CULTURAL ANTHROPOLOGY 200 -
KNOWLEDGE SURVEY - LESSONS 18 - 26
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 #18 "POLITICAL ORGANIZATION"
- Student Learning Outcomes -
Upon successful completion of ANTH.200, the student should be able to:

V.LOW
1 		2 MIDDLE
3 		4 V.HIGH
5
-
L18-1. