with such an aura of factuality that the moods and motivations seem uniquely realistic.” Examine this quote closely while thinking about your religion or belief system. What do you think of Geertz’s definition? Does it apply to your particular religion or belief system and perceptions? Why or why not?

Topic: Religion Learning Objective: LO 12.1 Discuss how anthropologists such as Clifford Geertz define religion.

Skill Level: Apply What You Know Difficulty Level: Moderate 54. Compare and contrast your religious beliefs and those of foragers outlined in the text. Are there any similarities, or are the beliefs too disparate?

Topic: Religion among Foragers Learning Objective: LO 12.6 Describe examples of religion found in foraging societies.

Skill Level: Analyze It Difficulty Level: Moderate 55. Discuss how cognitive anthropologists have changed our understanding of religion. How is their focus different from the interpretive anthropologists who came before them?

Topic: Cognition and Religion Learning Objective: LO 12.4 Discuss the new developments by cognitive anthropologists and their understanding of religion.

Skill Level: Analyze It Difficulty Level: Difficult 56. How are spiritual beliefs incorporated into the everyday lives of horticulturalists and pastoralists?

Support your answer with specific details from one of the sociocultural groups discussed in your text.

Topic: Religion among Horticulturalists and Pastoralists Learning Objective: LO 12.8 Describe examples of religion found in horticulturalist and pastoralist societies.

Skill Level: Understand the Concepts Difficulty Level: Difficult 57. Explain the difference between ecclesiastical and universalistic religions. Give an example of each and describe how it is connected to agricultural subsistence strategies and statedom.

Topic: Religion in Agricultural States Learning Objective: LO 12.11 Describe some examples of ecclesiastical and universalistic religions found in agricultural societies.

Skill Level: Understand the Concepts Difficulty Level: Moderate 58. What is the role of art, architecture, and music in chiefdom societies? Support your answer with specific examples.

Topic: Art, Architecture, and Music

156 .

Learning Objective: LO 12.10 Describe examples of art, architecture, and music in chiefdom societies.

Skill Level: Understand the Concepts Difficulty Level: Moderate 59. What religious trends have anthropologists noticed in industrial and postindustrial societies? What accounts for these trends? What other aspects of culture are reflected in these trends?

Topic: Religion and Secularization in Industrial and Postindustrial Societies Learning Objective: LO 12.13 Discuss religion and secularization in industrial and postindustrial societies.

Skill Level: Analyze It Difficulty Level: Difficult 60. How have anthropologists influenced understandings of art and music? How have these understandings then influenced the work that artists do in today’s postindustrial societies? Illustrate your answer with specific examples.

Topic: Aesthetics: Art and Music; Art and Music Learning Objective: LO 12.5 Discuss how anthropologists study art and music in different societies; LO 12.14 Discuss some developments in art and music in industrial and postindustrial societies.

Skill Level: Understand the Concepts Difficulty Level: Moderate

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CHAPTER 13 GLOBALIZATION, CULTURE, AND INDIGENOUS SOCIETIES True-False Questions 1.

Globalization refers to the rise of industrial states and the social, economic, political, and cultural consequences this industrialism has had on nonindustrial societies, among other things.

Answer: T Topic: Globalization: A Contested Term Learning Objective: LO 13.1 Discuss how anthropologists define globalization.

Skill Level: Understand the Concepts Difficulty Level: Moderate 2. Globalization began in the middle of the last century.

Answer: F Topic: Globalization: A Contested Term Learning Objective: LO 13.1 Discuss how anthropologists define globalization.

Skill Level: Remember the Facts Difficulty Level: Easy 3.

One of the preconditions for modernization is the acceptance of the belief that progress is both necessary and beneficial to society and the individual.

Answer: T Topic: Globalization: General Theoretical Approaches Learning Objective: LO 13.3 Compare the three theoretical approaches to analyzing globalization.

Skill Level: Understand the Concepts Difficulty Level: Moderate 4.

According to modernization theory, self-sustained growth requires the consistent reinvestment of savings and capital into modern technology.

Answer: T Topic: Globalization: General Theoretical Approaches Learning Objective: LO 13.3 Compare the three theoretical approaches to analyzing globalization.

Skill Level: Understand the Concepts Difficulty Level: Moderate 5.

Anthropologists feel strongly that classifying societies as traditional and modern helps us understand globalization.

Answer: F Topic: Anthropological Analysis and Globalization Learning Objective: LO 13.4 Discuss how anthropologists analyze globalization.

Skill Level: Understand the Concepts Difficulty Level: Moderate 6. Poland and Hungary would be classified as First World countries.

Answer: F

.

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Topic: Globalization: General Theoretical Approaches Learning Objective: LO 13.3 Compare the three theoretical approaches to analyzing globalization.

Skill Level: Remember the Facts Difficulty Level: Easy 7.

A country will be classified as underdeveloped because of poor health care and high infant mortality even if the total value of goods and services produced by that country is as high as that of a developed country.

Answer: F Topic: Globalization: General Theoretical Approaches Learning Objective: LO 13.3 Compare the three theoretical approaches to analyzing globalization.

Skill Level: Understand the Concepts Difficulty Level: Moderate 8. Dependency theory was influenced by Marxism.

Answer: T Topic: Globalization: General Theoretical Approaches Learning Objective: LO 13.3 Compare the three theoretical approaches to analyzing globalization.

Skill Level: Remember the Facts Difficulty Level: Easy 9.

Immanuel Wallerstein, the chief proponent of world-systems theory, agrees with dependency theorists that industrial nations prosper through the economic domination and exploitation of nonindustrial peoples.

Answer: T Topic: Globalization: General Theoretical Approaches Learning Objective: LO 13.3 Compare the three theoretical approaches to analyzing globalization.

Skill Level: Understand the Concepts Difficulty Level: Moderate 10. “Ethnocide” refers to the physical extermination of a particular group of people.

Answer: F Topic: Globalization and Indigenous Peoples Learning Objective: LO 13.6 Discuss the consequences of globalization on indigenous peoples.

Skill Level: Understand the Concepts Difficulty Level: Easy 11. The Ju/’hoansi San were protected from exploitation and assimilation by the South African government.

Answer: F Topic: Globalization and Indigenous Peoples Learning Objective: LO 13.6 Discuss the consequences of globalization on indigenous peoples.

Skill Level: Remember the Facts Difficulty Level: Easy

159 .

12. Ju/’hoansi San men fought against guerrillas who opposed apartheid as members of the South African military.

Answer: T Topic: Globalization and Indigenous Peoples Learning Objective: LO 13.6 Discuss the consequences of globalization on indigenous peoples.

Skill Level: Remember the Facts Difficulty Level: Easy 13. Rates of alcoholism among the Ju/’hoansi San have increased as a result of wage labor.

Answer: T Topic: Globalization and Indigenous Peoples Learning Objective: LO 13.6 Discuss the consequences of globalization on indigenous peoples.

Skill Level: Remember the Facts Difficulty Level: Easy 14. Mbuti pygmies have adapted well to a lifestyle based on mining and farming.

Answer: F Topic: Globalization and Indigenous Peoples Learning Objective: LO 13.6 Discuss the consequences of globalization on indigenous peoples.

Skill Level: Remember the Facts Difficulty Level: Easy 15. The Mbuti pygmies are an example of an aboriginal people devastated by civil wars and corporate exploitation of the rainforest in which they live.

Answer: T Topic: Globalization and Indigenous Peoples Learning Objective: LO 13.6 Discuss the consequences of globalization on indigenous peoples.

Skill Level: Remember the Facts Difficulty Level: Easy 16. Although the Iroquois traded beaver skins and other furs to the French, they refused to accept guns, ammunition, and liquor as payment.

Answer: F Topic: Globalization and Indigenous Peoples Learning Objective: LO 13.6 Discuss the consequences of globalization on indigenous peoples.

Skill Level: Remember the Facts Difficulty Level: Easy 17. As recently as 1934, Native Americans were not considered U.S. citizens but wards of the state.

Answer: T Topic: Globalization and Indigenous Peoples Learning Objective: LO 13.6 Discuss the consequences of globalization on indigenous peoples.

Skill Level: Remember the Facts Difficulty Level: Easy 18. Missionaries in Venezuela have helped preserve the Yanomamö culture.

Answer: F Topic: Globalization and Indigenous Peoples Learning Objective: LO 13.6 Discuss the consequences of globalization on indigenous peoples.

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Skill Level: Remember the Facts Difficulty Level: Easy 19. The Yanomamö have become one of the wealthiest Native American tribes since gold was discovered on their traditional lands.

Answer: F Topic: Globalization and Indigenous Peoples Learning Objective: LO 13.6 Discuss the consequences of globalization on indigenous peoples.

Skill Level: Remember the Facts Difficulty Level: Easy 20. Native Americans no longer sing the songs associated with the Ghost Dance because of its failure as a resistance movement.

Answer: F Topic: Forms of Resistance among Indigenous Peoples Learning Objective: LO 13.7 Describe the different forms of resistance to globalization by indigenous peoples.

Skill Level: Understand the Concepts Difficulty Level: Easy

Multiple-Choice Questions 21. Modernization theory provides a model to explain how __________ would cause social and cultural change.

A. traditionalism B. dependency C. the world system D. industrial capitalism Answer: D Topic: Globalization: General Theoretical Approaches Learning Objective: LO 13.3 Compare the three theoretical approaches to analyzing globalization.

Skill Level: Understand the Concepts Difficulty Level: Moderate 22. According to modernization theorists, the primary impediments to economic development are __________.

A. foreign investment and exchange B. poor nutrition and health care C. cultural values and traditionalism D. international relief agencies Answer: C Topic: Globalization: General Theoretical Approaches Learning Objective: LO 13.3 Compare the three theoretical approaches to analyzing globalization.

Skill Level: Understand the Concepts Difficulty Level: Moderate 23. The term “Second World” refers to __________.

A. modern industrial states

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B. premodern agricultural states C. industrial states with socialist economies D. North, Central, and South America Answer: C Topic: Globalization: General Theoretical Approaches Learning Objective: LO 13.3 Compare the three theoretical approaches to analyzing globalization.

Skill Level: Understand the Concepts Difficulty Level: Easy 24. One of the principal criticisms of modernization theory is that __________.

A. it holds Western industrial capitalist society as superior to all others B. its proponents advocate a “back-to-nature” approach C. it ignores the needs and rights of individual entrepreneurs D. it promotes traditional family values Answer: A Topic: Globalization: General Theoretical Approaches Learning Objective: LO 13.3 Compare the three theoretical approaches to analyzing globalization.

Skill Level: Understand the Concepts Difficulty Level: Moderate 25. Dependency theory states that global economic inequality results from __________.

A. exploitation of Third World countries by First World countries B. the persistence of traditionalism in preindustrial societies C. exclusion from international trade agreements D. lack of education, which prevents modernization Answer: A Topic: Globalization: General Theoretical Approaches Learning Objective: LO 13.3 Compare the three theoretical approaches to analyzing globalization.

Skill Level: Understand the Concepts Difficulty Level: Moderate 26. Dependency theory identifies multinational corporations based in the industrialized capitalist societies as __________.

A. advocates of increased economic and military aid B. designers of global education programs stressing free market entrepreneurship C. purveyors of a new imperialism, neoimperialism D. promoters of centralization of economic and political decision making Answer: C Topic: Globalization: General Theoretical Approaches Learning Objective: LO 13.3 Compare the three theoretical approaches to analyzing globalization.

Skill Level: Understand the Concepts Difficulty Level: Moderate 27. A principal criticism of dependency theory is that it __________.

A. overestimates the dependency of First World nations on Third World labor

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neglects internal conditions of Third World countries that inhibit economic development C. implies that the Third World has benefited from relations with the First World D. supports the activities of the World Bank and International Monetary Fund Answer: B Topic: Globalization: General Theoretical Approaches Learning Objective: LO 13.3 Compare the three theoretical approaches to analyzing globalization.

Skill Level: Understand the Concepts Difficulty Level: Moderate 28. The world-systems theory of Immanuel Wallerstein classifies all countries within the categories of __________.

A. dominant, predominant, and submissive B. dependent, codependent, and independent C. core, peripheral, and semiperipheral D. imperialistic, neoimperialistic, and colonial Answer: C Topic: Globalization: General Theoretical Approaches Learning Objective: LO 13.3 Compare the three theoretical approaches to analyzing globalization.

Skill Level: Understand the Concepts Difficulty Level: Moderate 29. A principal criticism of world-systems theory is that it tends to overemphasize the importance of __________.

A. economic factors B. cultural traditions C. political institutions D. religious ideology Answer: A Topic: Globalization: General Theoretical Approaches Learning Objective: LO 13.3 Compare the three theoretical approaches to analyzing globalization.

Skill Level: Understand the Concepts Difficulty Level: Moderate 30. With the emergence of postindustrial societies, the global economy has been transformed by __________.

A. global trade B. multinational corporations C. manual labor D. work in the information sector Answer: D Topic: Globalization: Technological and Economic Trends Learning Objective: LO 13.2 Describe some of the technological and economic trends resulting in globalization.

Skill Level: Understand the Concepts Difficulty Level: Moderate

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31. Since the 1960s, the Ju/’hoansi San have become __________.

A. increasingly independent and isolated from the modern world B. middle-class citizens of the nation of South Africa C. increasingly dependent on government assistance D. one of the few indigenous societies to become financially independent Answer: C Topic: Globalization and Indigenous Peoples Learning Objective: LO 13.6 Discuss the consequences of globalization on indigenous peoples.

Skill Level: Remember the Facts Difficulty Level: Easy 32. The introduction of a cash economy has disrupted traditional Ju/’hoansi San patterns of __________.

A. egalitarianism and reciprocity B. food storage and redistribution C. centralized decision making D. rapid population growth Answer: A Topic: Globalization and Indigenous Peoples Learning Objective: LO 13.6 Discuss the consequences of globalization on indigenous peoples.

Skill Level: Remember the Facts Difficulty Level: Moderate 33. Resettlement of Mbuti pygmies on plantations outside the rainforest by the government of Zaire has resulted in __________.

A. increased participation in the national political process B. a greater contribution to the economy through taxation C. increased success at agricultural production D. declining health Answer: D Topic: Globalization and Indigenous Peoples Learning Objective: LO 13.6 Discuss the consequences of globalization on indigenous peoples.

Skill Level: Remember the Facts Difficulty Level: Easy 34. Eric Wolf emphasized which of the following in terms of how ethnographers should conduct their research in the current era of globalization?

A. Ethnographers should integrate studies of local processes with broader perspective views of globalization.

B. Ethnographers should maintain their focus on the local and leave global trends to political scientists and historians.

C. In today’s world, the local has become global, so ethnographers should switch their focus to global processes.

D. Anthropologists should adopt neoliberal positions and practice ways of applying their research.

Answer: A Topic: Anthropological Analysis and Globalization Learning Objective: LO 13.4 Discuss how anthropologists analyze globalization.

Skill Level: Understand the Concepts Difficulty Level: Moderate

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35. The main issue anthropologists have with the work of political scientists studying conflicts in the Middle East is that __________.

A. they prioritize religion over political motivation B. they do not address the amount of cultural diversity that exists in the region C. they view the United States as culturally superior D. they ignore the stereotypical truths about Arab societies Answer: B Topic: Globalization, Politics, and Culture Learning Objective: LO 13.5 Discuss how anthropologists criticize some of the approaches to understanding politics, culture, and globalization.

Skill Level: Understand the Concepts Difficulty Level: Easy 36. The displacement of Native Americans from their tribal lands in the United States in order to make the land available to white settlers was __________.

A. accomplished mostly by outlaws and hired guns B. a formal policy of the U.S. government C. a myth invented by radical Indian activists D. undertaken mostly by foreign immigrants Answer: B Topic: Globalization and Indigenous Peoples Learning Objective: LO 13.6 Discuss the consequences of globalization on indigenous peoples.

Skill Level: Remember the Facts Difficulty Level: Easy 37. Which of the following statements about Yanomamö Indians who chose to reside in Christian mission stations is accurate?

A. They have enjoyed unprecedented economic success.

B. They are unusually 100 percent literate in their native language.

C. They were taught to value and preserve their native culture.

D. They have become completely dependent on the missionaries.

Answer: D Topic: Globalization and Indigenous Peoples Learning Objective: LO 13.6 Discuss the consequences of globalization on indigenous peoples.

Skill Level: Remember the Facts Difficulty Level: Easy 38. The adoption of the shotgun by Yanomamö hunters has resulted in __________.

A. depletion of game animals from rainforest habitats B. protein surpluses in the Yanomamö diet C. reduction of hunting ranges D. independence from a Western cash economy Answer: A Topic: Globalization and Indigenous Peoples Learning Objective: LO 13.6 Discuss the consequences of globalization on indigenous peoples.

Skill Level: Remember the Facts Difficulty Level: Easy

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39. The discovery of gold within Yanomamö territory has led to __________.

A. economic prosperity for certain rainforest tribes B. increased government taxation of Indian communities C. massacres of Yanomamö men, women, and children D. better definitions of reservation boundaries Answer: C Topic: Globalization and Indigenous Peoples Learning Objective: LO 13.6 Discuss the consequences of globalization on indigenous peoples.

Skill Level: Remember the Facts Difficulty Level: Easy 40. Saudi Arabian control of the Al-Murrah Bedouins has been accomplished by making their traditional leader, the emir, __________.

