ANTHR 2: CULTURAL ANTHROPOLOGY

FALL 2008

TTH 9:40A – 11:05P

OAK 12

Dr. Paula Clarke

Office: 217 Tamarack Hall

Email: clarkep@yosemite.edu

 

CENTRAL THEMES, CONCEPTS, AND PROCESSES

 

THEMES

CONCEPTS

PROCESSES

Anthropological Methods

Ethnography, Life History Approach

Analyses of Culture and Human Conditions, Cultural Maintenance vs. Innovation

Changes in the Human Condition over Time

Economic, Social, Cultural, Demographic, and Institutional Changes

Hunter-Gatherer, Agricultural, Industrial, and Post-Industrial Societies

Contemporary Human Problems

Dominant Cultural Values and Beliefs, Impacts on Humanity

Colonization, Post-Colonialism, Globalization

Myths and Misconceptions

Production of Science

Discipline of Anthropology

Development of Human Knowledge and History

Social Functions of Institutions

Ideal vs. Real Culture

Critical Linkages:

Economic System, Institutions, Values, Behaviors

 

 

 

 

GRAPHIC PRESENTATION REQUIREMENT

 

For each exam, provide a graphic presentation of the most significant Beliefs, Values, and Behaviors over Time and Space.  In your presentation be sure to include a contextual analysis including, at a minimum, environmental, social, demographic and historical conditions of the populations examined.

 

First Exam:         The Forest People and One Post-Industrial Society (50 points)

                             Due September 25th

 

Second Exam:     Colonized Societies and Colonizing Societies (50 points)

                             Due October 30th

 

Final Exam:        Contemporary American Society (100 points)

In the Final Exam, be sure to include (at a minimum) the influences of class, race, and gender (100 points) Due December 11th

FIRST EXAM

 

REPRESENTATIVE EXAMINATION QUESTIONS (100 points)

 

THE STUDY OF HUMANITY:

SCIENCE, POPULAR KNOWLEDGE, AND CHANGE IN CONTEXT

 

1.         The Forest People is a widely acknowledged example of “classic ethnography.”  List (in rank order), describe, and demonstrate why this is so.  What makes The Forest People a classic?

 

2.         Most introductory courses in cultural anthropology include readings about “foragers” or, alternatively, “hunter-gatherers.”  In addition, many other fields/disciplines also include a focus on the lives of hunter-gatherers (e.g. biology, geography, sociology, family & gender studies, international health, law & medicine to name a few). Provide a matrix of analysis for describing the most significant reasons for the interest in a way of life that at best describes 5 per cent of the world’s current population. Why is hunting and gathering seemingly so important?

 

3.         The “nature x nurture” interaction acknowledges that much human activity begins in biology but ends in culture.  Provide at least 5 examples of universal “nature x nurture” interactions, graphically demonstrate the interactions, and then compare and/or contrast these with examples from other cultures. 

 

4.         List, describe and demonstrate the most significant concepts and principles of “culture” provided by Turnbull in his description of the “people of the forest.”  Does this work represent “science?”  Why or why not?

 

5.         Anthropology, much like Geography, is often greatly misunderstood because of widely shared misconceptions about its origin, focus, methods, and function.  List, describe, and critically evaluate the most significant misconceptions about Anthropology.  Responses should include the misconception, the corrected conception, as well as demonstrated evidence.

 

 

Rules and Guidelines

n  Use the ‘Ten Criteria.’

n  Graphic presentations accompanying responses are strongly RECOMMENDED.

n  Essay breakdown should approximate one-third each of the following:  reading/class dialogue/original thinking (which does not mean opinion).

n  Students must have notes and text books approved by instructor before outlines are due for each exam.

 

Practice ‘Learned Resourcefulness.’ Avoid procrastination, develop appropriate help-seeking behaviors, ask questions, learn to recognize & utilize resources (e.g. the library, fellow students, the instructor, tutoring, study groups, etc.) embrace realistic goals and priorities.

SECOND EXAM

 

REPRESENTATIVE EXAMINATION QUESTIONS (100 points)

 

COLONIZATION, DECOLONIZATION AND REVITALIZATION:

 INDIVIDUALS, SOCIETIES, AND CULTURE

 

1.         The European conquest of the Americas is considered one of the most significant cultural clashes in recent human history.  List, describe, and critically evaluate the most significant points of cultural conflict between the Spanish colonizers and the indigenous peoples of Central America.  What can be learned about ethnic identity and nationalism from this experience?

