anthropology 1100: introduction to social and cultural ... 1100 workbook 2-0.pdf · anthropology...

Anthropology 1100: Introduction to Social and Cultural Anthropology Course Workbook (Version 2.0; Summer 2006) Prepared by Tad McIlwraith

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Contents Contents ...................................................................................................................................................................................................... 2 Introduction................................................................................................................................................................................................. 4

How to Use the Workbook ..................................................................................................................................................................... 4 Layout ..................................................................................................................................................................................................... 4

Week 1: Course Introduction and the Concept of Culture.......................................................................................................................... 5 Lecture Outline ....................................................................................................................................................................................... 5 Readings: Miller, et al, Chapter 1 ........................................................................................................................................................... 5

Week 2: Methods of Anthropological Research......................................................................................................................................... 9 Lecture Outline ....................................................................................................................................................................................... 9 Readings: Miller, et al, Chapter 2 ........................................................................................................................................................... 9

Week 3: ‘Getting Food’: Modes of Production/Economic Anthropology................................................................................................ 12 Lecture Outline ..................................................................................................................................................................................... 12 Readings: Miller, et al, Chapter 3 ......................................................................................................................................................... 12

Week 4: Consumption and Exchange ....................................................................................................................................................... 17 Lecture Outline ..................................................................................................................................................................................... 17 Readings: Miller, et al, Chapter 4 ......................................................................................................................................................... 17

Week 5: Birth, Death, and Personality...................................................................................................................................................... 21 Lecture Outline ..................................................................................................................................................................................... 21 Readings: Miller, et al, Chapters 5&6 .................................................................................................................................................. 21

Week 6: Kinship and Descent................................................................................................................................................................... 26 Lecture Outline ..................................................................................................................................................................................... 26 Readings: Miller, et al, Chapter 8 ......................................................................................................................................................... 26

Week 7: Midterm Exam.............................................................................................................................Error! Bookmark not defined.

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Week 8: Political Anthropology ............................................................................................................................................................... 33Lecture Outline ..................................................................................................................................................................................... 33 Readings: Miller, et al, Chapter 11 ....................................................................................................................................................... 33

Week 9: Social Groups and Stratification................................................................................................................................................. 38 Lecture Outline ..................................................................................................................................................................................... 38 Readings: Miller, et al, Chapters 9 and 10............................................................................................................................................ 38

Week 10: Language and Communication................................................................................................................................................. 42 Lecture Outline ..................................................................................................................................................................................... 42 Readings: Miller, et al, Chapter 13 ....................................................................................................................................................... 42

Week 11: Religion and Ritual................................................................................................................................................................... 48 Lecture Outline ..................................................................................................................................................................................... 48 Readings: Miller, et al, Chapter 12 ....................................................................................................................................................... 48

Week 12: Anthropology of Change .......................................................................................................................................................... 51 Lecture Outline ..................................................................................................................................................................................... 51 Readings: Miller, et al, Chapter 15&16................................................................................................................................................ 51

Week 13: Applied Anthropology.............................................................................................................................................................. 54 Lecture Outline ..................................................................................................................................................................................... 54 Readings: Miller, et al, Chapter 16 ....................................................................................................................................................... 54

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Introduction I have designed this workbook for students in Anthropology 1100 at Douglas College. It is meant to complement the lectures and the text by guiding your learning and studying. I do not collect these worksheets, nor do I require you to use them. I expect students to take responsibility for learning the material in the course and questioning it. After having taught this course several times, I have found that the workbook helps students make associations between concepts and ideas. The questioning usually follows quickly.