A. the head of an independent state B. a common Saudi citizen C. a prisoner for life D. a dependent government official Answer: D Topic: Globalization and Indigenous Peoples Learning Objective: LO 13.6 Discuss the consequences of globalization on indigenous peoples.

Skill Level: Remember the Facts Difficulty Level: Moderate 41. Throughout the Arabian Peninsula, Bedouin communities are becoming __________.

A. absorbed into existing nation-states B. economically self-sufficient C. autonomous nations with their own governments D. wealthy through oil revenues Answer: A Topic: Globalization and Indigenous Peoples Learning Objective: LO 13.6 Discuss the consequences of globalization on indigenous peoples.

Skill Level: Remember the Facts Difficulty Level: Moderate 42. As a result of policies of industrialization and modernization under the shah of Iran, the Qashqa'i nomads began to __________.

A. demand more autonomy B. manufacture cigars C. adapt an agricultural way of life D. live in cities like Tehran Answer: A Topic: Globalization and Indigenous Peoples Learning Objective: LO 13.6 Discuss the consequences of globalization on indigenous peoples.

Skill Level: Remember the Facts Difficulty Level: Easy 43. Through contact with European traders, the Hawaiian chiefdom was transformed from a political organization based on __________ to one based on __________.

A. kinship; personal charisma B. reciprocity; redistribution

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C. personal ability; divine right D. theocracy; military force Answer: D Topic: Globalization and Indigenous Peoples Learning Objective: LO 13.6 Discuss the consequences of globalization on indigenous peoples.

Skill Level: Remember the Facts Difficulty Level: Easy 44. U.S. plantation owners responded to the decline in native Hawaiian populations through infectious diseases by __________.

A. creating indigenous preserves and reservations B. importing labor from China, Japan, and the Philippines C. providing universal health care D. relocating native Hawaiians to reservations in South Dakota Answer: B Topic: Globalization and Indigenous Peoples Learning Objective: LO 13.6 Discuss the consequences of globalization on indigenous peoples.

Skill Level: Remember the Facts Difficulty Level: Easy 45. Christian missionaries to the Hawaiian Islands in the nineteenth century taught native children that their traditional cultural activities were __________.

A. gifts from God B. to be honored and respected C. barbaric and uncivilized D. similar to those of the ancient Hebrews Answer: C Topic: Globalization and Indigenous Peoples Learning Objective: LO 13.6 Discuss the consequences of globalization on indigenous peoples.

Skill Level: Remember the Facts Difficulty Level: Easy 46. Attempts by indigenous peoples to reinstitute traditional cultural values and beliefs are called __________.

A. revitalization movements B. cultural adaptations C. cultural revolutions D. enculturations Answer: A Topic: Forms of Resistance among Indigenous Peoples Learning Objective: LO 13.7 Describe the different forms of resistance to globalization by indigenous peoples.

Skill Level: Understand the Concepts Difficulty Level: Easy 47. A principal belief of the Ghost Dance movement was that __________.

A. white people would go away B. indigenous people would go to battle against ghosts C. the world would come to an end D. Hawaii would be ruled again by traditional chiefdoms

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Answer: A Topic: Forms of Resistance among Indigenous Peoples Learning Objective: LO 13.7 Describe the different forms of resistance to globalization by indigenous peoples.

Skill Level: Understand the Concepts Difficulty Level: Moderate 48. What led to the end of the Ghost Dance movement?

A. the massacre of 200 Sioux at Wounded Knee, South Dakota B. the assassination of King Kamehameha C. government repression of New Guinea tribesmen in the 1970s D. the Mexican Revolution and subsequent land reform Answer: A Topic: Forms of Resistance among Indigenous Peoples Learning Objective: LO 13.7 Describe the different forms of resistance to globalization by indigenous peoples.

Skill Level: Remember the Facts Difficulty Level: Easy 49. In one of the rituals of the Native American Church, participants use __________ as a form of communal sacrament to partake of the Holy Spirit.

A. specially prepared maize bread B. modern fast-food items from McDonald’s C. the bones of their ancestors D. hallucinogenic cactus buds Answer: D Topic: Forms of Resistance among Indigenous Peoples Learning Objective: LO 13.7 Describe the different forms of resistance to globalization by indigenous peoples.

Skill Level: Remember the Facts Difficulty Level: Easy 50. Cargo cults helped do which of the following?

A. mobilize political resistance against colonial powers B. drive away Western settlers C. increase foreign exports D. get soft drinks imported to Melanesia Answer: A Topic: Forms of Resistance among Indigenous Peoples Learning Objective: LO 13.7 Describe the different forms of resistance to globalization by indigenous peoples.

Skill Level: Remember the Facts Difficulty Level: Moderate

Essay Questions 51. Describe the five stages by which a traditional society undergoes modernization to reach a level of high economic growth.

Topic: Globalization: General Theoretical Approaches

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Learning Objective: LO 13.3 Compare the three theoretical approaches to analyzing globalization.

Skill Level: Understand the Concepts Difficulty Level: Moderate 52. As the head of state of an underdeveloped nation, what are the public policies that you would implement if you wished to modernize your society?

Topic: Globalization: General Theoretical Approaches Learning Objective: LO 13.3 Compare the three theoretical approaches to analyzing globalization.

Skill Level: Apply What You Know Difficulty Level: Moderate 53. Using one example of each, compare and contrast a First World, a Second World, and a Third World country with one another. What would need to happen in order for your Third World example to become a member of the First World?

Topic: Globalization: General Theoretical Approaches Learning Objective: LO 13.3 Compare the three theoretical approaches to analyzing globalization.

Skill Level: Analyze It Difficulty Level: Moderate 54. Based on your own knowledge, do you agree with what modernization theory has to say about traditionalism? Do you believe that traditional attitudes of reciprocity will always work against the drive for individual economic success? Why or why not?

Topic: Globalization: General Theoretical Approaches Learning Objective: LO 13.3 Compare the three theoretical approaches to analyzing globalization.

Skill Level: Analyze It Difficulty Level: Moderate 55. Given a choice between modernization theory and dependency theory, which model do you prefer to explain the existence of vast inequities between countries of the First World and the Third World? What are the strengths of the model you prefer? What are its weaknesses?

Topic: Globalization: General Theoretical Approaches Learning Objective: LO 13.3 Compare the three theoretical approaches to analyzing globalization.

Skill Level: Analyze It Difficulty Level: Moderate 56. What are the principal elements of Immanuel Wallerstein’s “world-systems theory”? How has it been used in anthropology?

Topic: Globalization: General Theoretical Approaches Learning Objective: LO 13.3 Compare the three theoretical approaches to analyzing globalization.

Skill Level: Understand the Concepts Difficulty Level: Moderate 57. Describe some of the changes that have occurred within Ju/’hoansi San society as a result of global industrialization. Support your answer with specific examples.

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Topic: Globalization and Indigenous Peoples Learning Objective: LO 13.6 Discuss the consequences of globalization on indigenous peoples.

Skill Level: Understand the Concepts Difficulty Level: Moderate 58. What were the effects of resettlement on the Mbuti of Zaire? As a policy advisor to an African government, what recommendations would you make regarding the relocation of hunting-and-gathering societies?

Topic: Globalization and Indigenous Peoples Learning Objective: LO 13.6 Discuss the consequences of globalization on indigenous peoples.

Skill Level: Apply What You Know Difficulty Level: Moderate 59. Compare and contrast two revitalization movements discussed in your text. In what ways were they similar and different? How did the particular historical, social, economic, political, and religious circumstances factor into each? Were the outcomes similar or different? Explain why you think this was the case.

Topic: Forms of Resistance among Indigenous Peoples Learning Objective: LO 13.7 Describe the different forms of resistance to globalization by indigenous peoples.

Skill Level: Analyze It Difficulty Level: Difficult 60. Why do some anthropologists refer to their ethnographic projects as studying “globalization from below”? Compare and contrast how ethnographers would apply and/or critique two of the following as they attempt to understand human society and behavior: modernization theory, dependency models, world-systems approaches, and neoliberalism.

Topic: Globalization: General Theoretical Approaches; Anthropological Analysis and Globalization; Globalization, Politics, and Culture Learning Objective: LO 13.3 Compare the three theoretical approaches to analyzing globalization; LO 13.4 Discuss how anthropologists analyze globalization; LO 13.5 Discuss how anthropologists criticize some of the approaches to understanding politics, culture, and globalization.

Skill Level: Analyze It Difficulty Level: Difficult

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CHAPTER 14 GLOBALIZATION IN LATIN AMERICA, AFRICA, AND THE CARIBBEAN True-False Questions 1. Latin America had relatively little cultural diversity prior to the arrival of the Spanish.

Answer: F Topic: Globalization and Colonialism Learning Objective: LO 14.1 Discuss the early phases of Western colonialism in Latin America, Africa, and the Caribbean.

Skill Level: Remember the Facts Difficulty Level: Easy 2.

Led by Hernando Cortés, the Spanish were able to establish domination over the Aztec Empire in less than three years.

Answer: T Topic: Globalization and Colonialism Learning Objective: LO 14.1 Discuss the early phases of Western colonialism in Latin America, Africa, and the Caribbean.

Skill Level: Remember the Facts Difficulty Level: Easy 3. Guatemala and Honduras were colonized by the Portuguese.

Answer: F Topic: Globalization and Colonialism Learning Objective: LO 14.1 Discuss the early phases of Western colonialism in Latin America, Africa, and the Caribbean.

Skill Level: Remember the Facts Difficulty Level: Easy 4. Slavery was practiced in African chiefdoms before the arrival of Europeans.

Answer: T Topic: Globalization and Colonialism Learning Objective: LO 14.1 Discuss the early phases of Western colonialism in Latin America, Africa, and the Caribbean.

Skill Level: Remember the Facts Difficulty Level: Easy 5. The French were the first Europeans to engage in slave trade in West Africa.

Answer: F Topic: Globalization and Colonialism Learning Objective: LO 14.1 Discuss the early phases of Western colonialism in Latin America, Africa, and the Caribbean.

Skill Level: Remember the Facts Difficulty Level: Easy 6. Slavery was made illegal in the United States before it became illegal in Brazil.

Answer: T

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Topic: Globalization and Colonialism Learning Objective: LO 14.1 Discuss the early phases of Western colonialism in Latin America, Africa, and the Caribbean.

Skill Level: Remember the Facts Difficulty Level: Easy 7.

In the late nineteenth century the government of Belgium established a brutal colony in the Congo.

Answer: T Topic: Globalization and Colonialism Learning Objective: LO 14.1 Discuss the early phases of Western colonialism in Latin America, Africa, and the Caribbean.

Skill Level: Remember the Facts Difficulty Level: Easy 8. The Afrikaners and the Boers of South Africa came from England.

Answer: F Topic: Globalization and Colonialism Learning Objective: LO 14.1 Discuss the early phases of Western colonialism in Latin America, Africa, and the Caribbean.

Skill Level: Remember the Facts Difficulty Level: Easy 9. Boer settlers had their most intense conflicts with indigenous Zulu.

Answer: T Topic: Globalization and Colonialism Learning Objective: LO 14.1 Discuss the early phases of Western colonialism in Latin America, Africa, and the Caribbean.

Skill Level: Remember the Facts Difficulty Level: Moderate 10. Historians have estimated that 40 million Africans were captured for the purposes of slavery between 1440 and 1870.

Answer: T Topic: Consequences of Globalization and Colonialism Learning Objective: LO 14.2 Describe the demographic, economic, and religious changes associated with globalization in Latin America, Africa, and the Caribbean.

Skill Level: Remember the Facts Difficulty Level: Easy 11. The pattern of inefficient and localized production and marketing characteristic of haciendas is still present in Latin America today.

Answer: T Topic: Consequences of Globalization and Colonialism Learning Objective: LO 14.2 Describe the demographic, economic, and religious changes associated with globalization in Latin America, Africa, and the Caribbean.

Skill Level: Remember the Facts Difficulty Level: Moderate

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12. Catholicism was predisposed to accommodate elements of the pagan traditions of the Americas.

Answer: T Topic: Consequences of Globalization and Colonialism Learning Objective: LO 14.2 Describe the demographic, economic, and religious changes associated with globalization in Latin America, Africa, and the Caribbean.

Skill Level: Understand the Concepts Difficulty Level: Moderate 13. Apartheid is a system in which social and political rights are based on an individual’s physical characteristics.

Answer: T Topic: Political Changes: Independence and Nationalist Movements Learning Objective: LO 14.3 Discuss why independence, nationalist, and revolutionary movements developed in Latin America, Africa, and the Caribbean.

Skill Level: Understand the Concepts Difficulty Level: Easy 14. The African National Congress was formed to support policies of apartheid in South Africa.

Answer: F Topic: Political Changes: Independence and Nationalist Movements Learning Objective: LO 14.3 Discuss why independence, nationalist, and revolutionary movements developed in Latin America, Africa, and the Caribbean.

Skill Level: Remember the Facts Difficulty Level: Easy 15. By the mid-1990s, Mexico was producing more petroleum than any other nation on earth.

Answer: F Topic: Uneven Economic Development Learning Objective: LO 14.4 Describe how Latin America, Africa, and the Caribbean countries are situated in the global economy today.

Skill Level: Remember the Facts Difficulty Level: Easy 16. Agricultural land is more likely to be individually owned by peasants in open peasant communities.

Answer: T Topic: Ethnographic Studies Learning Objective: LO 14.5 Discuss what anthropologists have learned about the peasantry in Latin America, Africa, and the Caribbean.

Skill Level: Understand the Concepts Difficulty Level: Moderate 17. Ethnographic studies indicate that the behavior of individuals in Latin American peasant communities usually conforms to the ideals of machismo.

Answer: F Topic: Social Structure Learning Objective: LO 14.6 Describe the characteristics of family and gender relationships in Latin America, Africa, and the Caribbean.

Skill Level: Understand the Concepts

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Difficulty Level: Easy 18. The typical Yoruba household consists of a man, his wife, and their unmarried children.

Answer: F Topic: Social Structure Learning Objective: LO 14.6 Describe the characteristics of family and gender relationships in Latin America, Africa, and the Caribbean.

Skill Level: Remember the Facts Difficulty Level: Moderate 19. Urban West African women tend to be more educated and independent than their rural counterparts.

Answer: T Topic: Social Structure Learning Objective: LO 14.6 Describe the characteristics of family and gender relationships in Latin America, Africa, and the Caribbean.

Skill Level: Remember the Facts Difficulty Level: Moderate 20. According to Oscar Lewis, a “culture of poverty” results from the lack of economic opportunities in slum neighborhoods.

Answer: T Topic: Urban Anthropology Learning Objective: LO 14.8 Discuss how urbanization has influenced Latin America, Africa, and the Caribbean.

Skill Level: Understand the Concepts Difficulty Level: Easy

Multiple-Choice Questions 21. Native American civilizations of Mexico and Central and South America were eventually conquered by __________.

A. the English and French B. the Chinese and Japanese C. the Dutch and Germans D. the Spanish and Portuguese Answer: D Topic: Globalization and Colonialism Learning Objective: LO 14.1 Discuss the early phases of Western colonialism in Latin America, Africa, and the Caribbean.

Skill Level: Remember the Facts Difficulty Level: Easy 22. The principal motivation for the conquest of the New World by Europeans was __________.

A. economic B. religious C. strategic D. scientific Answer: A

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Topic: Globalization and Colonialism Learning Objective: LO 14.1 Discuss the early phases of Western colonialism in Latin America, Africa, and the Caribbean.

Skill Level: Understand the Concepts Difficulty Level: Easy 23. The Spanish were able to achieve political domination of Mexico by __________.

A. capturing Tenochtitlán B. establishing a trade route to the Pacific C. conquering the Inca Empire D. converting the Indians to Christianity Answer: A Topic: Globalization and Colonialism Learning Objective: LO 14.1 Discuss the early phases of Western colonialism in Latin America, Africa, and the Caribbean.

Skill Level: Remember the Facts Difficulty Level: Easy 24. The principal source of labor on plantations in the Caribbean was __________.

A. African slaves B. Spanish and Portuguese colonists C. Native American wage labor D. missionaries and their families Answer: A Topic: Globalization and Colonialism Learning Objective: LO 14.1 Discuss the early phases of Western colonialism in Latin America, Africa, and the Caribbean.

Skill Level: Remember the Facts Difficulty Level: Easy 25. Traditional forms of slavery in Africa are called “open” slavery, which means that __________.

A. slaves could be bought and sold on the open market B. certain villages were “open” to the taking of slaves C. slaves were never incorporated into the owner’s family D. slaves were permitted to own property and marry Answer: D Topic: Globalization and Colonialism Learning Objective: LO 14.1 Discuss the early phases of Western colonialism in Latin America, Africa, and the Caribbean.

Skill Level: Understand the Concepts Difficulty Level: Easy 26. The __________ primarily colonized East Africa.

A. Spanish and Portuguese B. French and Dutch C. British and Germans D. West Africans Answer: C Topic: Globalization and Colonialism

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Learning Objective: LO 14.1 Discuss the early phases of Western colonialism in Latin America, Africa, and the Caribbean.

Skill Level: Remember the Facts Difficulty Level: Easy 27. The __________ established the Union of South Africa in 1910.

A. French B. Germans C. Portuguese D. British Answer: D Topic: Globalization and Colonialism Learning Objective: LO 14.1 Discuss the early phases of Western colonialism in Latin America, Africa, and the Caribbean.