 

2.         I, Rigoberta Menchu, an example of the “life history approach” in ethnographic work and is often regarded as one way to understand “cultural change,” “revitalization,” and “common patterns in the lives of innovators.”  Describe and demonstrate the most significant evidence in support of this claim.

 

3.         All research methods have strengths as well as weaknesses.  Describe and demonstrate the most significant strengths and weaknesses of the “life history” approach.  Under what circumstances are “life histories” most and least useful as research evidence?

 

4.         Rigoberta Menchu’s “dream” for the future involves what David Maybury-Lewis calls “serious multiculturalism.”  Maybury-Lewis believes that this would require as much effort from minorities that feel they have been wronged as it would from the majority accused of excluding them.  Describe and critically evaluate what Maybury-Lewis means by this statement? What are the most important sources of challenge for both sides of this ancient problem?  Why are these issues believed to be particularly pressing now?

 

5.         In what ways do I, Rigoberta Menchu and the conquest of the Americas demonstrate the dilemmas of understanding other peoples’ history?  List (in rank order), describe, and critically evaluate the ways in which history is an artifact of culture.  Identify the reasons why this feature of human society is of particular relevance at this time in human history.  How do we know that these are viewed as important in the global community?

 

Rules and Guidelines

n  Use the ‘Ten Criteria.’

n  Graphic presentations accompanying responses are strongly RECOMMENDED.

n  Essay breakdown should approximate one-third each of the following:  reading/class dialogue/original thinking (which does not mean opinion).

n  Students must have notes and text books approved by instructor before outlines are due for each exam.

 

Practice ‘Learned Resourcefulness.’ Avoid procrastination, develop appropriate help-seeking behaviors, ask questions, learn to recognize & utilize resources (e.g. the library, fellow students, the instructor, tutoring, study groups, etc.) embrace realistic goals and priorities.

FINAL EXAM

 

REPRESENTATIVE EXAMINATION QUESTIONS (200 points)

 

CULTURE OVER TIME AND SPACE:

CONTEMPORARY SOCIAL PROBLEMS AND CULTURAL RESPONSES

 

1.      Compare and contrast the most significant similarities and differences between the Forest People and In Search of Respect.  What inferences should be considered from your analysis about the relationship between society, the institution of science, and the development of human knowledge?

 

2.      Using `TFP’ and `ISR’ as primary sources graphically represent, describe, and critically evaluate the most critical linkages between 1) a society’s economic system; 2) the organization of institutions; and 3) the cultural values learned at home and in school.  What concepts or ideas does Bourgois entertain to explain these linkages?

 

3.      When studying human societies, anthropologists often conclude that there are important differences between what the natives say they are doing and what they actually are doing (e.g. ideal and real culture).  List, describe, and critically evaluate the most significant ideals that Americans hold about 1) their economy; 2) the institution of education; and 3) the value of children and the reality offered by the evidence (Bourgois’ and others).  What conclusion(s) may be entertained about the social function of the institution of education?  What (if any) dilemmas does this traditional function pose under contemporary conditions?

 

4.      Interdisciplinary education, research, and applied experience are increasingly necessary for understanding and formulating approaches to problems in the contemporary world.  While Anthropology has always used this approach to some degree, it has become even more pronounced in recent decades. In what ways does Bourgois’ research demonstrate this approach or perspective? List, describe, and critically evaluate the ways in which In Search of Respect reflects an interdisciplinary approach to researching contemporary human problems.

 

5.      Bourgois takes a somewhat unusual approach (for an Anthropologist) towards the people and problems he is studying.  Provide a conceptual matrix of analysis for demonstrating the uniqueness of his approach and the evidence the author employs to substantiate it.  What conclusion does Bourgois reach about the nature of the central problems?  Do Kottack and Van Der Elst agree?

 

Rules and Guidelines

n   Use the ‘Ten Criteria.’

n   Graphic presentations accompanying responses are strongly RECOMMENDED.

n   Essay breakdown should approximate one-third each of the following:  reading/class dialogue/original thinking (which does not mean opinion).

n   Students must have notes and text books approved by instructor before outlines are due for each exam.

 

Practice ‘Learned Resourcefulness.’ Avoid procrastination, develop appropriate help-seeking behaviors, ask questions, learn to recognize & utilize resources (e.g. the library, fellow students, the instructor, tutoring, study groups, etc.) embrace realistic goals and priorities.