CULTURAL ANTHROPOLOGY 200 -
KNOWLEDGE SURVEY - LESSONS 12 - 17
This is a Knowledge Survey rather than a test. There are no right or wrong answers. While you will not be graded on this survey, please be very candid in your responses!

By completing this survey, both at the beginning and at the end of the lessons your instructor will be able to gauge your initial level of knowledge and then measure the amount of knowledge you gain during the semester. This information will help your instructor modify and improve the course and program.

INSTRUCTIONS:

Read each statement carefully and then choose a response based on the following instructions:

Choose 1=V.LOW as your response to the item if you are not at all confident in your skills in the area and do not feel you can demonstrate these skills on a test/essay/research paper.

Choose 2=LOW as your response to the item if you feel only minimally confident about your skills in the area and can barely demonstrate these skills at a reasonable level on a test/essay/research paper.

Choose 3=MEDIUM as your response to the item if you feel fairly confident about your skills in the area and can demonstrate these skills at a reasonable level on a test/essay/research paper.

Choose 4=HIGH as your response to the item if you feel quite confident about your skills in the area and can demonstrate these skills at a high level on a test/essay/research paper.

Choose 5=V.HIGH as your response to the item if you feel extremely confident about your skills in the area and can demonstrate these skills at a very high level on a test/essay/research paper.

PLEASE EVALUATE YOUR ABILITY TO DEMONSTRATE
EACH OF THE FOLLOWING SKILLS:


Type In Your Name and the Code Word -- (See the Instructions on Our WebCT BB)
-
This KNOWLEDGE SURVEY is being conducted IN:
FALL 2007 SEMESTER SPRING 2008 SEMESTER
-
CHECK A BUTTON TO INDICATE THE BEGINNING OR END OF THIS SERIES OF LESSONS: 		BEGINNING END
-
WHICH CLASS ARE YOU IN?

-
M W 1 PM T R 10 AM T. V.
-
-
-
LESSON # 12 "FAMILY AND HOUSEHOLD"
- Student Learning Objectives -
Upon successful completion of ANTH.200, the student should be able to:

V.LOW
1 		2 MIDDLE
3 		4 V.HIGH
5
-
L12-1. Define family and household from a cross-cultural perspective and describe the basic functions of these units.
-
L12-2. Define nuclear family and describe conditions in industrial societies that favor the existence of nuclear families.
-
L12-3. Define extended family, contrast it with a nuclear family, recognize its frequency in traditional societies, and describe the economic functions served by it.
-
L12-4. Explain the importance of marital residence patterns and recognize and define the five patterns: patrilocal, matrilocal, neolocal, and avunculocal.
-
L12-5. Briefly describe several problems of the nuclear family and of female-headed households in modern society.
-
-
-
LESSON # 13 "THE YUCATEC MAYA:
A CASE STUDY IN MARRIAGE AND THE FAMILY"
- Student Learning Objectives -
Upon successful completion of ANTH.200, the student should be able to:

V.LOW
1 		2 MIDDLE
3 		4 V.HIGH
5
-
L13-1. Describe the slash-and-burn (milpa) agriculture of the Yucatec Maya and explain how the labor pattern of the extended family is appropriate to that process.
-
L13-2. Describe the characteristics of the extended family of Prudencio Colli Canche as shown in the video program.
-
L13-3. Describe the changes occurring in the extended family of Reymundo Colli Colli and suggest reasons for those changes.
-
L13-4. Describe the personality traits prized and fostered by the traditional extended-family organization.
-
L13-5. Discuss characteristics of the extended family that make it difficult to adapt to changing economic patterns and other consequences of modernization occurring in the region.
-
L13-6. Describe the changes in family organization that occurred in the village of Xaibe and the reasons for those changes.
-
-
-
LESSON # 14 "KINSHIP AND DESCENT, PART I"
- Student Learning Objectives -
Upon successful completion of ANTH.200, the student should be able to:

V.LOW
1 		2 MIDDLE
3 		4 V.HIGH
5
-
L14-1. Define kinship and descent groups.
-
L14-2. Identify the basic functions of descent groups in nonindustrial societies.
-
L14-3. Describe patrilineal descent and organization as a type of unilineal descent, and describe the organization and functions of patrilineal descent groups in traditional China and among the Yanomamo.
-
L14-4. Describe matrilineal descent and organization as a type of unilineal descent, and describe the organization and functions of matrilineal descent groups found among the Hopi and the Trobriand Islanders.
-
L14-5. Define double descent and briefly describe how this applies to the Yako of eastern Nigeria.
-
L14-6. Define ambilineal descent and briefly describe how this applies to organizations of Jews in New York City.
-
L14-7. Define and describe the basic features of lineage, clan, phratry, and moiety.
-
-
-
LESSON # 15 "KINSHIP AND DESCENT, PART II"
- Student Learning Objectives -
Upon successful completion of ANTH.200, the student should be able to:

V.LOW
1 		2 MIDDLE
3 		4 V.HIGH
5
-
L15-1. Give examples to illustrate how matrilineal and patrilineal descent systems influence residence patterns.
-
L15-2. Define bilateral kinship.
-
L15-3. Distinguish between unilineal descent and bilateral kinship and identify the types of societies in which each system is commonly found.
-
L15-4. Define kindred and ego as used in studying bilateral kinship and explain the ways in which a kindred differs from a descent group.
-
L15-5. Identify symbols used by anthropologists in kinship and descent diagrams.
-
L15-6. Recognize that different societies categorize relatives differently and have developed specialized kinship terminology systems to reflect those differences.
-
L15-7. Briefly describe six major kinship terminology systems and identify the kinship terminology system commonly used by Anglo-Americans.
-
-
-
LESSON # 16 "GROUPING BY GENDER, AGE, COMMON INTEREST, AND CLASS"
- Student Learning Objectives -
Upon successful completion of ANTH.200, the student should be able to:

V.LOW
1 		2 MIDDLE
3 		4 V.HIGH
5
-
L16-1. Define and describe at least three examples of social groupings based on age or gender.
-
L16-2. Describe some functions of age groupings.
-
L16-3. Distinguish between age grade and age set.
-
L16-4. Define and describe common-interest associations and state the functions of common-interest associations in both traditional and present-day industrial societies.
-
L16-5. Compare kinship groups, age groups, and common-interest associations as methods of organizing society.
-
L16-6. Define and describe social stratification and its manifestation in social classes and castes.
-
L16-7. Describe conditions that lead to the development of a stratified society and explain the role of mobility in such a society.
-
-
-
LESSON # 17 "THE AYMARA: A CASE STUDY IN SOCIAL STRATIFICATION"
- Student Learning Objectives -
Upon successful completion of ANTH.200, the student should be able to:

V.LOW
1 		2 MIDDLE
3 		4 V.HIGH
5
-
L17-1. Briefly describe the origins of the stratification system of the Aymara and the mestizos in Bolivia.
-
L17-2. Describe the indicators of the power and influence of the mestizos and the indicators of the lower-class status of the Aymara.
-
L17-3. Describe indicators of mobility in the stratification system of the Aymara.
-
L17-4. Identify the ways in which the Aymara and the mestizos are mutually interdependent.
-
L17-5. Describe how the Bolivian revolution of 1952 changed the relationship between the Aymara and the mestizos.
-
L17-6. Discuss indications of class attitudes and economic conditions present in scenes of Aymara and mestizo children.

MAHALO NUI LOA FOR COMPLETING THE
ANTHROPOLOGY 200
KNOWLEDGE SURVEY!