Skill Level: Remember the Facts Difficulty Level: Easy 28. The most significant factor in Latin American demographic change after the arrival of Europeans was a dramatic increase in __________.

A. fertility B. mortality C. employment D. life expectancy Answer: B Topic: Consequences of Globalization and Colonialism Learning Objective: LO 14.2 Describe the demographic, economic, and religious changes associated with globalization in Latin America, Africa, and the Caribbean.

Skill Level: Understand the Concepts Difficulty Level: Easy 29. The most serious health problem faced by indigenous populations of the New World in the sixteenth century was __________.

A. infectious disease B. malnutrition C. alcoholism D. mental illness Answer: A Topic: Consequences of Globalization and Colonialism Learning Objective: LO 14.2 Describe the demographic, economic, and religious changes associated with globalization in Latin America, Africa, and the Caribbean.

Skill Level: Remember the Facts Difficulty Level: Easy 30. The term encomienda referred to the practice of __________.

A. granting a conquistador the right to Indian land, tribute, and labor B. presenting Spanish nobility with native crafts and products C. marrying into the upper classes of Aztec and Inca society D. awarding 20 percent of all booty to the Spanish Crown Answer: A Topic: Consequences of Globalization and Colonialism

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Learning Objective: LO 14.2 Describe the demographic, economic, and religious changes associated with globalization in Latin America, Africa, and the Caribbean.

Skill Level: Understand the Concepts Difficulty Level: Moderate 31. What were haciendas in the Spanish colonies and fazendas in Brazil?

A. large-scale plantations B. prison camps C. mining towns D. military bases Answer: A Topic: Consequences of Globalization and Colonialism Learning Objective: LO 14.2 Describe the demographic, economic, and religious changes associated with globalization in Latin America, Africa, and the Caribbean.

Skill Level: Remember the Facts Difficulty Level: Easy 32. The principal effect of the hacienda system in Latin America was the institution of __________ authority A. military B. capitalistic C. feudalistic D. religious Answer: C Topic: Consequences of Globalization and Colonialism Learning Objective: LO 14.2 Describe the demographic, economic, and religious changes associated with globalization in Latin America, Africa, and the Caribbean.

Skill Level: Understand the Concepts Difficulty Level: Moderate 33. As a general rule, the haciendas can be characterized as __________.

A. beneficial to Indian health and well-being B. an efficient form of social welfare C. highly productive economic units D. responsible for widening the gap between rich and poor Answer: D Topic: Consequences of Globalization and Colonialism Learning Objective: LO 14.2 Describe the demographic, economic, and religious changes associated with globalization in Latin America, Africa, and the Caribbean.

Skill Level: Remember the Facts Difficulty Level: Moderate 34. The development of economies based on the export of cash crops usually accelerates __________.

A. production and export of indigenous crafts B. the rejection of Catholicism by native communities C. disruption of indigenous production and exchange systems D. the growth of markets for local goods and products Answer: C Topic: Consequences of Globalization and Colonialism

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Learning Objective: LO 14.2 Describe the demographic, economic, and religious changes associated with globalization in Latin America, Africa, and the Caribbean.

Skill Level: Understand the Concepts Difficulty Level: Moderate 35. What was one of the strategies used by European colonies to force native villagers to abandon agricultural lands and become wage laborers?

A. the formation of labor unions B. the collection of taxes in cash C. recruiting them into the military D. the construction of low-cost housing Answer: B Topic: Consequences of Globalization and Colonialism Learning Objective: LO 14.2 Describe the demographic, economic, and religious changes associated with globalization in Latin America, Africa, and the Caribbean.

Skill Level: Remember the Facts Difficulty Level: Moderate 36. An example of religious syncretism would be __________.

A. Indian worship of the Virgin Mary at a former shrine to an Aztec goddess B. the spread of Catholicism throughout Latin American countries C. the success of Protestant sects at gaining converts from Catholicism D. the revival of ancient Mayan religion by Indians of highland Guatemala Answer: A Topic: Consequences of Globalization and Colonialism Learning Objective: LO 14.2 Describe the demographic, economic, and religious changes associated with globalization in Latin America, Africa, and the Caribbean.

Skill Level: Understand the Concepts Difficulty Level: Moderate 37. The Bantustan homelands in South Africa were created to __________.

A. return traditional lands to black tribes B. increase the physical separation of blacks and whites C. lay the foundations for independent African republics D. exploit rich mineral deposits and construct factories Answer: B Topic: Political Changes: Independence and Nationalist Movements Learning Objective: LO 14.3 Discuss why independence, nationalist, and revolutionary movements developed in Latin America, Africa, and the Caribbean.

Skill Level: Remember the Facts Difficulty Level: Moderate 38. The concepts of rising expectations and relative deprivation are most useful in explaining __________ in Latin America.

A. revolutionary movements B. the elimination of formal social categories C. processes of religious syncretization D. the growth of haciendas Answer: A Topic: Political Changes: Independence and Nationalist Movements

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Learning Objective: LO 14.3 Discuss why independence, nationalist, and revolutionary movements developed in Latin America, Africa, and the Caribbean.

Skill Level: Understand the Concepts Difficulty Level: Moderate 39. Under apartheid in South Africa, the term “coloreds” referred to individuals of mixed __________ descent.

A. Spanish and Portuguese B. African and European C. Bantu and Zulu D. Protestant and Catholic Answer: B Topic: Political Changes: Independence and Nationalist Movements Learning Objective: LO 14.3 Discuss why independence, nationalist, and revolutionary movements developed in Latin America, Africa, and the Caribbean.

Skill Level: Remember the Facts Difficulty Level: Easy 40. __________ were once considered “peripheral” but are now considered “semiperipheral.”

A. Papua New Guinea and Bolivia B. Honduras and Colombia C. Mexico and Nigeria D. Nicaragua and Paraguay Answer: C Topic: Uneven Economic Development Learning Objective: LO 14.4 Describe how Latin America, Africa, and the Caribbean countries are situated in the global economy today.

Skill Level: Remember the Facts Difficulty Level: Moderate 41. The term maquiladoras refers to __________.

A. illegal Mexican aliens working in the United States B. armed guerrillas operating in the Mexican countryside C. factories in Mexico owned and run by multinational corporations D. underage Mexican prostitutes Answer: C Topic: Uneven Economic Development Learning Objective: LO 14.4 Describe how Latin America, Africa, and the Caribbean countries are situated in the global economy today.

Skill Level: Remember the Facts Difficulty Level: Moderate 42. As a result of problems with debt repayment, the International Monetary Fund required the Mexican government to cut back on __________.

A. social services B. manufacturing C. military spending D. petroleum exports Answer: A Topic: Uneven Economic Development

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Learning Objective: LO 14.4 Describe how Latin America, Africa, and the Caribbean countries are situated in the global economy today.

Skill Level: Understand the Concepts Difficulty Level: Moderate 43. A “closed peasant community” is one in which peasants produce agricultural goods primarily for __________.

A. local subsistence B. foreign export C. national markets D. local industries Answer: A Topic: Ethnographic Studies Learning Objective: LO 14.5 Discuss what anthropologists have learned about the peasantry in Latin America, Africa, and the Caribbean.

Skill Level: Understand the Concepts Difficulty Level: Easy 44. In open peasant communities, crops are raised primarily for __________.

A. local subsistence B. outside markets C. barter with other peasant communities D. feeding livestock Answer: B Topic: Ethnographic Studies Learning Objective: LO 14.5 Discuss what anthropologists have learned about the peasantry in Latin America, Africa, and the Caribbean.

Skill Level: Understand the Concepts Difficulty Level: Easy 45. Most anthropologists now agree that __________.

A. the historical experience of Africa was similar to that of Latin America B. the general term “peasants” does not apply to peoples in African agricultural states C. political diversity was much greater in Latin America than in Africa D. the political economy of sub-Saharan Africa is largely homogeneous Answer: B Topic: Ethnographic Studies Learning Objective: LO 14.5 Discuss what anthropologists have learned about the peasantry in Latin America, Africa, and the Caribbean.

Skill Level: Understand the Concepts Difficulty Level: Moderate 46. An example of a dyadic contract would be the relationship between __________.

A. a parent and a godparent B. a patriarch and his extended family C. a woman and her nuclear family D. an individual and his cousins Answer: A Topic: Social Structure

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Learning Objective: LO 14.6 Describe the characteristics of family and gender relationships in Latin America, Africa, and the Caribbean.

Skill Level: Understand the Concepts Difficulty Level: Moderate 47. The compadrazgo system in Latin America is based on the establishment of kinship ties by becoming someone’s __________.

A. in-law B. spouse C. godparent D. fictive sibling Answer: C Topic: Social Structure Learning Objective: LO 14.6 Describe the characteristics of family and gender relationships in Latin America, Africa, and the Caribbean.

Skill Level: Understand the Concepts Difficulty Level: Easy 48. The principal characteristics of the “culture of poverty,” according to Oscar Lewis, are __________.

A. malnutrition, high fertility, and poor sanitation B. the absence of fathers and older siblings C. poor access to electricity and running water D. fatalism, apathy, and hopelessness Answer: D Topic: Urban Anthropology Learning Objective: LO 14.8 Discuss how urbanization has influenced Latin America, Africa, and the Caribbean.

Skill Level: Understand the Concepts Difficulty Level: Easy 49. The so-called “culture of poverty” does not exist where poor people __________.

A. see no end to their marginal economic existence B. are provided with real opportunities for social mobility C. work primarily as seasonal, migrant laborers D. receive support, such as welfare, from a central government Answer: B Topic: Urban Anthropology Learning Objective: LO 14.8 Discuss how urbanization has influenced Latin America, Africa, and the Caribbean.

Skill Level: Understand the Concepts Difficulty Level: Moderate 50. The term mestizo refers to an individual of mixed __________ descent.

A. Spanish and Portuguese B. African and European C. Indian and European D. Protestant and Catholic Answer: C Topic: Patterns of Ethnicity

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Learning Objective: LO 14.7 Discuss the issues related to ethnicity in Latin America, Africa, and the Caribbean.

Skill Level: Remember the Facts Difficulty Level: Moderate

Essay Questions 51. What were the effects of the slave trade on African society with respect to mercantilism, warfare, social organization, demography, and technology?

Topic: Globalization and Colonialism Learning Objective: LO 14.1 Discuss the early phases of Western colonialism in Latin America, Africa, and the Caribbean.

Skill Level: Remember the Facts Difficulty Level: Moderate 52. Choosing three of the European countries that were directly involved in the colonization of the African continent, compare and contrast the colonial “styles” of each. For each, give an example of one modern country that is a former colony.

Topic: Globalization and Colonialism Learning Objective: LO 14.1 Discuss the early phases of Western colonialism in Latin America, Africa, and the Caribbean.

Skill Level: Analyze It Difficulty Level: Moderate 53. What is the status of women in African societies? What are some of the differences in women’s roles within urban and rural settings?

Topic: Social Structure Learning Objective: LO 14.6 Describe the characteristics of family and gender relationships in Latin America, Africa, and the Caribbean.

Skill Level: Understand the Concepts Difficulty Level: Moderate 54. Using specific examples from Latin America, compare and contrast one peripheral and one semiperipheral society. What are the specific characteristics that distinguish these societies from one another? What changes would be required to make the peripheral society a semiperipheral one?

Topic: Uneven Economic Development Learning Objective: LO 14.4 Describe how Latin America, Africa, and the Caribbean countries are situated in the global economy today.

Skill Level: Analyze It Difficulty Level: Moderate 55. Although both Mexico and Venezuela are oil-producing nations, the standard of living in each of these countries is still well below that of the United States or most European countries for the majority of the population. What are the most important factors responsible for these differences?

Topic: Uneven Economic Development Learning Objective: LO 14.4 Describe how Latin America, Africa, and the Caribbean countries are situated in the global economy today.

Skill Level: Understand the Concepts

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Difficulty Level: Moderate 56. What is meant by the term “dyadic contract”? Give some examples of the kinds of dyadic contracts that exist in Latin American culture. Have you ever had experience with a dyadic contract? Describe either your personal experience or an example of a dyadic contract in your own culture.

Topic: Social Structure Learning Objective: LO 14.6 Describe the characteristics of family and gender relationships in Latin America, Africa, and the Caribbean.

Skill Level: Apply What You Know Difficulty Level: Moderate 57. What are some of the ways in which agricultural production administrated by the United Fruit Company in Latin America resembled the hacienda system? What are some of the ways in which it differed?

Topic: Consequences of Globalization and Colonialism; Uneven Economic Development Learning Objective: LO 14.2 Describe the demographic, economic, and religious changes associated with globalization in Latin America, Africa, and the Caribbean; LO 14.4 Describe how Latin America, Africa, and the Caribbean countries are situated in the global economy today.

Skill Level: Analyze It Difficulty Level: Moderate 58. What were the effects of colonialism on the politics of African nations? What are some of the characteristics of African nations today that can be traced directly to the colonial experience?

Topic: Political Changes: Independence and Nationalist Movements Learning Objective: LO 14.3 Discuss why independence, nationalist, and revolutionary movements developed in Latin America, Africa, and the Caribbean.

Skill Level: Understand the Concepts Difficulty Level: Moderate 59. What were the immediate and long-term effects of colonialism on indigenous people in Latin America? Discuss the impact of disease, religion, and slavery on the region.

Topic: Consequences of Globalization and Colonialism Learning Objective: LO 14.2 Describe the demographic, economic, and religious changes associated with globalization in Latin America, Africa, and the Caribbean.

Skill Level: Understand the Concepts Difficulty Level: Moderate 60. How did European colonization of Africa and Latin America influence ethnicity in each area? How were the effects similar or different? How do they tie into other economic, political, and social circumstances?

Topic: Patterns of Ethnicity Learning Objective: LO 14.7 Discuss the issues related to ethnicity in Latin America, Africa, and the Caribbean.

Skill Level: Understand the Concepts Difficulty Level: Difficult

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CHAPTER 15 GLOBALIZATION IN THE MIDDLE EAST AND ASIA True-False Questions 1.

The colonization of China in the nineteenth century was facilitated by the desire of the government to import Western goods and technology.

Answer: F Topic: Early Colonialism and Globalization Learning Objective: LO 15.2 Describe the early colonization of the Middle East and Asia.

Skill Level: Remember the Facts Difficulty Level: Easy 2. One country in Asia that escaped colonization was Thailand.

Answer: T Topic: Early Colonialism and Globalization Learning Objective: LO 15.2 Describe the early colonization of the Middle East and Asia.

Skill Level: Remember the Facts Difficulty Level: Easy 3. The Philippines were colonized by both Spain and the United States.

Answer: T Topic: Early Colonialism and Globalization Learning Objective: LO 15.2 Describe the early colonization of the Middle East and Asia.

Skill Level: Remember the Facts Difficulty Level: Easy 4.

Mohandas Gandhi was the leader of an unsuccessful, violent rebellion against the Dutch colonial rule in Indochina.

Answer: F Topic: Political Change: Independence and Nationalism Learning Objective: LO 15.4 Discuss the political consequences of globalization and colonialism in the Middle East and Asia.

Skill Level: Remember the Facts Difficulty Level: Easy 5.

Sun Yat-Sen, Chiang Kai-Shek, and Mao Zedong ruled China together peacefully from 1900 to 1980.

Answer: F Topic: Political Change: Independence and Nationalism Learning Objective: LO 15.4 Discuss the political consequences of globalization and colonialism in the Middle East and Asia.

Skill Level: Remember the Facts Difficulty Level: Easy 6.

Mao Zedong and his peasant armies gained control of China in 1949, renaming it the People’s Republic of China.

Answer: T Topic: Political Change: Independence and Nationalism

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Learning Objective: LO 15.4 Discuss the political consequences of globalization and colonialism in the Middle East and Asia.

Skill Level: Remember the Facts Difficulty Level: Easy 7. Ho Chi Minh was the leader of the Vietnamese opposition to French rule.

Answer: T Topic: Political Change: Independence and Nationalism Learning Objective: LO 15.4 Discuss the political consequences of globalization and colonialism in the Middle East and Asia.

Skill Level: Remember the Facts Difficulty Level: Easy 8. The vast majority of people in the Middle East live in oil-rich countries.

Answer: F Topic: Uneven Economic Development Learning Objective: LO 15.5 Discuss what has created uneven development in the Middle East and Asia.

Skill Level: Remember the Facts Difficulty Level: Easy 9.

Mao Zedong’s “Great Leap Forward” was successful at improving both rural health care and literacy.

Answer: T Topic: Uneven Economic Development Learning Objective: LO 15.5 Discuss what has created uneven development in the Middle East and Asia.

Skill Level: Remember the Facts Difficulty Level: Easy 10. The term for rural peasants in Egypt is fellaheen.

Answer: T Topic: Uneven Economic Development Learning Objective: LO 15.5 Discuss what has created uneven development in the Middle East and Asia.

Skill Level: Remember the Facts Difficulty Level: Easy 11. In spite of industrialization, farming communities in Egypt such as Kafr El-Elow have rejected Western clothing, housing styles, and manufactured goods.

Answer: F Topic: Uneven Economic Development Learning Objective: LO 15.5 Discuss what has created uneven development in the Middle East and Asia.

Skill Level: Remember the Facts Difficulty Level: Moderate 12. In Arab societies, the traditional family structure is matrilineal and matriarchal.

Answer: F Topic: Middle Eastern Family, Marriage, and Gender Learning Objective: LO 15.6 Discuss the major features of family and gender relations in the Middle East and Asia.