How to Use the Workbook The workbook provides questions to guide your reading of the textbook. Have the questions nearby when you read the text and make notes that will help you remember the answer to each question. Likewise, questions for each of the films are given in chart form in the workbook. Have these charts out while you watch the film and fill them in as you go or shortly after you see the film. The workbook provides charts for keeping track of the critical points of each lecture. While you might fill these charts out during the lecture, you may be able to begin filling them out while reading the text. In some cases, you won’t be able to fill out all areas on the chart until future classes and you would be wise to return to the earlier sections of the workbook before each exam. Please note: The workbook does not eliminate the need to take notes during the lecture. We will discuss ideas that are not in the workbook and you are responsible for that material too. Similarly, you would be wise to take notes during the lecture and fill out the workbook charts after class to refresh you memory and build you competency with each topic. In many cases there is only enough room on the charts for keywords – and certainly not enough room to add complete notes.

Layout The workbook is organized around the lectures for each week. The first page of each week offers an outline of the class and presents questions to guide your understanding of the text. Then, summary charts and worksheets for key topics in the lecture are given. Finally, questions for the films and slide shows are given. These questions should be brought to each class for use while the films are being shown.

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Week 1: Course Introduction and the Concept of Culture

Lecture Outline

• Course Introduction and Administrative Items • What Is Anthropology? • The Four Subfields of Anthropology

o Archaeology o Biological/Physical Anthropology o Linguistic Anthropology o Cultural Anthropology

• Ethnocentrism • Cultural Relativity • The Characteristics of Culture • Film: The Trobriand Islanders of Papua New Guinea

Readings: Miller, et al, Chapter 1

1. Note the characteristics of each of the subfields of anthropology. 2. What is Ethnography? 3. Distinguish ethnocentrism from cultural relativism. What is the relationship between those two terms? 4. What is meant by holism? 5. Distinguish biological determinism from cultural constructionism. Where do you put yourself in the debate about whether

biology or culture determines human behavior? 6. How do anthropologists define culture? What are its characteristics? 7. What is the impact of one’s class, race, gender, and age on their position within a culture or group?

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The Four (5?) Subfields of Anthropology

Definition Questions Asked Methods Examples

Archaeology

Biological/ Physical

Anthropology

Linguistic Anthropology

Cultural Anthropology

(Applied Anthropology)

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Film: The Trobriand Islanders of Papua New Guinea (1990) Anthropologist: Annette B. Weiner General Questions What is the anthropologist’s research about?

Give an example from the Trobriand Islands of each of the six characteristics of culture.

1.

2.

3.

4.

5.

6.

Is the Trobriand economic system described in culturally relative terms (in terms of Trobriand values)?

Gut reaction … do you like the film? Why or why not?

General Observations about Trobriand Culture Note: We will introduce these concepts over the next several weeks. Try and make some generalizations about the features of Trobriand culture. (It may be hard to say a lot about all of these items.) Geographical Location

Mode of Production (Economic System)

Political System

Leadership

Types of Exchanges

Religion

Kinship and Descent (Families and Marriages)

Other Observations

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Week 2: Methods of Anthropological Research

Lecture Outline

• Field versus Fieldwork • Participant Observation • Recording Information • Types of Data • Emic versus Etic Data • A Couple of Points of Theory • Discussion of First Assignment • Film: Coming of Age


1. What is participant observation? What are its strengths and limitations? 2. How do race, gender, and age affect an anthropologist’s ability to conduct research? 3. What is the difference between etic and emic types of knowledge or forms of ethnographic explanation? 4. What kinds of data do anthropologists collect? 5. What is the insider-outsider dilemma for anthropologists?

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Theory in Anthropology

Theory Definition Questions Asked

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Film: Coming of Age (1985) Anthropologist: Margaret Mead General Questions What methods does Mead use to conduct her research?

In general terms, what is she studying? How does she characterize human nature?

How does the work try and show that culture is ‘not nature’?

How did the concepts of race, gender, age, and class impact Mead’s ability to do her research?

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Week 3: ‘Getting Food’: Modes of Production/Economic Anthropology

Lecture Outline

• Modes of Production as a Concept • Foraging • Horticulture • Pastoralism • Agriculture • Industrialism • Slides: Tahltan Foragers in a Modern World


1. What is meant by the phrase ‘mode of production’? 2. What activities are included under the label ‘foraging’? 3. What is the difference between horticulture and agriculture? 4. What kinds of property are owned by pastoralists? 5. Why does the textbook distinguish three types of agriculture? 6. Is the industrial mode of production sustainable? What changes do we see now in this mode of production? Is it changing into

something else?