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13. Polygyny is the most common form of marriage in Islamic societies.

Answer: F Topic: Middle Eastern Family, Marriage, and Gender Learning Objective: LO 15.6 Discuss the major features of family and gender relations in the Middle East and Asia.

Skill Level: Remember the Facts Difficulty Level: Easy 14. Traditionally, a Muslim woman has the same rights to divorce as a man.

Answer: F Topic: Middle Eastern Family, Marriage, and Gender Learning Objective: LO 15.6 Discuss the major features of family and gender relations in the Middle East and Asia.

Skill Level: Remember the Facts Difficulty Level: Easy 15. The wearing of the veil and traditional dress is often a political statement for Muslim women.

Answer: T Topic: Middle Eastern Family, Marriage, and Gender Learning Objective: LO 15.6 Discuss the major features of family and gender relations in the Middle East and Asia.

Skill Level: Understand the Concepts Difficulty Level: Easy 16. According to caste ideology, all individuals are equal with respect to ritual purity.

Answer: F Topic: Middle Eastern Family, Marriage, and Gender Learning Objective: LO 15.6 Discuss the major features of family and gender relations in the Middle East and Asia.

Skill Level: Understand the Concepts Difficulty Level: Moderate 17. The caste system is supported by Hindu doctrines of karma and reincarnation.

Answer: T Topic: Middle Eastern Family, Marriage, and Gender Learning Objective: LO 15.6 Discuss the major features of family and gender relations in the Middle East and Asia.

Skill Level: Understand the Concepts Difficulty Level: Moderate 18. In India, upper-caste families do not need to raise large dowry payments.

Answer: F Topic: Middle Eastern Family, Marriage, and Gender Learning Objective: LO 15.6 Discuss the major features of family and gender relations in the Middle East and Asia.

Skill Level: Remember the Facts Difficulty Level: Easy

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19. Anthropologists have little insight to offer in situations of large-scale ethnic conflict since all fieldwork is conducted on the level of the village.

Answer: F Topic: Ethnic Tensions Learning Objective: LO 15.7 Discuss the factors that influence ethnic tensions in the Middle East and Asia.

Skill Level: Understand the Concepts Difficulty Level: Easy 20. Historically, Afghanistan was a buffer zone between the Russian and British empires.

Answer: T Topic: Early Colonialism and Globalization Learning Objective: LO 15.2 Describe the early colonization of the Middle East and Asia.

Skill Level: Remember the Facts Difficulty Level: Easy

Multiple-Choice Questions 21. The Suez Canal, built in 1869, resulted in which of the following?

A. greater independence for Middle Eastern countries B. the economic isolation of Egypt from European commerce C. greater contact between the Middle East and Europe D. the Napoleonic Wars Answer: C Topic: Early Colonialism and Globalization Learning Objective: LO 15.2 Describe the early colonization of the Middle East and Asia.

Skill Level: Remember the Facts Difficulty Level: Moderate 22. To what does “Zionism” refer?

A. the movement to establish a Jewish homeland in Palestine B. the concept of a Sunni Muslim “holy war” C. Islamic fundamentalism as practiced in Egypt and Ethiopia D. the movement to liberate the Middle East from European control Answer: A Topic: Early Colonialism and Globalization Learning Objective: LO 15.2 Describe the early colonization of the Middle East and Asia.

Skill Level: Remember the Facts Difficulty Level: Easy 23. Who conquered and colonized India, Burma, and Malaysia?

A. the French B. the British C. the Dutch D. the Portuguese Answer: B Topic: Early Colonialism and Globalization Learning Objective: LO 15.2 Describe the early colonization of the Middle East and Asia.

Skill Level: Remember the Facts Difficulty Level: Easy

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24. In the nineteenth century, the British gained access to China through the introduction of __________.

A. railroads B. horses C. democracy D. opium Answer: D Topic: Early Colonialism and Globalization Learning Objective: LO 15.2 Describe the early colonization of the Middle East and Asia.

Skill Level: Remember the Facts Difficulty Level: Easy 25. The monarchy of Thailand was successful in which of the following?

A. avoiding all Western influence B. adopting some Western innovations and playing the British against the French C. developing an exclusive trade relationship with the British Empire D. protecting neighboring countries from colonization Answer: B Topic: Early Colonialism and Globalization Learning Objective: LO 15.2 Describe the early colonization of the Middle East and Asia.

Skill Level: Remember the Facts Difficulty Level: Moderate 26. The Philippines were directly colonized first by __________, then by the United States.

A. Iran B. Nigeria C. India D. Spain Answer: D Topic: Early Colonialism and Globalization Learning Objective: LO 15.2 Describe the early colonization of the Middle East and Asia.

Skill Level: Remember the Facts Difficulty Level: Easy 27. Muhammad, the last prophet of Islam, was born in 570 A.D. in what city?

A. Jerusalem B. Babylon C. Cairo D. Mecca Answer: D Topic: Consequences of Colonialism Learning Objective: LO 15.3 Discuss the demographic, economic, and religious consequences of globalization in the Middle East and Asia.

Skill Level: Remember the Facts Difficulty Level: Easy 28. Islamic revitalization movements want to build societies based on Islamic law and writings in the __________.

A. Sharia

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B. Qur'an C. Purdah D. Upanishad Answer: B Topic: Islamic Revitalization Learning Objective: LO 15.8 Discuss the links between globalization and Islamic movements.

Skill Level: Remember the Facts Difficulty Level: Easy 29. Which of the following is the basis of financial cooperatives that have formed in Borneo?

A. gotong royong, mutual aid and assistance B. the Dutch East Indies Company C. arisan, a traditional savings and credit association D. the Bank Rakyat Indonesia, The Indonesian People’s Bank Answer: A Topic: Consequences of Colonialism Learning Objective: LO 15.3 Discuss the demographic, economic, and religious consequences of globalization in the Middle East and Asia.

Skill Level: Understand the Concepts Difficulty Level: Moderate 30. Which of the following was one of Mahatma Gandhi’s greatest achievements?

A. orchestrating effective campaigns of armed resistance B. convincing the rural peasant class to participate in nationalistic movements C. persuading the British to strengthen colonial rule D. increasing Indian consumption of Western consumer goods Answer: B Topic: Political Change: Independence and Nationalism Learning Objective: LO 15.4 Discuss the political consequences of globalization and colonialism in the Middle East and Asia.

Skill Level: Remember the Facts Difficulty Level: Easy 31. Ho Chi Minh led a successful defeat of the __________, preventing them from reestablishing a colonial regime in __________.

A. British; Burma B. Dutch; Thailand C. Japanese; the Philippines D. French; Vietnam Answer: D Topic: Political Change: Independence and Nationalism Learning Objective: LO 15.4 Discuss the political consequences of globalization and colonialism in the Middle East and Asia.

Skill Level: Remember the Facts Difficulty Level: Easy 32. Ruling families of countries such as Saudi Arabia and Kuwait increased the standard of living for most of their populations through __________.

A. oil production B. agriculture

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C. investing in real estate D. initiating oil embargoes Answer: A Topic: Political Change: Independence and Nationalism Learning Objective: LO 15.4 Discuss the political consequences of globalization and colonialism in the Middle East and Asia.

Skill Level: Remember the Facts Difficulty Level: Moderate 33. The “Great Leap Forward” was a Chinese movement aimed at achieving a(n) __________ economy.

A. centralized B. decentralized C. capitalist D. industrialized Answer: B Topic: Uneven Economic Development Learning Objective: LO 15.5 Discuss what has created uneven development in the Middle East and Asia.

Skill Level: Understand the Concepts Difficulty Level: Moderate 34. The “Cultural Revolution” in Communist China was an attempt to do which of the following?

A. eliminate political “deviance” B. embrace Western values C. initiate capitalist enterprise D. return to traditional Confucianist values Answer: A Topic: Uneven Economic Development Learning Objective: LO 15.5 Discuss what has created uneven development in the Middle East and Asia.

Skill Level: Understand the Concepts Difficulty Level: Moderate 35. Between the 1920s and the 1950s, Egyptian peasants found themselves __________.

A. producing cotton on a larger and larger scale B. drawn into the industrial workforce C. forced to abandon agricultural towns like Kafr El-Elow D. having to deal with declining agricultural productivity Answer: B Topic: Uneven Economic Development Learning Objective: LO 15.5 Discuss what has created uneven development in the Middle East and Asia.

Skill Level: Remember the Facts Difficulty Level: Moderate 36. In the Arab world, what is the hamula?

A. an idealized, patrilineal descent group B. a traditional village C. a group of nomads who travel together D. an Islamic rite of passage Answer: A Topic: Middle Eastern Family, Marriage, and Gender

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Learning Objective: LO 15.6 Discuss the major features of family and gender relations in the Middle East and Asia.

Skill Level: Understand the Concepts Difficulty Level: Moderate 37. Polygynous marriage in Muslim countries is most likely to be practiced by whom?

A. wealthy individuals B. poor individuals C. Christians D. urban residents Answer: A Topic: Middle Eastern Family, Marriage, and Gender Learning Objective: LO 15.6 Discuss the major features of family and gender relations in the Middle East and Asia.

Skill Level: Understand the Concepts Difficulty Level: Moderate 38. To what does the term purdah refer?

A. the idea of physical attractiveness and sensuality B. the wearing of the veil and forced seclusion of Muslim women C. the concept of the traditional extended family D. bridewealth paid in traditional Islamic families Answer: B Topic: Middle Eastern Family, Marriage, and Gender Learning Objective: LO 15.6 Discuss the major features of family and gender relations in the Middle East and Asia.

Skill Level: Understand the Concepts Difficulty Level: Moderate 39. The collapse of the jajmani system is related to which of the following?

A. Western conveniences that eliminated the need for certain services B. the adoption of a single monetary system by a centralized government C. the return of skilled artisans to their traditional villages D. Indian independence and self-determination Answer: A Topic: Middle Eastern Family, Marriage, and Gender Learning Objective: LO 15.6 Discuss the major features of family and gender relations in the Middle East and Asia.

Skill Level: Understand the Concepts Difficulty Level: Moderate 40. Currently, the Indian caste system has become __________.

A. obsolete in traditional communities B. extinct in all but large urban communities C. a factor in India’s national politics D. a source of national pride Answer: C Topic: Middle Eastern Family, Marriage, and Gender Learning Objective: LO 15.6 Discuss the major features of family and gender relations in the Middle East and Asia.

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Skill Level: Understand the Concepts Difficulty Level: Moderate 41. According to anthropologist Louis Dumont, which of the following maintains the caste system in India?

A. the power of the Brahmans B. use of caste-changing rituals C. racial segregation within villages D. widespread social consensus Answer: D Topic: Middle Eastern Family, Marriage, and Gender Learning Objective: LO 15.6 Discuss the major features of family and gender relations in the Middle East and Asia.

Skill Level: Understand the Concepts Difficulty Level: Moderate 42. The cultural materialist interpretation of the caste system attributes its origin to which of the following?

A. heredity B. widespread social consensus C. religious mythology D. economic and political conditions Answer: D Topic: Middle Eastern Family, Marriage, and Gender Learning Objective: LO 15.6 Discuss the major features of family and gender relations in the Middle East and Asia.

Skill Level: Understand the Concepts Difficulty Level: Moderate 43. Which of the following best defines the caste system in India?

A. a hierarchical organization of social groups based on birth group B. a system of rural economic transactions based on reciprocity C. a political organization run by educated peasants D. a method of processing wheat in rural India Answer: A Topic: Middle Eastern Family, Marriage, and Gender Learning Objective: LO 15.6 Discuss the major features of family and gender relations in the Middle East and Asia.

Skill Level: Understand the Concepts Difficulty Level: Easy 44. To what does the term jati refer?

A. a social rank based on marital, economic, and ritual relations B. the traditional village or homeland of an Indian peasant C. a category within a system of “scheduled tribes” D. the practice of burning a wife at the funeral of a prominent man Answer: A Topic: Middle Eastern Family, Marriage, and Gender Learning Objective: LO 15.6 Discuss the major features of family and gender relations in the Middle East and Asia.

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Skill Level: Understand the Concepts Difficulty Level: Moderate 45. Norman Chance, the first anthropologist to do fieldwork in China in the 1970s after a long period during which ethnography was prohibited, concentrated on the economic life of __________.

A. a bicycle factory in Shanghai B. a mining cooperative in southern China C. nomadic herdsmen near the border with Nepal D. an agricultural commune near Beijing Answer: D Topic: Middle Eastern Family, Marriage, and Gender Learning Objective: LO 15.6 Discuss the major features of family and gender relations in the Middle East and Asia.

Skill Level: Remember the Facts Difficulty Level: Easy 46. What did studies of everyday life in an experimental commune known as Half Moon Village reveal?

A. There was little difference between the lives of farmers and factory workers.

B. The administration of the commune by Communist Party officials was organized and efficient.

C. Most workers were able to participate in economic decisions made by the commune.

D. Half Moon Village was not working effectively in accordance with socialist ideals.

Answer: D Topic: Middle Eastern Family, Marriage, and Gender Learning Objective: LO 15.6 Discuss the major features of family and gender relations in the Middle East and Asia.

Skill Level: Understand the Concepts Difficulty Level: Moderate 47. Communist policies in China viewed the traditional patriarchal family as __________.

A. a major source of inequality B. a model for nation building C. an important aspect of cultural heritage D. the only thing that separated China from the West Answer: A Topic: Middle Eastern Family, Marriage, and Gender Learning Objective: LO 15.6 Discuss the major features of family and gender relations in the Middle East and Asia.

Skill Level: Understand the Concepts Difficulty Level: Moderate 48. The __________ are an ethnic minority that resides in several countries in the Middle East, including Turkey, Iran, Iraq, and Syria.

A. Kurds B. Tamils C. Hutus D. Sikhs Answer: A Topic: Ethnic Tensions Learning Objective: LO 15.7 Discuss the factors that influence ethnic tensions in the Middle East and Asia.

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Skill Level: Remember the Facts Difficulty Level: Moderate 49. In his research on suicide bombing, Scott Atran found that the individuals who vow to commit acts of violence __________.

A. are among the most educated in their communities B. have no families of their own C. suffer from feelings of deprivation D. are less charismatic than other leaders Answer: C Topic: Islamic Revitalization Learning Objective: LO 15.8 Discuss the links between globalization and Islamic movements.

Skill Level: Understand the Concepts Difficulty Level: Moderate 50. Chinese folk beliefs about race are derived from which of the following?

A. concepts of blood relationships and descent B. typologies of skin color C. political ideology D. language Answer: A Topic: Ethnic Tensions Learning Objective: LO 15.7 Discuss the factors that influence ethnic tensions in the Middle East and Asia.

Skill Level: Remember the Facts Difficulty Level: Moderate

Essay Questions 51. How has anthropological thinking about the cultural area of the Middle East changed over the course of time? How does ethnography of the Middle East and Muslim Asia influence broader understandings of contemporary global conflicts?

Topic: Anthropology Following 9/11; Islamic Revitalization Learning Objective: LO 15.1 Discuss the anthropological contributions to understanding the Middle East and Asia since 9/11/01; LO 15.8 Discuss the links between globalization and Islamic movements.

Skill Level: Analyze It Difficulty Level: Moderate 52. What changes did ethnologist Hani Fakhouri observe in the village of Kafr El-Elow as a result of increased industrialization? What effects did industrialization have on the lives of the fellaheen of this community?

Topic: Uneven Economic Development Learning Objective: LO 15.5 Discuss what has created uneven development in the Middle East and Asia.

Skill Level: Understand the Concepts Difficulty Level: Moderate 53. What is meant by the term hamula? How important is the hamula for modern Arabs? What role does the hamula play in familial and economic relationships?

Topic: Middle Eastern Family, Marriage, and Gender

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Learning Objective: LO 15.6 Discuss the major features of family and gender relations in the Middle East and Asia.

Skill Level: Understand the Concepts Difficulty Level: Moderate 54. Discuss the effects that independent control of petroleum production has had on the demography and culture of the Middle East. Have all countries in the region been affected equally? How have oil revenues influenced the politics of the region?

Topic: Uneven Economic Development Learning Objective: LO 15.5 Discuss what has created uneven development in the Middle East and Asia.

Skill Level: Understand the Concepts Difficulty Level: Moderate 55. Name two of the European countries that participated in the colonization of Asia. For each, name one former colony and describe the nature of its agricultural exports under European rule. What are the effects of colonization that can still be seen in these countries today?

Topic: Early Colonialism and Globalization; Consequences of Colonialism; Political Change: Independence and Nationalism Learning Objective: LO 15.2 Describe the early colonization of the Middle East and Asia; LO 15.3 Discuss the demographic, economic, and religious consequences of globalization in the Middle East and Asia; LO 15.4 Discuss the political consequences of globalization and colonialism in the Middle East and Asia.

Skill Level: Understand the Concepts Difficulty Level: Moderate 56. What is meant by jatis and the jajmani system in India? How does a jajmani economy work? What are the anthropological explanations for the origin and maintenance of jajmani?

Topic: Middle Eastern Family, Marriage, and Gender Learning Objective: LO 15.6 Discuss the major features of family and gender relations in the Middle East and Asia.

Skill Level: Understand the Concepts Difficulty Level: Moderate 57. In the 1970s, Norman Chance was the first American ethnologist to be allowed to conduct fieldwork in China after a long period during which such work was prohibited. Discuss his observations of Half Moon Village and comment on what his research revealed about state-run programs.