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Modes of Production: General Characteristics Foraging

Horticulture

Pastoralism

Agriculture

Industrialism

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Modes of Production Summary Chart Foragers Horticulturalists Pastoralists Agriculturalists Industrialists Labour/ Organization

Property

Tools

Sustainable?

Change

Why produce?

Scale of Use (Intensive or Extensive?)

Examples

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Slides: Tahltan Foragers in a Modern World (2002-2003) Anthropologist: Tad McIlwraith General Questions What modes of production are the Tahltans at Iskut engaged in?

Are Tahltan modes of production exclusive categories? Evidence?

How do the seasons affect the modes of production?

Winter Spring Summer Fall

What reasons might people give for continuing to hunt and fish despite the fact that a store is nearby?

How do slides differ from films in their representation of native people?

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General Observations about Tahltan Culture Note: Try and make some generalizations about the features of Tahltan culture at Iskut Village. Geographical Location


Political System

Leadership

Types of Exchanges

Religion


Other Observations

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Week 4: Consumption and Exchange

Lecture Outline

• Consumption • Modes of Exchange

o Reciprocity Generalized Reciprocity Balanced Reciprocity Negative Reciprocity

o Redistribution o Market Exchanges

• Altruism • Exchange Game • Film: Ongka’s Big Moka


1. What is the relationship between consumption and modes of production? 2. What is required to be a consumer? 3. What are meant by entitlements? What are your entitlements? 4. List the differences between generalized and balanced reciprocity. 5. What is the relationship between the modes of exchange and modes of production? 6. Is balanced reciprocity the same as buying things in a store? 7. What to givers get out of redistribution systems?

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Consumption Foraging Horticulture Pastoralism Agriculture Industrialism Output (Give Up)

Input (Get Back)

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Film: Ongka’s Big Moka (1976) Anthropologist: Andrew Strathern General Questions How would an anthropologist explain irrational disposal of hard-won wealth in a moka?

What skills/attributes must you have to be a successful big man?

What does Ongka expect to gain from the moka?

What do other people have to gain or lose if he is successful or unsuccessful?

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General Observations about the Kawelka, Ongka’s Group Geographical Location


Political System

Leadership

Types of Exchanges

Religion


Other Observations

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Week 5: Birth, Death, and Personality

Lecture Outline

• Birth and Death ‘By the Numbers’ • Birth and Culture • Death and Culture • Culture and Personality • Life Stages and Cycles – A Human Universal? • Film: Masai Women

Readings: Miller, et al, Chapters 5&6

1. What connections can you draw between modes of production and: a. Birth rates b. Population sizes c. Death rates d. Population growth rates?

2. How do foragers control the size of their groups? 3. When does personality start to develop? In utero? At birth? Later? 4. What affects an individual’s personality?

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The Demographics of Birth and Death High Average Low

Foragers Agriculturalists Industrialists

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Film: Masai Women General Questions Why are the Masai considered prosperous? What makes a family prosperous?

How are childhood, adulthood, and old age marked among the Masai?

Boys/Men Girls/Women

Childhood

Adulthood

Old Age

What do men and women do?

Men Women

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Why are plural marriages of more than one wife preferable to women? Do women have any power in this society?

What is the point of circumcision of boys and girls? What symbols are involved?

Ultimately, is there an adolescent period among the Masai?

What is the cultural personality of the Masai?