Topic: Middle Eastern Family, Marriage, and Gender Learning Objective: LO 15.6 Discuss the major features of family and gender relations in the Middle East and Asia.

Skill Level: Understand the Concepts Difficulty Level: Moderate 58. What are Islamic revitalization movements? Compare and contrast two such movements in terms of their origins, purpose, and maintenance.

Topic: Islamic Revitalization Learning Objective: LO 15.8 Discuss the links between globalization and Islamic movements.

Skill Level: Understand the Concepts Difficulty Level: Moderate

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59. Describe the ethnic and political tensions in China. Discuss two ethnic or political minorities and how they have been treated by the dominant powers. What role have Chinese concepts of race played? How have political, religious, and ethnic circumstances interacted to produce the current situation?

Topic: Ethnic Tensions Learning Objective: LO 15.7 Discuss the factors that influence ethnic tensions in the Middle East and Asia.

Skill Level: Understand the Concepts Difficulty Level: Moderate 60. Compare and contrast how two Asian societies attempted to withdraw from the global economy.

Why and how did they attempt to do so? What were the outcomes? What factors, other than economic ones, influenced these attempts?

Topic: Uneven Economic Development Learning Objective: LO 15.5 Discuss what has created uneven development in the Middle East and Asia.

Skill Level: Analyze It Difficulty Level: Difficult

196 .

CHAPTER 16 ETHNICITY True-False Questions 1.

Anthropologists have helped dismiss the notion of clearly bounded, racially distinct populations of humans.

Answer: T Topic: Race, Racism, and Culture Learning Objective: LO 16.1 Discuss how ancient societies classified people into different races.

Skill Level: Understand the Concepts Difficulty Level: Easy 2.

Multiculturalism means that a person can easily switch between two or more cultures without getting confused and frustrated.

Answer: F Topic: Ethnic Relations in the United States Learning Objective: LO 16.7 Discuss the historical and contemporary conditions of race and ethnic groups in the United States.

Skill Level: Understand the Concepts Difficulty Level: Easy 3.

In common usage, the word “race” can be used to refer to physical features as well as styles of music and dance.

Answer: T Topic: Race, Racism, and Culture Learning Objective: LO 16.1 Discuss how ancient societies classified people into different races.

Skill Level: Understand the Concepts Difficulty Level: Easy 4. Ethnic boundary markers include religion, dress, and language.

Answer: T Topic: Anthropological Perspectives on Ethnicity Learning Objective: LO 16.5 Compare the difference between the primordialist and circumstantial perspectives on ethnicity.

Skill Level: Understand the Concepts Difficulty Level: Easy 5.

Racial categories persist in popular culture because they have a strong basis in scientific fact.

Answer: F Topic: The Cultural and Social Significance of Race Learning Objective: LO 16.3 Discuss how race is understood in different societies.

Skill Level: Understand the Concepts Difficulty Level: Easy 6. Folk models of race vary cross-culturally.

Answer: T Topic: The Cultural and Social Significance of Race Learning Objective: LO 16.3 Discuss how race is understood in different societies.

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Skill Level: Understand the Concepts Difficulty Level: Easy 7. Anthropologist Franz Boas discovered a link between physical characteristics and culture.

Answer: F Topic: Ethnicity Learning Objective: LO 16.4 Discuss the basis of ethnicity as understood by contemporary anthropologists.

Skill Level: Remember the Facts Difficulty Level: Easy 8.

Until the 1950s, it was illegal to give a blood transfusion from a black person to a white person in some parts of the United States.

Answer: T Topic: The Cultural and Social Significance of Race Learning Objective: LO 16.3 Discuss how race is understood in different societies.

Skill Level: Remember the Facts Difficulty Level: Easy 9.

The confusion between the concepts of “race” and “culture” has been a fundamental misconception in the Western worldview.

Answer: T Topic: Ethnicity Learning Objective: LO 16.4 Discuss the basis of ethnicity as understood by contemporary anthropologists.

Skill Level: Understand the Concepts Difficulty Level: Easy 10. Ethnicity is not innately determined by biology or purported racial characteristics.

Answer: T Topic: Ethnicity Learning Objective: LO 16.4 Discuss the basis of ethnicity as understood by contemporary anthropologists.

Skill Level: Understand the Concepts Difficulty Level: Easy 11. African-Americans are descended from a single African ethnic group.

Answer: F Topic: Ethnicity Learning Objective: LO 16.4 Discuss the basis of ethnicity as understood by contemporary anthropologists.

Skill Level: Remember the Facts Difficulty Level: Easy 12. Assimilation does not occur between ethnic groups with similar physical or cultural characteristics.

Answer: F Topic: Patterns of Ethnic Relations Learning Objective: LO 16.6 Compare the different patterns of ethnic relations described by anthropologists.

Skill Level: Understand the Concepts

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Difficulty Level: Moderate 13. The end result of intermarriage between members of different ethnic groups is cultural pluralism.

Answer: F Topic: Patterns of Ethnic Relations Learning Objective: LO 16.6 Compare the different patterns of ethnic relations described by anthropologists.

Skill Level: Understand the Concepts Difficulty Level: Moderate 14. “Jim Crow” laws are credited with beginning the process of school desegregation.

Answer: F Topic: Patterns of Ethnic Relations Learning Objective: LO 16.6 Compare the different patterns of ethnic relations described by anthropologists.

Skill Level: Remember the Facts Difficulty Level: Easy 15. Cases of ethnic cleansing and genocide have been eliminated since World War II. Answer: F Topic: Patterns of Ethnic Relations Learning Objective: LO 16.6 Compare the different patterns of ethnic relations described by anthropologists.

Skill Level: Remember the Facts Difficulty Level: Easy 16. WASP (White Anglo-Saxon Protestant) culture is predominant in the United States.

Answer: T Topic: Ethnic Relations in the United States Learning Objective: LO 16.7 Discuss the historical and contemporary conditions of race and ethnic groups in the United States.

Skill Level: Remember the Facts Difficulty Level: Easy 17. The descendants of German immigrants outnumber all other ethnic groups in the United States.

Answer: T Topic: Ethnic Relations in the United States Learning Objective: LO 16.7 Discuss the historical and contemporary conditions of race and ethnic groups in the United States.

Skill Level: Remember the Facts Difficulty Level: Easy 18. The “Know-Nothings” political party was an attempt to promote Irish culture and Roman Catholicism in the United States.

Answer: F Topic: Ethnic Relations in the United States Learning Objective: LO 16.7 Discuss the historical and contemporary conditions of race and ethnic groups in the United States.

Skill Level: Remember the Facts

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Difficulty Level: Easy 19. More than half of Hispanic/Latino Americans live below the poverty level.

Answer: F Topic: Ethnic Relations in the United States Learning Objective: LO 16.7 Discuss the historical and contemporary conditions of race and ethnic groups in the United States.

Skill Level: Remember the Facts Difficulty Level: Easy 20. “Nuyoricans” are Cuban immigrants who fled the Castro regime and settled in Florida.

Answer: F Topic: Ethnic Relations in the United States Learning Objective: LO 16.7 Discuss the historical and contemporary conditions of race and ethnic groups in the United States.

Skill Level: Remember the Facts Difficulty Level: Easy

Multiple-Choice Questions 21. Why was the “one-drop rule” of racial categorization never used to classify Native Americans?

A. They received legal entitlements.

B. They inhabited North America first.

C. There were too many different tribes.

D. There was never prejudice against them.

Answer: A Topic: The Cultural and Social Significance of Race Learning Objective: LO 16.3 Discuss how race is understood in different societies.

Skill Level: Remember the Facts Difficulty Level: Moderate 22. Which of the following describes the difference between “race” and “racism”?

A. “Race” refers to a typology, while “racism” refers to beliefs that some races are superior.

B. “Race” refers to the belief that some races are inferior, while “racism” refers to the belief that some races are superior.

C. “Race” refers to discriminatory belief systems, while “racism” is a means of classifying people.

D. “Race” refers to physical features, while “racism” refers to both physical and behavioral aspects.

Answer: A Topic: Modern Racism in Western Thought Learning Objective: LO 16.2 Discuss how racism developed in Western thought.

Skill Level: Understand the Concepts Difficulty Level: Moderate 23. Since the nineteenth century, there has been a tendency in the United States to classify offspring of racially mixed couples as belonging to the race of the parent with the lowest racial status. What is this called?

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A. the multiculturalist concept B. the circumstantialist model C. the primordialist model D. the hypodescent concept Answer: D Topic: The Cultural and Social Significance of Race Learning Objective: LO 16.3 Discuss how race is understood in different societies.

Skill Level: Understand the Concepts Difficulty Level: Moderate 24. Modern anthropological concepts of ethnicity take into consideration both __________.

A. physical and mental aspects B. objective and subjective aspects C. external and internal aspects D. racial and cultural aspects Answer: B Topic: Ethnicity Learning Objective: LO 16.4 Discuss the basis of ethnicity as understood by contemporary anthropologists.

Skill Level: Understand the Concepts Difficulty Level: Moderate 25. “Scientific racism” was used to do which of the following?

A. implement multicultural education B. justify the annihilation of millions of Jews C. identify human genetic codes D. categorize norms, values, and mores Answer: B Topic: Modern Racism in Western Thought Learning Objective: LO 16.2 Discuss how racism developed in Western thought.

Skill Level: Understand the Concepts Difficulty Level: Moderate 26. What is ethnogenesis?

A. a Biblical explanation for race B. a theory of racial origins that anthropologists no longer accept C. a scientific justification for racism D. an ongoing sociocultural and political process of ethnic group formation that began in prehistory Answer: D Topic: Anthropological Perspectives on Ethnicity Learning Objective: LO 16.5 Compare the difference between the primordialist and circumstantial perspectives on ethnicity.

Skill Level: Understand the Concepts Difficulty Level: Moderate 27. How did German immigrants initially respond to cultural differences in the United States?

A. They resorted to violent confrontations and protests.

B. They required their children to attend public schools and spoke only English at home.

C. They rapidly assimilated to the dominant WASP culture.

D. They attempted to retain their ethnic identity and cultural practices.

201 .

Answer: D Topic: Ethnic Relations in the United States Learning Objective: LO 16.7 Discuss the historical and contemporary conditions of race and ethnic groups in the United States.

Skill Level: Remember the Facts Difficulty Level: Moderate 28. The fact that European Jews and so-called Aryans shared similar physical characteristics illustrates which of the following?

A. Anthropologists disagree with biologists in terms of how racial categories should be defined.

B. Racism has a strong foundation in biological categories.

C. Racist beliefs are not scientifically valid.

D. Despite cultural differences, European Jews were actually of “Aryan” descent.

Answer: C Topic: Modern Racism in Western Thought Learning Objective: LO 16.2 Discuss how racism developed in Western thought.

Skill Level: Apply What You Know Difficulty Level: Moderate 29. Racist views during World War II were responsible for which of the following?

A. the arrest of Communist Party members B. the renaming of towns with German names C. the deportation of Italian Americans D. the internment of Japanese Americans Answer: D Topic: Ethnic Relations in the United States Learning Objective: LO 16.7 Discuss the historical and contemporary conditions of race and ethnic groups in the United States.

Skill Level: Remember the Facts Difficulty Level: Moderate 30. According to John Hartigan’s research, racial categories in Mexico are based on __________.

A. genetic differences B. skin color C. nationalist traditions D. the concept of hypodescent Answer: C Topic: The Cultural and Social Significance of Race Learning Objective: LO 16.3 Discuss how race is understood in different societies.

Skill Level: Remember the Facts Difficulty Level: Moderate 31. Which of the following forms of ethnic interaction was characteristic of many colonial situations?

A. forced cultural assimilation B. voluntary cultural assimilation C. forced biological assimilation D. voluntary biological assimilation Answer: A 202 .

Topic: Patterns of Ethnic Relations Learning Objective: LO 16.6 Compare the different patterns of ethnic relations described by anthropologists.

Skill Level: Understand the Concepts Difficulty Level: Easy 32. Which of the following is an example of biological assimilation?

A. school segregation B. ethnic intermarriage C. ethnic cleansing D. immigration quotas Answer: B Topic: Patterns of Ethnic Relations Learning Objective: LO 16.6 Compare the different patterns of ethnic relations described by anthropologists.

Skill Level: Understand the Concepts Difficulty Level: Easy 33. Which term refers to the systematic attempt to kill and totally eliminate a particular ethnic group?

A. apartheid B. fratricide C. ethnocide D. genocide Answer: D Topic: Patterns of Ethnic Relations Learning Objective: LO 16.6 Compare the different patterns of ethnic relations described by anthropologists.

Skill Level: Understand the Concepts Difficulty Level: Easy 34. Which of the following is an example of a subjective aspect of ethnicity?

A. observing religious holidays B. believing in a shared homeland C. wearing certain styles of clothing D. sharing a spoken language Answer: B Topic: Ethnicity Learning Objective: LO 16.4 Discuss the basis of ethnicity as understood by contemporary anthropologists.

Skill Level: Understand the Concepts Difficulty Level: Moderate 35. The delineation of an ethnic group may include which of the following?

A. measurements of intelligence B. genetic similarities C. biological adaptation D. a shared historical past Answer: D Topic: Ethnicity

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Learning Objective: LO 16.4 Discuss the basis of ethnicity as understood by contemporary anthropologists.

Skill Level: Understand the Concepts Difficulty Level: Easy 36. The famous American anthropologist __________ subjected scientific racist beliefs to rigorous testing and evaluation; he found that there are no superior or inferior races.

A. Johann Blumenbach B. Joseph Arthur de Gobineau C. Carolus Linnaeus D. Franz Boas Answer: D Topic: Modern Racism in Western Thought Learning Objective: LO 16.2 Discuss how racism developed in Western thought.

Skill Level: Remember the Facts Difficulty Level: Easy 37. Which anthropologist is associated with the primordial model of ethnicity?

A. Clifford Geertz B. Franz Boas C. Fredrik Barth D. E. B. Tylor Answer: A Topic: Anthropological Perspectives on Ethnicity Learning Objective: LO 16.5 Compare the difference between the primordialist and circumstantial perspectives on ethnicity.

Skill Level: Remember the Facts Difficulty Level: Easy 38. The primordialist model of ethnicity is particularly helpful for understanding which of the following?

A. the formation of new ethnic groups B. folk categories of race and culture C. changes in ethnic boundary markers D. the persistent attachment to ethnic identity Answer: D Topic: Anthropological Perspectives on Ethnicity Learning Objective: LO 16.5 Compare the difference between the primordialist and circumstantial perspectives on ethnicity.

Skill Level: Apply What You Know Difficulty Level: Moderate 39. When minority ethnic groups want to resist cultural hegemony by the dominant ethnic group, they often try to secede and develop their own nation states. What is this called?

A. a pluralist movement B. a multicultural movement C. an ethnonationalist movement D. a colonialist movement Answer: C Topic: Ethnonationalism

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Learning Objective: LO 16.8 Discuss why ethnonationalist movements have developed in relationship to globalization.

Skill Level: Understand the Concepts Difficulty Level: Moderate 40. Mohandas Gandhi in India, Jomo Kenyatta in East Africa, and Simón Bolívar in Latin America all mobilized new forms of __________.

A. ethnonationalism B. assimilation C. circumstantialism D. primordialism Answer: A Topic: Ethnonationalism Learning Objective: LO 16.8 Discuss why ethnonationalist movements have developed in relationship to globalization.

Skill Level: Understand the Concepts Difficulty Level: Moderate 41. The model of ethnicity in which boundary markers such as language, clothing, or other traits are fluid and vary over time is called the __________.

A. ethnogenesis model B. biological assimilation model C. circumstantialist model D. primordialist model Answer: C Topic: Anthropological Perspectives on Ethnicity Learning Objective: LO 16.5 Compare the difference between the primordialist and circumstantial perspectives on ethnicity.

Skill Level: Understand the Concepts Difficulty Level: Moderate 42. Nonvoluntary or forced cultural assimilation of a minority group by a government is termed __________.

A. genocide B. ethnocide C. the “melting pot” approach D. segregation Answer: B Topic: Patterns of Ethnic Relations Learning Objective: LO 16.6 Compare the different patterns of ethnic relations described by anthropologists.

Skill Level: Understand the Concepts Difficulty Level: Easy 43. The influx of Irish and German immigrants in the nineteenth century caused __________.

A. a rise in xenophobia and nativistic movements among the WASP population B. a realization that racist beliefs were wrong C. a decline in forced assimilation D. promotion of the idea that America is a “melting pot” Answer: A Topic: Ethnic Relations in the United States 205 .

Learning Objective: LO 16.7 Discuss the historical and contemporary conditions of race and ethnic groups in the United States.

Skill Level: Remember the Facts Difficulty Level: Easy 44. Which of the following was used to support the idea that early Italian and Polish immigrants to the United States were racially inferior?

A. the inability of “Know-Nothing” political candidates to get elected B. IQ and literacy test scores C. measurements of cranial capacities D. the fact that immigrants often found themselves in low-wage occupations Answer: B Topic: Ethnic Relations in the United States Learning Objective: LO 16.7 Discuss the historical and contemporary conditions of race and ethnic groups in the United States.

Skill Level: Remember the Facts Difficulty Level: Moderate 45. The Hispanic and Latino populations of the American Southwest became minorities when __________.

A. Anglos rushed into the newly annexed territories in search of economic opportunities B. Mexicans moved north fleeing the Spanish conquistadors C. Native Americans intermarried with Spanish settlers D. Anglos pushed the Hispanic and Latino populations west of the Mississippi River Answer: A Topic: Ethnic Relations in the United States Learning Objective: LO 16.7 Discuss the historical and contemporary conditions of race and ethnic groups in the United States.

Skill Level: Remember the Facts Difficulty Level: Moderate 46. Japanese immigrants who came to the United States in the 1880s frequently took jobs as __________.

A. railroad builders B. miners C. agricultural laborers D. cattle herders Answer: C Topic: Ethnic Relations in the United States Learning Objective: LO 16.7 Discuss the historical and contemporary conditions of race and ethnic groups in the United States.

Skill Level: Remember the Facts Difficulty Level: Easy 47. Today, the ethnic landscape in the United States is changing in part due to __________.

A. growing economic opportunities outside of the United States B. immigration quotas C. growing family size among white people of European descent D. higher birth rates among ethnic minorities Answer: D Topic: Ethnic Relations in the United States 206 .

Learning Objective: LO 16.7 Discuss the historical and contemporary conditions of race and ethnic groups in the United States.

Skill Level: Remember the Facts Difficulty Level: Moderate 48. How has the multiculturalist movement influenced life in the United States?

A. It has fostered increasing conflict among competing ethnic groups.

B. It has reduced the cultural differences between ethnic groups.

C. It has revised educational content to include the historical contributions of nonEuropean ethnic groups.

D. It has had little impact on life in the United States.

Answer: C Topic: Ethnic Relations in the United States Learning Objective: LO 16.7 Discuss the historical and contemporary conditions of race and ethnic groups in the United States.

Skill Level: Remember the Facts Difficulty Level: Moderate 49. The collapse of the Soviet Union resulted in __________.

A. the loss of all ethnic distinctions in the region B. the emergence of a new pan-Soviet ethnic identity C. the formation of independent countries based on ethnonational ideals D. the ultimate rejection of capitalism Answer: C Topic: Ethnonationalism Learning Objective: LO 16.8 Discuss why ethnonationalist movements have developed in relationship to globalization.

Skill Level: Remember the Facts Difficulty Level: Moderate 50. Which of the following countries has the highest percentage of ethnic homogeneity?

A. China B. Japan C. Mexico D. the United States Answer: B Topic: Patterns of Ethnic Relations Learning Objective: LO 16.6 Compare the different patterns of ethnic relations described by anthropologists.

Skill Level: Remember the Facts Difficulty Level: Moderate

Essay Questions 51. Discuss the multicultural movement in the United States. How did it start? What are its goals? How is it connected to forces of globalization?

Topic: Ethnic Relations in the United States Learning Objective: LO 16.7 Discuss the historical and contemporary conditions of races and ethnic groups in the United States.

Skill Level: Understand the Concepts

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Difficulty Level: Moderate 52. Define the circumstantialist and the primordialist models of ethnicity. Apply one of these models to an ethnic group with which you are familiar. How does it help you understand the concept of ethnicity?

Topic: Anthropological Perspectives on Ethnicity Learning Objective: LO 16.5 Compare the difference between the primordialist and circumstantial perspectives on ethnicity.

Skill Level: Apply What You Know Difficulty Level: Moderate 53. What is racism? How has “race” come to mean different things in the spheres of biology, popular perception, and anthropology? Illustrate with specific examples.

Topic: Modern Racism in Western Thought Learning Objective: LO 16.2 Discuss how racism developed in Western thought.

Skill Level: Understand the Concepts Difficulty Level: Moderate 54. Compare and contrast folk categories of race in the United States and Mexico. What criteria are used in each society? What effects have concepts of race had on how people are treated?

How have advances in scientific technology been used to challenge or support popular concepts of race?

Topic: The Cultural and Social Significance of Race Learning Objective: LO 16.3 Discuss how race is understood in different societies.

Skill Level: Analyze It Difficulty Level: Moderate 55. Compare and contrast the experiences of the German and Irish immigrants to the United States in the nineteenth century with immigrants from Southern and Eastern Europe in the early twentieth century. Why did they immigrate? What reception did they receive? How did they react and adapt?

Topic: Ethnic Relations in the United States Learning Objective: LO 16.7 Discuss the historical and contemporary conditions of race and ethnic groups in the United States.

Skill Level: Analyze It Difficulty Level: Moderate 56. Why do many Asian Americans resent being labeled the “model minority”? Do you think this stereotype is unfair? Why or why not?

Topic: Ethnic Relations in the United States Learning Objective: LO 16.7 Discuss the historical and contemporary conditions of race and ethnic groups in the United States.

Skill Level: Analyze It Difficulty Level: Moderate 57. Compare and contrast two culturally pluralistic societies. What is the basis of cultural pluralism and how is it fostered and maintained in each of these societies? Do you think the United States is a culturally pluralistic society? Why or why not?

Topic: Patterns of Ethnic Relations; Ethnic Relations in the United States

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Learning Objective: LO 16.6 Compare the different patterns of ethnic relations described by anthropologists; LO 16.7 Discuss the historical and contemporary conditions of race and ethnic groups in the United States.

Skill Level: Analyze It Difficulty Level: Difficult 58. Select an ethnic group with which you are familiar and describe the objective and subjective aspects of its ethnic identity. How does distinguishing between subjective and objective aspects help in understanding ethnicity? Be sure to define each concept in your response.

Topic: Ethnicity Learning Objective: LO 16.4 Discuss the basis of ethnicity as understood by contemporary anthropologists.

Skill Level: Apply What You Know Difficulty Level: Moderate 59. Discuss the processes that affect the ethnic composition of a society, including ethnic violence, segregation, assimilation, and stratification. Explain the philosophy behind each approach and describe a circumstance under which each has occurred.

Topic: Patterns of Ethnic Relations Learning Objective: LO 16.6 Compare the different patterns of ethnic relations described by anthropologists.

Skill Level: Understand the Concepts Difficulty Level: Moderate 60. What are ethnonationalist movements? How do they develop? Support your answer with at least two examples.

Topic: Ethnonationalism Learning Objective: LO 16.8 Discuss why ethnonationalist movements have developed in relationship to globalization.

Skill Level: Understand the Concepts Difficulty Level: Moderate

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CHAPTER 17 CONTEMPORARY GLOBAL TRENDS True-False Questions 1.

According to the demographic-transition model, populations go through three stages of change in fertility and mortality rates.

Answer: T Topic: Population Trends Learning Objective: LO 17.4 Discuss globalization and demographic trends.

Skill Level: Understand the Concepts Difficulty Level: Easy 2.

The United States, Japan, and Western Europe are now in Phase 2 of the demographic-transition model.

Answer: F Topic: Population Trends Learning Objective: LO 17.4 Discuss globalization and demographic trends.

Skill Level: Understand the Concepts Difficulty Level: Easy 3.

Thomas Malthus predicted that populations would grow much slower than the production of food and other resources needed to sustain the population.

Answer: F Topic: Population Trends Learning Objective: LO 17.4 Discuss globalization and demographic trends.

Skill Level: Remember the Facts Difficulty Level: Easy 4. In China, the government penalizes urban couples who have more than one child.

Answer: T Topic: Population Trends Learning Objective: LO 17.4 Discuss globalization and demographic trends.

Skill Level: Remember the Facts Difficulty Level: Easy 5. Female infanticide has been virtually eliminated in China due to the one-child policy.

Answer: F Topic: Population Trends Learning Objective: LO 17.4 Discuss globalization and demographic trends.

Skill Level: Remember the Facts Difficulty Level: Easy 6.

Biodiversity is the genetic and biological variation within and among different species of plants and animals.

Answer: T Topic: Population Trends Learning Objective: LO 17.4 Discuss globalization and demographic trends.

Skill Level: Understand the Concepts Difficulty Level: Easy 210 .

7.

Since anthropology is primarily a theoretical field, it has little or nothing to offer in terms of helping solve global issues such as overpopulation, deforestation, and agricultural pollution.

Answer: F Topic: Environmental Trends Learning Objective: LO 17.3 Discuss how globalization has had an impact on the environment.

Skill Level: Analyze It Difficulty Level: Easy 8.

The Green Revolution has been beneficial to small farmers in every part of the world where it has been implemented.

Answer: F Topic: Population Trends Learning Objective: LO 17.4 Discuss globalization and demographic trends.

Skill Level: Remember the Facts Difficulty Level: Easy 9.

Anthropological research has shown that the Green Revolution has caused a number of unintended problems, such as widening the gap between the rich and the poor by displacing many small farmers and creating a landless peasant class.

Answer: T Topic: Population Trends Learning Objective: LO 17.4 Discuss globalization and demographic trends.

Skill Level: Remember the Facts Difficulty Level: Moderate 10. The success of the Green Revolution at Shahidpur in northern India cannot serve as a model for the implementation of this process in other areas of the world because this village was too isolated, small, and atypical of most rural areas in the Third World.

Answer: F Topic: Population Trends Learning Objective: LO 17.4 Discuss globalization and demographic trends.

Skill Level: Remember the Facts Difficulty Level: Moderate 11. A major factor that has influenced the emergence of the global economic network is the multinational corporation.

Answer: T Topic: Economic Trends Learning Objective: LO 17.5 Discuss globalization and economic trends.

Skill Level: Understand the Concepts Difficulty Level: Moderate 12. With the removal of government-controlled price restraints in Russia, the costs of food and other basic commodities went down.

Answer: F Topic: Economic Trends Learning Objective: LO 17.5 Discuss globalization and economic trends.

Skill Level: Remember the Facts Difficulty Level: Easy

211 .

13. The globalization of the world economy has had relatively little effect on core industrial societies such as the United States and Japan.

Answer: F Topic: Economic Trends Learning Objective: LO 17.5 Discuss globalization and economic trends.

Skill Level: Remember the Facts Difficulty Level: Easy 14. Newly industrializing economies (NICs) in Asia have benefited from investments by multinational corporations.

Answer: T Topic: Economic Trends Learning Objective: LO 17.5 Discuss globalization and economic trends.

Skill Level: Understand the Concepts Difficulty Level: Moderate 15. Separatist conflicts among various linguistic, ethnic, tribal, and religious groups in the former Soviet Union, Sri Lanka, and elsewhere are of no concern to peoples in the Western, industrialized nations because they are local conflicts that have no global implications.

Answer: F Topic: Political, Ethnic, and Religious Trends Learning Objective: LO 17.6 Discuss the political, ethnic, and religious trends resulting from globalization.

Skill Level: Analyze It Difficulty Level: Easy 16. Anthropologists can probably aid in humankind’s understanding of its existence in the global village by making a concerted effort to comprehend the historical and sociocultural incentives and roots that contribute to ethnic conflicts.

Answer: T Topic: The Role of Anthropology Learning Objective: LO 17.7 Discuss the role of anthropology as it studies current political, ethnic, and religious trends.

Skill Level: Analyze It Difficulty Level: Easy 17. Western Samoans have received huge social and monetary benefits from multinational corporations wanting to exploit forests.

Answer: F Topic: Economic Trends Learning Objective: LO 17.5 Discuss globalization and economic trends.

Skill Level: Remember the Facts Difficulty Level: Easy 18. It appears—from today’s perspective—that global changes wrought by multinational corporations have had negative consequences for some developing countries.

Answer: T Topic: Economic Trends Learning Objective: LO 17.5 Discuss globalization and economic trends.

Skill Level: Remember the Facts Difficulty Level: Easy 212 .

19. Rates of global poverty are in decline, despite a continuation of economic inequalities.

Answer: T Topic: Economic Trends Learning Objective: LO 17.5 Discuss globalization and economic trends.

Skill Level: Remember the Facts Difficulty Level: Moderate 20. Switching from draft animals to tractors results is having a positive effect on the world’s energy use.

Answer: F Topic: Technological Trends Learning Objective: LO 17.2 Discuss the results of globalization for technology and energy use.

Skill Level: Remember the Facts Difficulty Level: Easy

Multiple-Choice Questions 21. What does the term “global village” refer to?

A. the United Nations B. the world’s interconnectedness through media and economic networks C. a colonization strategy for other planets, to be implemented in the distant future D. a traditional settlement strategy found especially in West Africa Answer: B Topic: Introduction Learning Objective: n/a Skill Level: Understand the Concepts Difficulty Level: Moderate 22. The term “Green Revolution” refers to the increased use of __________ to increase food production in Third World countries.

A. traditional, organic farming methods that avoid the use of pesticides B. intensive human labor for planting, weeding, and harvesting C. renewable tree- and root-crop products of the tropical rainforests D. mechanized agriculture, genetic engineering, and artificial hybrid crops Answer: D Topic: Environmental Trends Learning Objective: LO 17.3 Discuss how globalization has had an impact on the environment.

Skill Level: Understand the Concepts Difficulty Level: Moderate 23. Many scientists argue that the increased levels of carbon dioxide that are produced by the burning of fossil fuels and the tropical rainforest will create a(n) __________ in which the carbon dioxide will trap the heat from the sun and prevent it from radiating back into space.

A. ultraviolet leach B. greenhouse effect C. biotechnological loop D. circular biome cycle Answer: B Topic: Environmental Trends Learning Objective: LO 17.3 Discuss how globalization has had an impact on the environment.

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Skill Level: Remember the Facts Difficulty Level: Easy 24. During Phase 1 of the demographic transition both fertility and mortality are high, resulting in minimal population growth. In Phase 2 fertility continues to be high, but mortality rates decline, as a result of which the population __________.

A. remains rather stable in size B. tends to increase in size rapidly C. ceases to grow and starts to decline D. usually goes extinct within a few generations Answer: B Topic: Population Trends Learning Objective: LO 17.4 Discuss globalization and demographic trends.

Skill Level: Understand the Concepts Difficulty Level: Moderate 25. Demographic-transition theory assumes a close connection between which of the following?

A. fertility/mortality rates and socioeconomic development B. birth control methods and infant mortality C. sustainable development and foreign investment by multinational corporations D. advanced, industrial societies and poor, preindustrial societies Answer: A Topic: Population Trends Learning Objective: LO 17.4 Discuss globalization and demographic trends.

Skill Level: Understand the Concepts Difficulty Level: Moderate 26. Based on the demographic-transition model, which of the following countries would be experiencing declining rates in both fertility and mortality?

A. Kenya B. India C. Mexico D. Japan Answer: D Topic: Population Trends Learning Objective: LO 17.4 Discuss globalization and demographic trends.

Skill Level: Apply What You Know Difficulty Level: Moderate 27. A British clergyman and economist named __________ predicted that populations would grow at a very rapid rate (exponential rate) and that the production of food and other vital resources would increase at a much slower rate. As a result, human populations would be subjected to a variety of checks on population growth such as warfare, famine, and disease.

A. Charles Darwin B. E. O. Wilson C. Julian Simon D. Thomas Malthus Answer: D Topic: Population Trends Learning Objective: LO 17.4 Discuss globalization and demographic trends.

Skill Level: Remember the Facts 214 .

Difficulty Level: Easy 28. If a population is simply replacing itself, we say that the population has achieved what?

A. a demographic stalemate B. zero population growth C. its ultimate potential and size D. Phase 2 of the demographic transition Answer: B Topic: Population Trends Learning Objective: LO 17.4 Discuss globalization and demographic trends.

Skill Level: Understand the Concepts Difficulty Level: Easy 29. The populations of Germany and Japan are both __________.

A. doubling every 23 years B. increasing at a rate of 2 percent a year C. stable and unchanging D. decreasing Answer: D Topic: Population Trends Learning Objective: LO 17.4 Discuss globalization and demographic trends.

Skill Level: Remember the Facts Difficulty Level: Easy 30. A population has reached zero population growth (ZPG) when, on average, there is/are __________ children born to each woman.

A. 4.3 B. one C. 2.1 D. zero Answer: C Topic: Population Trends Learning Objective: LO 17.4 Discuss globalization and demographic trends.

Skill Level: Understand the Concepts Difficulty Level: Moderate 31. The one-child policy in China has been __________.

A. effective at reducing the birth rate B. useless at reversing trends of runaway population growth C. most accepted in agricultural areas D. accepted without protest by both urban and rural populations Answer: A Topic: Population Trends Learning Objective: LO 17.4 Discuss globalization and demographic trends.

Skill Level: Remember the Facts Difficulty Level: Moderate 32. Between 1980 and 1990, the annual growth rate in China fell from __________ percent to 1.4 percent.

A. 5.3 B. 4.4 215 .

C. 2.0 D. 2.4 Answer: C Topic: Population Trends Learning Objective: LO 17.4 Discuss globalization and demographic trends.

Skill Level: Remember the Facts Difficulty Level: Easy 33. Which of the following countries is likely to have the lowest per capita energy consumption?

A. Sudan B. Japan C. Mexico D. Canada Answer: A Topic: Technological Trends Learning Objective: LO 17.2 Discuss the results of globalization for technology and energy use.

Skill Level: Remember the Facts Difficulty Level: Easy 34. Because of human activities and growth, it is estimated that at least one species becomes extinct every day. In fact, biologist E. O. Wilson thinks that with the expansion of industrialism, mechanized agriculture, and deforestation as many as one-fourth of the world’s plant families will become extinct by the end of this century. The loss of this __________ is a major concern for many individuals since we, as humans, are dependent upon these living organisms for our own survival (for food and medicinal applications).

A. biodiversity B. green space C. greenhouse D. perestroika Answer: A Topic: Population Trends Learning Objective: LO 17.4 Discuss globalization and demographic trends.