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General Observations about the Masai Geographical Location


Political System

Leadership

Types of Exchanges

Religion


Other Observations

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Week 6: Kinship and Descent

Lecture Outline

• Kinship o Eskimo Kinship System o Iroquois Kinship System

• Descent (Consanguine Relations) o Unilineal Descent o Patrilineal Descent o Matrilineal Descent

• Non-unilineal Descent o Double Descent o Bilateral Descent o Ambilineal Descent

• Marriage (Affinal Relations) o Defined o Spousal Preferences o Selecting a Spouse o Types of Marriage

• Film: Kinship and Descent


1. What is a kinship system? 2. How are cousins and siblings different in Eskimo and Iroquois kinships systems? 3. What do members of unilineal descent systems get out of membership? How are those benefits different in non-unilineal

systems? 4. How does the textbook define marriage? Do you have any problems with their definition? Why is a single definition of

marriage difficult?

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Kinship Dynamics – Key Definitions

• kinship system – kin relations and the kinds of behavior associated with those relations • kinship diagram – a way of presenting data graphically about the kin relations of a particular individual (called ‘ego’) (works

up from the individual) • genealogy – a record of a person’s relatives starting with an ancestor (works down to individual)

• descent system – the kinship principles traced through parent-child links • descent group – a group defined by the descent system; a group of related people descended from a real or mythical ancestor

• Types of Decent Systems:

o Unilineal Descent – decent through the mother or the father Patrilineal – through the father’s line Matrilineal – through the mother’s line

o Double Descent – combines matrilineal and patrilineal patterns (unilineal or non-unilineal) o Non-unilineal descent – descent through mother and father’s line, or, a choice between the two

Bilateral –descent is reckoned through the lines of both parents relatively equally Ambilineal – descent is reckoned either parent’s line and the individual (or the parents for the individual) is able

to choose his or her affiliation with one group or the other

• Residence Patterns o Patrilocal – with the husband’s family o Matrilocal – with the wife’s family o Avunculocal – with the wife’s brother’s family (maternal uncle) o Bilocal – with either the wife or the husband’s family o Neolocal – a new residence location after marriage

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• Marriage – a generally stable and intimate relationship between (usually) two people which creates in-law kin relations o Preference Rules – rules governing preferred marriage partners

endogamy – marriage within a group exogamy – marriage outside of a group

o Forms of Marriage monogamy – one spouse polygamy – more than one spouse

• polygyny – one husband; more than one wife • polyandry – rare; one wife; more than one husband

• Incest Taboo – a strong prohibition against marrying or sex with particular kin

• lineages: sets of related kin tracing ancestry to a known ancestor • clans: kin from related lineages, descended from a common ancestor who may or may not be identified; tracing the

connections is difficult or impossible; groups of lineages • phratries: groups of clans • moieties: a single pair of unilineal descent groups that make up a society; both groups have a common ancestor; made up of

clans or phratries Legend for Kinship Charts O women

∆ men

□ non-specific gender / ego

= marriage / spousal tie / parental tie

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Kinship System Charts Eskimo System

Iroquois System

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Descent System Charts Patrilineal System

Matrilineal System

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Film: Kinship and Descent Note: This film discusses the kinship systems of several native groups. They include: The Yanomamo, The Trobriand Islanders, The Mende, Chambri Lake People, and Americans. General Questions What descent systems are shown in the film?

Yanonamo Trobriand Islanders Mende Chambri Americans

Why does the narrator dismiss the importance of kinship and descent in North American society? Is he right to do so?

Discuss the difference between the role of the mother’s brother among the matrilineal Trobriand Islanders and what it must be like among patrilineal groups like the Mende.

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How do modes of production affect kinship systems? Why? How might a shift to the industrial mode affect a matrilineal society?

Other Observations about the Film Geographical Locations

Other Observations

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Week 7-8: Political Anthropology

Lecture Outline

• Political Organization o Bands o Tribes o Chiefdoms o States

• Social Control o Norms v. Laws o Shame v. Guilt o War v. Feud


1. Distinguish influence from authority and power. Which of these does Ongka have? 2. In popular culture, or everyday talk, what do bands and tribes refer to? What is a chief? How do anthropologists think about

these concepts differently? 3. What is the relationship between modes of production and types of political organization? 4. What kinds of leaders do you see in bands, tribes, chiefdoms, and states? 5. Distinguish laws and norms.