Skill Level: Remember the Facts Difficulty Level: Moderate 35. In the 1970s a group of scientists known as the Club of Rome got together to assess global trends and predict the future of the world and the people on it. Using a neo-Malthusian perspective and computer models, they predicted which of the following?

A. There will be an infinite supply of natural resources for hundreds of years to come because biotechnology will make land more productive, and humans will invent new ways of doing things.

B. The world, as we know it, will end abruptly in 2048 because of the greenhouse effect, coupled with a nuclear winter.

C. Current global trends in population growth, energy consumption, and environmental pollution will exhaust the world’s natural resources within the next 100 years.

D. Biodiversity will increase, slowly smothering the world and all its occupants.

Answer: C Topic: Pessimists versus Optimists on Globalization Issues Learning Objective: LO 17.1 Compare the logic-of-growth model with the pessimistic model of global technological, environmental, and demographic developments.

Skill Level: Understand the Concepts 216 .

Difficulty Level: Moderate 36. Julian Simon has challenged the doomsday model because he believes that the problems of pollution and environmental stress will ultimately be solved because __________.

A. nature always achieves homeostasis B. the world population will decrease due to epidemic diseases such as AIDS C. human creativity and science will provide the key to solving the problems D. human populations cannot exceed the Earth’s carrying capacity Answer: C Topic: Pessimists versus Optimists on Globalization Issues Learning Objective: LO 17.1 Compare the logic-of-growth model with the pessimistic model of global technological, environmental, and demographic developments.

Skill Level: Understand the Concepts Difficulty Level: Moderate 37. What have anthropologists found is responsible for higher rates of greenhouse gas emissions crossculturally?

A. horticultural methods that burn fields in order to return nutrients to the soil B. status competition and conspicuous consumption in highly industrialized and postindustrial societies C. increases in migrant labor patterns that require people to travel across international borders D. a failure to respond to drought conditions throughout equatorial regions in Africa, Asia, and South America Answer: B Topic: Population Trends Learning Objective: LO 17.4 Discuss globalization and demographic trends.

Skill Level: Remember the Facts Difficulty Level: Moderate 38. What has ethnographic research aimed at examining the Green Revolution found?

A. This revolution is proceeding smoothly in many Third World countries, providing much needed food for the lower classes, especially the small farmers.

B. The innovations have created a number of unintended social and economic problems, such as widening the gap between the rich and the poor.

C. Many of the genetically engineered plants and animals do not survive and reproduce in different climates and geographical locations.

D. Individuals in cultures other than the West have found that the mechanization of agriculture leaves them with too much free time, and as a result crime and drug addiction increase exponentially.

Answer: B Topic: Population Trends Learning Objective: LO 17.4 Discuss globalization and demographic trends.

Skill Level: Remember the Facts Difficulty Level: Easy 39. According to ethnographic research conducted by Murray Leaf, where has the Green Revolution been successfully implemented?

A. Mexico City, Mexico B. Shahidpur, India C. Rio de Janeiro, Brazil D. Western Samoa 217 .

Answer: B Topic: Population Trends Learning Objective: LO 17.4 Discuss globalization and demographic trends.

Skill Level: Remember the Facts Difficulty Level: Easy 40. Dependency theorists suggest that multinational corporations are just a new form of neocolonialism that is aimed at supplying the Western world with natural resources and cheap labor. These corporations, rather than helping the populace, actually intensify many of the problems of Third World countries by __________.

A. making it impossible to get cheap food and adequate housing B. creating benefits for a wealthy elite and a small middle class while allowing the vast majority of the population to remain in poverty C. establishing a strong lower class that eventually overthrows the ruling elite in the country D. flaunting all of the modern conveniences that the majority of people cannot afford Answer: B Topic: Economic Trends Learning Objective: LO 17.5 Discuss globalization and economic trends.

Skill Level: Understand the Concepts Difficulty Level: Moderate 41. Anthropologist Marvin Harris has suggested that the entire fabric of society in the former Soviet Union was undermined by which of the following?

A. Marxist theories of social organization B. influence from the cultures of the United States and Europe C. widespread racial prejudice and ethnic conflict D. deficiencies in economic infrastructure Answer: D Topic: Economic Trends Learning Objective: LO 17.5 Discuss globalization and economic trends.

Skill Level: Remember the Facts Difficulty Level: Moderate 42. To what do perestroika and glasnost refer?

A. the power of the masses and religious ideology B. military readiness and nationalistic sentiment C. reentry into a capitalist economy and freedom to express political opposition D. totalitarianism and intolerance for ideas that are critical of the government Answer: C Topic: Economic Trends Learning Objective: LO 17.5 Discuss globalization and economic trends.

Skill Level: Remember the Facts Difficulty Level: Easy 43. The collapse of the former Soviet Union was characterized by which of the following?

A. a declaration of independence by non-Russian republics B. “federalism” and increased solidarity of the states that had been joined to create the Union C. the spread of communism throughout Eastern Europe D. the disappearance of perestroika and glasnost Answer: A Topic: Economic Trends 218 .

Learning Objective: LO 17.5 Discuss globalization and economic trends.

Skill Level: Remember the Facts Difficulty Level: Moderate 44. Both Japan and the United States have become “postindustrial” societies. To what does the term “postindustrial” refer?

A. Large segments of their economies are devoted to providing services rather than manufacturing goods.

B. Their economies developed largely as a result of weapons manufacture during World War II. C. In each country, the working class has achieved a higher standard of living than ever before.

D. Each was affected by the Industrial Revolution.

Answer: A Topic: Economic Trends Learning Objective: LO 17.5 Discuss globalization and economic trends.

Skill Level: Understand the Concepts Difficulty Level: Moderate 45. Since Mao Zedong’s death, China’s leaders have done which of the following?

A. outlawed students from gaining degrees in the United States B. abolished the commune system C. relied on Communist Party cadres to instill egalitarian ideals D. endorsed and attained political reforms Answer: B Topic: Economic Trends Learning Objective: LO 17.5 Discuss globalization and economic trends.

Skill Level: Remember the Facts Difficulty Level: Moderate 46. Anthropologist Katherine Verdery, who carried out ethnographic work in Romania, found which of the following?

A. Women are returning to roles associated with the older, patriarchal system.

B. Black markets and organized crime have all but been eliminated.

C. People have transitioned well to capitalist concepts of time and industrial work rhythms.

D. Religious institutions are working in opposition to capitalist enterprises.

Answer: A Topic: Economic Trends Learning Objective: LO 17.5 Discuss globalization and economic trends.

Skill Level: Understand the Concepts Difficulty Level: Moderate 47. The introduction of genetically modified crops to rural areas in Africa is likely to result in __________.

A. replacing small farmers with machines B. increased incomes for local farmers C. greater biodiversity D. more affordable food worldwide Answer: A Topic: Population Trends Learning Objective: LO 17.4 Discuss globalization and demographic trends.

Skill Level: Understand the Concepts Difficulty Level: Moderate 219 .

48. Anthropologists working in Northeast Brazil found that farmers __________.

A. have adopted high-tech agricultural techniques with great success B. preferred periods of drought because they received some government assistance C. were well aware that their agricultural practices were detrimental to the environment D. refused to participate in government programs that resembled colonial patron-client relationships Answer: B Topic: Population Trends Learning Objective: LO 17.4 Discuss globalization and demographic trends.

Skill Level: Remember the Facts Difficulty Level: Moderate 49. The “sustainability model” is concerned with which of the following?

A. protecting indigenous cultures around the world B. developing resource management strategies that do not degrade the environment C. promoting local entrepreneurship in developing nations D. teaching people how to grow their own food Answer: B Topic: Population Trends Learning Objective: LO 17.4 Discuss globalization and demographic trends.

Skill Level: Understand the Concepts Difficulty Level: Easy 50. Which of the following was a problem with the Potlatch Corporation in Western Samoa?

A. It did not have the backing of a multinational corporation.

B. It charged too much to lease land.

C. It shifted jobs from one sector to another rather than creating new jobs.

D. It was unable to find a local market for its products.

Answer: C Topic: Economic Trends Learning Objective: LO 17.5 Discuss globalization and economic trends.

Skill Level: Remember the Facts Difficulty Level: Moderate

Essay Questions 51. What is the demographic-transition theory? Do you think that this model applies to all cultures in the world? Why or why not?

Topic: Population Trends Learning Objective: LO 17.4 Discuss globalization and demographic trends.

Skill Level: Analyze It Difficulty Level: Moderate 52. What are the advantages of biodiversity? What role are humans playing in the threat to biodiversity?

Describe the roles anthropologists could play in preserving biodiversity.

Topic: Population Trends Learning Objective: LO 17.4 Discuss globalization and demographic trends.

Skill Level: Understand the Concepts Difficulty Level: Moderate

220 .

53. What is the doomsday model, or the neo-Malthusian approach? Has this view been challenged by anyone? If so, on what grounds?

Topic: Pessimists versus Optimists on Globalization Issues Learning Objective: LO 17.1 Compare the logic-of-growth model with the pessimistic model of global technological, environmental, and demographic developments.

Skill Level: Understand the Concepts Difficulty Level: Moderate 54. How can the anthropological perspective be used to examine global issues such as overpopulation, deforestation, global warming, and the loss of biodiversity? Draw on examples from the text to support your argument.

Topic: Population Trends Learning Objective: LO 17.4 Discuss globalization and demographic trends.

Skill Level: Analyze It Difficulty Level: Moderate 55. What types of unanticipated problems has the implementation of the Green Revolution caused in areas where it was introduced? Are there any success stories, or have all the outcomes been negative?

Topic: Environmental Trends; Population Trends Learning Objective: LO 17.3 Discuss how globalization has had an impact on the environment; LO 17.4 Discuss globalization and demographic trends.

Skill Level: Analyze It Difficulty Level: Moderate 56. What is the global economy? What types of changes have occurred in the world recently that are related to the globalization of the world economy?

Topic: Economic Trends Learning Objective: LO 17.5 Discuss globalization and economic trends.

Skill Level: Analyze It Difficulty Level: Moderate 57. If the world economy becomes completely integrated, will the nations of the world become similar in terms of cultural values, ideals, and mores? Will there be a world culture and world government?

Topic: Economic Trends; Political, Ethnic, and Religious Trends Learning Objective: LO 17.5 Discuss globalization and economic trends; LO 17.6 Discuss the political, ethnic, and religious trends resulting from globalization.

Skill Level: Analyze It Difficulty Level: Moderate 58. What types of contributions can anthropologists make by studying ethnic conflict and separatism?

What perspective can anthropologists take in this endeavor?

Topic: The Role of Anthropology Learning Objective: LO 17.7 Discuss the role of anthropology as it studies current political, ethnic, and religious trends.

Skill Level: Analyze It Difficulty Level: Moderate

221 .

59. Give an example from the text of how multinational corporations that exploit the natural resources of a developing society have maximized their profits but not enhanced the local economy in the long term. Explain what happened.

Topic: Economic Trends Learning Objective: LO 17.5 Discuss globalization and economic trends.

Skill Level: Understand the Concepts Difficulty Level: Moderate 60. British biologist Matt Ridley argues that technology will solve most of our environmental problems over time. How will recent technological innovations affect people living in different sociocultural regions?

Topic: Technological Trends Learning Objective: LO 17.2 Discuss the results of globalization for technology and energy use.

Skill Level: Apply What You Know Difficulty Level: Moderate

222 .

CHAPTER 18 APPLIED ANTHROPOLOGY True-False Questions 1.

The use of anthropology to offer practical solutions to problems faced by a society is known as basic anthropology.

Answer: F Topic: Introduction Learning Objective: n/a Skill Level: Remember the Facts Difficulty Level: Easy 2.

When an anthropologist becomes the spokesperson for the particular group that he or she is studying, the anthropologist is assuming the role of informant.

Answer: F Topic: The Roles of the Applied Anthropologist Learning Objective: LO 18.1 Describe the different roles of applied anthropologists.

Skill Level: Understand the Concepts Difficulty Level: Easy 3.

As a facilitator, the anthropologist actively helps to bring about change in the community being researched.

Answer: T Topic: The Roles of the Applied Anthropologist Learning Objective: LO 18.1 Describe the different roles of applied anthropologists.

Skill Level: Understand the Concepts Difficulty Level: Moderate 4. Forensic anthropology is the discipline that trains anthropologists to be good academic debaters.

Answer: F Topic: Biological Anthropology Learning Objective: LO 18.2 Discuss the applied aspects of biological anthropology.

Skill Level: Remember the Facts Difficulty Level: Easy 5.

Applied anthropologists can serve as consultants to government organizations, such as the U.S. Agency for International Development (USAID).

Answer: T Topic: Applied Cultural Anthropology Learning Objective: LO 18.6 Discuss the applied aspects of cultural anthropology.

Skill Level: Remember the Facts Difficulty Level: Easy 6. Clyde Collins Snow, the forensic anthropologist, is quite a good criminal psychologist.

Answer: F Topic: Biological Anthropology Learning Objective: LO 18.2 Discuss the applied aspects of biological anthropology.

Skill Level: Remember the Facts Difficulty Level: Easy 223 .

7.

Most of the development work in the 1950s and 1960s sponsored by USAID and researched by applied anthropologists focused on large-scale projects such as hydroelectric dams, industrialization, and mechanized agriculture.

Answer: T Topic: Applied Cultural Anthropology Learning Objective: LO 18.6 Discuss the applied aspects of cultural anthropology.

Skill Level: Remember the Facts Difficulty Level: Easy 8.

An example of an applied project in which the anthropologists played the role of analyst was the Vicos Project in the Andes.

Answer: T Topic: Applied Cultural Anthropology Learning Objective: LO 18.6 Discuss the applied aspects of cultural anthropology.

Skill Level: Remember the Facts Difficulty Level: Moderate 9.

The Vicos Project was a miserable failure for applied anthropologists because the people actively resisted the forced change and eventually rebelled, throwing the anthropologists out of the country.

Answer: F Topic: Applied Cultural Anthropology Learning Objective: LO 18.6 Discuss the applied aspects of cultural anthropology.

Skill Level: Remember the Facts Difficulty Level: Easy 10. Applied studies in medical anthropology can often help health providers to design more effective means of delivering health care to a group of people.

Answer: T Topic: Medical Anthropology Learning Objective: LO 18.3 Define medical anthropology and discuss some of the research undertaken.

Skill Level: Understand the Concepts Difficulty Level: Moderate 11. Some applied medical anthropologists study the relationship and interactions between Western medical practices and folk medicine or indigenous medical practices.

Answer: T Topic: Medical Anthropology Learning Objective: LO 18.3 Define medical anthropology and discuss some of the research undertaken.

Skill Level: Understand the Concepts Difficulty Level: Moderate 12. Native Americans have no legal rights to the remains and artifacts of their ancestors that have been uncovered at archaeological sites.

Answer: F Topic: Who Owns the Past?

Learning Objective: LO 18.5 Discuss the meaning of “cultural patrimony” and the role of NAGPRA legislation in the United States.

Skill Level: Remember the Facts Difficulty Level: Easy

224 .

13. When an archaeological site is destroyed, it can often be replaced or renewed.

Answer: F Topic: Cultural Resource Management: Applied Archaeology Learning Objective: LO 18.4 Define cultural resource management and discuss the role of archaeologists in the field.

Skill Level: Understand the Concepts Difficulty Level: Easy 14. Since archaeological sites are nonrenewable resources, it is very disturbing that many sites are looted and destroyed by pot hunters interested only in making money.

Answer: T Topic: Cultural Resource Management: Applied Archaeology Learning Objective: LO 18.4 Define cultural resource management and discuss the role of archaeologists in the field.

Skill Level: Understand the Concepts Difficulty Level: Easy 15. Ethical relativism is the idea that we cannot impose the values of one society on other societies.

Answer: T Topic: Applied Anthropology and Human Rights Learning Objective: LO 18.7 Discuss how applied anthropologists are engaged in human rights research.

Skill Level: Understand the Concepts Difficulty Level: Moderate 16. Cultural relativism is the principle that cultures must be understood from the perspective of their own cultural norms, values, beliefs, and behaviors.

Answer: T Topic: Applied Anthropology and Human Rights Learning Objective: LO 18.7 Discuss how applied anthropologists are engaged in human rights research.

Skill Level: Understand the Concepts Difficulty Level: Easy 17. Universal human rights have been spread through the process of globalization and are based on the U.S. Declaration of Independence.

Answer: F Topic: Applied Anthropology and Human Rights Learning Objective: LO 18.7 Discuss how applied anthropologists are engaged in human rights research.

Skill Level: Understand the Concepts Difficulty Level: Easy 18. Anthropologist Robert Redfield suggested that there are general standards of judgment that can be applied to most societies.

Answer: T Topic: Applied Anthropology and Human Rights Learning Objective: LO 18.7 Discuss how applied anthropologists are engaged in human rights research.

Skill Level: Remember the Facts Difficulty Level: Easy 19. One can both understand the values and worldviews of another people and not accept all of their practices or standards.

Answer: T 225 .

Topic: Applied Anthropology and Human Rights Learning Objective: LO 18.7 Discuss how applied anthropologists are engaged in human rights research.

Skill Level: Understand the Concepts Difficulty Level: Easy 20. Cultural and applied anthropologists have a role in helping to define universal standards for human rights.

Answer: T Topic: Applied Anthropology and Human Rights Learning Objective: LO 18.7 Discuss how applied anthropologists are engaged in human rights research.