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Political Organization

Band

Tribe

Chiefdom

State

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The Mursi (1975) Anthropologist: David Turton General Questions What kind of political organization do the Mursi have?

Are there leaders? How do they lead?

At they at war? Are they involved in a feud?

Are there rules for the debates? If so, what are they?

What mode(s) of production are the Mursi involved in? Is there a connection between these modes and the political organization?

Does the political organization and leadership style of the Mursi work in our society? Where?

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General Observations about the Mursi Geographical Location


Political System

Leadership

Types of Exchanges

Religion


Other Observations

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Summary Chart

Mode of Production Expected Modes of Exchange

Political Organization

Politics Distinct or Indistinct

from Everyday Life?

Norms or Laws; Wars or Feuds?

Typical Descent Patterns

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Week 8-9: Social Groups and Stratification

Lecture Outline

• Social Groups o Sapir’s Model o Primary v. Secondary Groups o Formal v. Informal

• Social Stratification o Anthropology v. Sociology o Egalitarian Societies o Ranked Societies o Class Societies o Caste Societies

• Households as Social Groups

Readings: Miller, et al, Chapters 9 and 10

1. Associate modes of production with different types of groups in society. 2. Characterize on-line chat rooms in terms of groups using anthropological concepts. 3. What is a caste system? How does it differ from a class system? 4. Do all cultures show social inequality?

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Social Stratification Some Groups Have Greater Access to:

Type of Society Economic Resources Political Authority or Power

Status / Prestige

Egalitarian

Ranked

Class/Caste

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Asante Market Women General Questions How is the role of women different in the market than in the home?

What types of groups are in the market? How do they function? How do market leaders maintain their position?

How does participation in the market system support the traditional matrilineal descent system? Does it compromise the matrilineal system in other ways?

How do Asante men explain polygamy? What do the women think of it? What do the men do on a daily basis?

Are Asante women independent economically, socially?

How does the film show the power and the vulnerability of women in a matrilineal system?

Speculate on the changes to Asante culture from colonization.

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General Observations about the Asante Geographical Location


Political System

Leadership

Types of Exchanges

Religion


Other Observations

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Week 9-10: Language and Communication

Lecture Outline

• Introduction • Language • Communication • Animal Call Systems • Describing Languages • Language and Culture

o Sapir-Whorf Hypothesis o Labov’s Department Store Study

• Endangered Languages • Film: The Dane-zaa


1. Distinguish language from communication. 2. What is required for communication to occur? 3. Can you communicate with yourself? 4. How do writing systems represent poorly sound systems? 5. What is the Sapir-Whorf Hypothesis? Where do you stand? 6. Should we care that languages change? Should we care if a language disappears or dies out?

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Design Features of Language Discreteness

Arbitrary and Symbolic

Duality of Patterning

Productivity

Displacement

Channel

Learned

Rapid Fading

Interchangeability

Feedback

Reflexivity

Broadcast Transmission

Directional Receptivity

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Communication Roman Jakobson’s Model

6. __________________________

4. __________________________

1. ___________________ 2. ______________________

3. __________________________

5. __________________________

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Applicability of Human Language Design Features to Other Forms of Communication (adapted from Crystal, Language) Design Feature Bee Dance Western meadowlark

song Vervet Monkeys Instrumental Music

Vocal-auditory channel

No Yes Yes Auditory, not vocal

Broadcast transmission and directional reception

Yes Yes Yes Yes

Rapid fading ? Yes Yes, but repeated Yes Interchangeability Limited ? No ? Feedback ? Yes Yes Yes Arbitrariness No ? No ? Discreteness No ? Yes In part Displacement Yes ? No ? Productivity Yes ? No Yes Learned Probably not ? ? Yes Duality of Patterning

No, gestures themselves are

meaningful

? No Unclear

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The Dane-zaa Anthropologist: Robin Ridington General Questions Why is it important for the Beaver to save their language?

What is the value of the Beaver Language for you? Are all languages worth trying to save?

How are songs, dreaming, and language related for the Beaver? If there are no dreamers left, will the language die?

How does the way in which the elders speak about their language and culture sound like Sapir-Whorf? Why can’t you teach the culture without the language?

What is the role of the home, school, and camps in the preservation of the Beaver language?

What problems/difficulties do the Beaver educators face when trying to preserve the language?

What do Dane Zaa people think of tape recording their language? Can a language be taken from where it is used and still be a socially functioning language?

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General Observations about the Dane-zaa Geographical Location


Political System

Leadership

Types of Exchanges

Religion


Other Observations

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Week 11: Religion and Ritual

Lecture Outline

• What Is Religion? • The ‘Evolution’ of Religion • What Does Religion Do For Believers? • Myths • Ritual • Film: Witchcraft and Oracles Among the Azande


1. State a definition for religion. Why is it hard to come up with one definition? 2. How do anthropologists talk about the origin of religion? 3. What is a myth? Is that different than the way in which we talk about myths in everyday talk around town? 4. What is a ritual? 5. How do religions change?

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Film: Witchcraft and Oracles Among the Azande What is witchcraft?

What is witchcraft used for? What problems does it solve?

What rituals are visible in the film? What symbols are central to those rituals?

What is an oracle and how does it work?

What kinds of religious practitioners are described or shown in the film?

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General Observations about the Azande Geographical Location


Political System

Leadership

Types of Exchanges

Religion


Other Observations

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Week 12: Anthropology of Change Note: Chapters 15 and 16 go together and I discuss both chapters at the same time over the next two weeks.

Lecture Outline

• Anthropology of Change • Processes of Change • Language Change • Museums • Film: Hunters and Bombers

Readings: Miller, et al, Chapter 15&16

1. What are the differences between synchronic and diachronic studies of culture? 2. Distinguish invention from discovery. 3. How does diffusion work? 4. How are acculturation, assimilation, and genocide similar and different? 5. Should we care that cultures change? After all, don’t all cultures interact and change? (Or, is the issue more about

HOW cultures change?) 6. Differentiate internal and international (external) migration. 7. Why do people migrate? How might anthropologists get involved in the lives of migrants?

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Hunters and Bombers Anthropologist: Hugh Brody General Questions Explain the point of view of the Innu and the point of view of the military / government where over-flights are concerned.

How do the two groups conceive differently of the flights and the land over which the flights occur?

In a conflict between aboriginal rights and the powers of a state, what does the state want or require of the Innu? Can the needs of the state be reconciled with the needs of the Innu?

How do the Innu resist the military encroachments? Is it effective?

What kind of change is going on here? Is it forced change? Who / what groups determine the changes Innu culture undergoes?

What are Hugh Brody’s intentions in making this film? Is the film successful at its goals? Who might make up his audience? Is he an advocate for the Innu?

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General Observations about the Innu Geographical Location


Political System

Leadership

Types of Exchanges

Religion


Other Observations

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Week 13: Applied Anthropology Note: See questions for week 12 as well.

Lecture Outline

• Development Anthropology • Human Rights • Ethnics in Research • Slides: The Thunderbird’s Nest


1. What steps are involved in development projects? 2. What ethical issues are involved in doing applied anthropology? (Doesn’t applied anthropology violate the goal of being

culturally relative?) 3. What are human rights? (Doesn’t the idea of universal human rights violate the principles of cultural relativity?)

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The Thunderbird’s Nest Anthropologist: Tad McIlwraith General Questions What is the ‘problem’ from the point of view of the Uchucklesaht?

What is the issue for the logging companies?

What steps were taken to ensure that this was a successful project?

What role do the anthropologists have in the project and what role did Uchucklesaht people take?

Are there ethical concerns with this work?

(What is the Thunderbird?)

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General Observations about the Uchucklesaht Geographical Location


Political System

Leadership

Types of Exchanges

Religion


Other Observations

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anthropology 1100: introduction to social and cultural ... 1100 workbook 2-0.pdf · anthropology...

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