Skill Level: Understand the Concepts Difficulty Level: Easy

Multiple-Choice Questions 21. An applied anthropologist who, rather than just providing data about a culture to an organization or government, engages in the actual development of policy is performing which of the following roles?

A. facilitator B. analyst C. informant D. mediator Answer: B Topic: The Roles of the Applied Anthropologist Learning Objective: LO 18.1 Describe the different roles of applied anthropologists.

Skill Level: Understand the Concepts Difficulty Level: Moderate 22. What role is an applied anthropologist fulfilling when he or she provides cultural information gleaned while doing research to an agency or government that wants to implement change?

A. facilitator B. analyst C. informant D. representative Answer: C Topic: The Roles of the Applied Anthropologist Learning Objective: LO 18.1 Describe the different roles of applied anthropologists.

Skill Level: Understand the Concepts Difficulty Level: Moderate 23. Private agencies and governments often employ anthropologists to provide them with an indication of the possible consequences of the planned change they are about to implement. What is this called?

A. a sociocultural blueprint B. a social-impact study C. an ethical relativism statement D. a culture-change document Answer: B Topic: Applied Cultural Anthropology Learning Objective: LO 18.6 Discuss the applied aspects of cultural anthropology.

226 .

Skill Level: Understand the Concepts Difficulty Level: Moderate 24. A social-impact study conducted by Thayer Scudder and Elizabeth Colson in Zambia found which of the following?

A. Nuer tribesmen could not give up herding and switch to plow agriculture without totally abandoning their religion, values, norms, mores, and political structure.

B. The medical innovations proposed by the health clinic would probably fail unless shamans were involved in administering to the patients at the same time.

C. The forced relocation of the rural community would create extreme stress and would result in people clinging to familiar traditions and institutions during the change.

D. The new highway would benefit only the elite and rich of the community, leaving the peasants in worse condition than before.

Answer: C Topic: Applied Cultural Anthropology Learning Objective: LO 18.6 Discuss the applied aspects of cultural anthropology.

Skill Level: Remember the Facts Difficulty Level: Moderate 25. Sometimes applied anthropologists become engaged in the development of policy. This type of applied anthropology occurred when Allan Holmberg of Cornell University became the new patron to a group of Peruvian Indians who lived on a hacienda. This undertaking was called the __________.

A. Peruvian Project B. Vicos Project C. Hacienda Project D. Applied Patron Project Answer: B Topic: Applied Cultural Anthropology Learning Objective: LO 18.6 Discuss the applied aspects of cultural anthropology.

Skill Level: Remember the Facts Difficulty Level: Easy 26. Problems sometimes arise between private developers and the people who will be affected by a project. In such cases, anthropologists who try to reconcile differences between various interest groups are acting as __________.

A. mediators B. analysts C. representatives D. informants Answer: A Topic: The Roles of the Applied Anthropologist Learning Objective: LO 18.1 Describe the different roles of applied anthropologists.

Skill Level: Understand the Concepts Difficulty Level: Moderate 27. The study of disease, health-care systems, and the theories and methods of curing in cross-cultural perspective is known as __________.

A. epidemiology B. medical anthropology C. ethnoscience 227 .

D. metamedicine Answer: B Topic: Medical Anthropology Learning Objective: LO 18.3 Define medical anthropology and discuss some of the research undertaken.

Skill Level: Remember the Facts Difficulty Level: Easy 28. What is the study of the spread and distribution of disease called?

A. ethnomedicine B. medical mapping C. epidemiology D. biomedicine Answer: C Topic: Medical Anthropology Learning Objective: LO 18.3 Define medical anthropology and discuss some of the research undertaken.

Skill Level: Remember the Facts Difficulty Level: Moderate 29. When patients in Thailand use a combination of ritual, magic, and modern scientific medicine to treat an illness, they are enacting __________.

A. a culture-specific disorder B. polymedicalism C. therapeutic pluralism D. the multiple treatment scenario Answer: C Topic: Medical Anthropology Learning Objective: LO 18.3 Define medical anthropology and discuss some of the research undertaken.

Skill Level: Understand the Concepts Difficulty Level: Moderate 30. Forensic anthropologists sometimes assist the police in which of the following ways?

A. analyzing fingerprints B. interviewing suspects C. reconstructing the facial features of a victim D. interpreting the cultural behaviors of victims and suspects Answer: C Topic: Biological Anthropology Learning Objective: LO 18.2 Discuss the applied aspects of biological anthropology.

Skill Level: Understand the Concepts Difficulty Level: Easy 31. Forensic anthropologists have played an important role in __________.

A. bringing Nazi criminals to justice immediately following World War II B. identifying the remains from mass graves in South America and Eastern Europe C. developing military tactics in Iraq and Afghanistan D. addressing inconsistencies in the methods used in criminal investigations in the United States Answer: B Topic: Biological Anthropology Learning Objective: LO 18.2 Discuss the applied aspects of biological anthropology.

Skill Level: Remember the Facts Difficulty Level: Moderate 228 .

32. Even though there are numerous pieces of legislation aimed at curtailing pot hunting, this practice still persists. The text example of the looting of the __________ is an excellent illustration of the problems that exist.

A. left bank of the Seine B. Slack Farm site in Kentucky C. southern banks of the Nile D. Big Dog Site in Idaho Answer: B Topic: Cultural Resource Management: Applied Archaeology Learning Objective: LO 18.4 Define cultural resource management and discuss the role of archaeologists in the field.

Skill Level: Remember the Facts Difficulty Level: Moderate 33. Whereas most archaeologists have traditionally found employment in universities or museums, many are now working as applied archaeologists specializing in what is known as __________.

A. application archaeology B. cultural resource management C. excavation archaeology D. exhumation regulation Answer: B Topic: Cultural Resource Management: Applied Archaeology Learning Objective: LO 18.4 Define cultural resource management and discuss the role of archaeologists in the field.

Skill Level: Understand the Concepts Difficulty Level: Easy 34. Early-twentieth-century anthropologists argued that since there are no universal moral values, each society’s values are valid with respect to the specific circumstances and conditions of that society.

What is this view called?

A. ethical relativism B. cultural relativism C. social morality D. social ethics Answer: A Topic: Applied Anthropology and Human Rights Learning Objective: LO 18.7 Discuss how applied anthropologists are engaged in human rights research.

Skill Level: Understand the Concepts Difficulty Level: Moderate 35. By examining skeletal remains, forensic anthropologists can help determine the __________ of an individual.

A. intelligence level B. ethnicity C. sex and approximate age D. marital status Answer: C Topic: Biological Anthropology Learning Objective: LO 18.2 Discuss the applied aspects of biological anthropology.

Skill Level: Remember the Facts 229 .

Difficulty Level: Easy 36. Which of the following is a way to resolve the philosophical and moral dilemmas posed by a strict adherence to the doctrine of ethical relativism?

A. acknowledge that the standards of Western culture are always superior to those of non-Western cultures B. formulate a standard of humanitarian ethics, such as the protection of individuals from bodily harm, that would be recognized by people of any culture C. adhere to a policy of strict nonintervention in any decisions that would affect behavior in prestate societies of the Third World D. accept any behavior so long as it is practiced by individuals within the context of their own society Answer: B Topic: Applied Anthropology and Human Rights Learning Objective: LO 18.7 Discuss how applied anthropologists are engaged in human rights research.

Skill Level: Analyze It Difficulty Level: Moderate 37. What is Le Projet du Garbage?

A. a teaching exercise performed in archaeology labs B. an ongoing archaeological project of the University of Arizona that studies the intricacies of Hohokam lifeways C. a historical archaeology study conducted by Jim Deetz D. a project that analyzes contemporary behaviors by studying what people throw away Answer: D Topic: Cultural Resource Management: Applied Archaeology Learning Objective: LO 18.4 Define cultural resource management and discuss the role of archaeologists in the field.

Skill Level: Remember the Facts Difficulty Level: Easy 38. Anthropologists John Van Willigen and V. C. Channa found that the increase in dowry deaths was partially the result of which of the following?

A. economic inflation B. a decrease in the average age of the bride C. an increase in the practice of bridewealth among rural families D. the repeal of national laws that made the institution of dowry illegal Answer: A Topic: Applied Anthropology and Human Rights Learning Objective: LO 18.7 Discuss how applied anthropologists are engaged in human rights research.

Skill Level: Remember the Facts Difficulty Level: Moderate 39. Which of the following did John Van Willigen and V. C. Channa recommend for decreasing the incidence of dowry death in India?

A. strengthening legislation that prohibits the institution of dowry B. establishing an inheritance law in which women receive more than men C. passing a requirement for universal marriage registration and licensing D. changing the caste system to promote gender equality Answer: C Topic: Applied Anthropology and Human Rights 230 .

Learning Objective: LO 18.7 Discuss how applied anthropologists are engaged in human rights research.

Skill Level: Remember the Facts Difficulty Level: Moderate 40. The word “metaculture” refers to a __________.

A. culture within a culture, such as the culture of African-Americans B. culture that has become extinct, but about which enough is known to revive it C. culture that seeks to dominate others, such as the culture of Nazi Germany D. culture that is worldwide and pluralistic, sharing universal values Answer: D Topic: Applied Anthropology and Human Rights Learning Objective: LO 18.7 Discuss how applied anthropologists are engaged in human rights research.

Skill Level: Understand the Concepts Difficulty Level: Moderate 41. According to a Western biomedical perspective, illness is understood as __________.

A. feelings of pain or sickness B. a disease attributable to natural causes C. a biological transfer of microscopic contagions D. a diagnosis offered by a physician Answer: A Topic: Medical Anthropology Learning Objective: LO 18.3 Define medical anthropology and discuss some of the research undertaken.

Skill Level: Understand the Concepts Difficulty Level: Moderate 42. Research into ethnomedicine has indicated that __________.

A. biomedicine is the only effective treatment for disease B. all humans experience disease the same way C. theories of how contagions are transmitted are consistent across cultures D. concepts of illness and disease vary cross-culturally Answer: D Topic: Medical Anthropology Learning Objective: LO 18.3 Define medical anthropology and discuss some of the research undertaken.

Skill Level: Understand the Concepts Difficulty Level: Moderate 43. Chinese acupuncture is based on the concept __________.

A. of umami, a particular quality associated with saline levels in the lymphatic system B. that blood sugar levels vary with health and illness C. of qi, an energy force that inhabits all living things D. of medical pluralism Answer: C Topic: Medical Anthropology Learning Objective: LO 18.3 Define medical anthropology and discuss some of the research undertaken.

Skill Level: Remember the Facts Difficulty Level: Easy 44. Caroline Wilson has been investigating which of the following among people living in Kerala, India?

A. the intersection of religious belief and medical practice 231 .

B. the relationship between feasting and heart disease C. differential access to health care among people of different castes D. prenatal care and infant mortality rates Answer: B Topic: Medical Anthropology Learning Objective: LO 18.3 Define medical anthropology and discuss some of the research undertaken.

Skill Level: Remember the Facts Difficulty Level: Moderate 45. In Southeast Asia, the type of hysteria known as latah that affects women is an example of __________.

A. religious paranoia B. a gender-specific disease C. a culture-specific disorder D. medical pluralism Answer: C Topic: Medical Anthropology Learning Objective: LO 18.3 Define medical anthropology and discuss some of the research undertaken.

Skill Level: Understand the Concepts Difficulty Level: Easy 46. Which of the following is a symptom of pibloktoq?

A. running out into the snow B. falling into a coma C. cabin fever D. fear of snakes Answer: A Topic: Medical Anthropology Learning Objective: LO 18.3 Define medical anthropology and discuss some of the research undertaken.

Skill Level: Remember the Facts Difficulty Level: Moderate 47. What is the central question associated with “cultural patrimony”?

A. What rights do cultural informants have in terms of maintaining anonymity?

B. Who are the forefathers of contemporary Native American populations?

C. What role should anthropologists play in development projects that affect endangered cultural groups?

D. Who has ownership rights over archaeological finds?

Answer: D Topic: Who Owns the Past?

Learning Objective: LO 18.5 Discuss the meaning of “cultural patrimony” and the role of NAGPRA legislation in the United States.

Skill Level: Understand the Concepts Difficulty Level: Easy 48. Which of the following is at the heart of the Elgin Marbles controversy?

A. Greek authorities believe the marbles should be returned to Greece.

B. Pot hunters are seeking the right to maintain ownership over their discoveries.

C. The remains of the Parthenon are in danger of falling into ruin if not properly restored.

D. World leaders are torn over whether the Parthenon should be protected under the auspices of British, Greek, or Turkish authorities.

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Answer: A Topic: Who Owns the Past?

Learning Objective: LO 18.5 Discuss the meaning of “cultural patrimony” and the role of NAGPRA legislation in the United States.

Skill Level: Remember the Facts Difficulty Level: Moderate 49. Which of the following describes one of the challenges presented by the repatriation of Native American human remains and cultural artifacts?

A. Native Americans want to display the remains and artifacts in private rather than public museums.

B. Reburial of the remains and artifacts is antithetical to the mission of museums, which view them as nonliving entities to be studied.

C. Museums are not receiving adequate government funding to preserve the remains and artifacts.

D. Native Americans do not value archaeological research and have been inadvertently destroying important sites through new construction on reservations.

Answer: B Topic: Who Owns the Past?

Learning Objective: LO 18.5 Discuss the meaning of “cultural patrimony” and the role of NAGPRA legislation in the United States.

Skill Level: Remember the Facts Difficulty Level: Moderate 50. According to the research of Ellen Gruenbaum, some Sudanese women participated in female genital mutilation (FGM) because __________.

A. they thought it would protect them against rape B. they were not aware of the medical dangers C. they were suffering from a culture-specific disorder D. they did not want to get married and have children Answer: A Topic: Applied Anthropology and Human Rights Learning Objective: LO 18.7 Discuss how applied anthropologists are engaged in human rights research.

Skill Level: Remember the Facts Difficulty Level: Moderate

Essay Questions 51. What is applied anthropology? Erve Chambers suggests that there are five roles that applied anthropologists play. Discuss each of these roles as they apply to present-day applied anthropological studies.

Topic: The Roles of the Applied Anthropologist Learning Objective: LO 18.1 Describe the different roles of applied anthropologists.

Skill Level: Understand the Concepts Difficulty Level: Moderate 52. What do anthropologists have to consider when intervening in the cultural practices of a society? Is this sort of intervention ever appropriate? If so, when? What is the best way to conduct such interventions? Support your answer with specific examples.

Topic: Applied Anthropology and Human Rights Learning Objective: LO 18.7 Discuss how applied anthropologists are engaged in human rights research.

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Skill Level: Analyze It Difficulty Level: Moderate 53. What is medical anthropology? Describe two projects in medical anthropology that were mentioned in your text. Discuss how these projects combined elements from different anthropological subfields.

Topic: Medical Anthropology Learning Objective: LO 18.3 Define medical anthropology and discuss some of the research undertaken.

Skill Level: Understand the Concepts Difficulty Level: Moderate 54. What is cultural resource management? Why is it important? Support your answer with specific examples.

Topic: Cultural Resource Management: Applied Archaeology Learning Objective: LO 18.4 Define cultural resource management and discuss the role of archaeologists in the field.

Skill Level: Analyze It Difficulty Level: Moderate 55. Examine the concepts of cultural relativism and ethical relativism. Is it possible to understand the values and worldview of another culture and not accept all of their practices and standards? In other words, can one be a cultural relativist and not an ethical relativist at the same time? Support your argument with specific examples.

Topic: Applied Anthropology and Human Rights Learning Objective: LO 18.7 Discuss how applied anthropologists are engaged in human rights research.

Skill Level: Analyze It Difficulty Level: Moderate 56. Compare and contrast two projects in applied cultural anthropology. Discuss the strengths and weaknesses of each. What can we learn about the application of ethnographic knowledge in realworld situations from these cases?

Topic: Applied Cultural Anthropology Learning Objective: LO 18.6 Discuss the applied aspects of cultural anthropology.

Skill Level: Analyze It Difficulty Level: Moderate 57. Explain the concept of universal human rights. Do you think it is possible to adopt a humanitarian standard that would be accepted by everyone in the world? What might this view entail?

Topic: Applied Anthropology and Human Rights Learning Objective: LO 18.7 Discuss how applied anthropologists are engaged in human rights research.

Skill Level: Understand the Concepts Difficulty Level: Moderate 58. What are some of the applications for biological anthropology? What skills do biological anthropologists have that are applicable outside of pure research? Discuss the various roles forensic anthropologists have played around the world in your answer.

Topic: Biological Anthropology Learning Objective: LO 18.2 Discuss the applied aspects of biological anthropology.

Skill Level: Understand the Concepts Difficulty Level: Moderate

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59. What is NAGPRA? Discuss the opposing interests of museums and Native American descendant populations. How do you think the issues over repatriation and reburial would best be resolved and why?

Topic: Who Owns the Past?

Learning Objective: LO 18.5 Discuss the meaning of “cultural patrimony” and the role of NAGPRA legislation in the United States.

Skill Level: Understand the Concepts Difficulty Level: Moderate 60. What has research in medical anthropology taught us about mental health and illness around the world? Discuss some of the ways medical anthropology has approached culture-specific disorders.

Conclude with a discussion of some of the research that has been conducted on mental health in the Western world and what we have learned from it.

Topic: Medical Anthropology Learning Objective: LO 18.3 Define medical anthropology and discuss some of the research undertaken.

Skill Level: Understand the Concepts Difficulty Level: Moderate

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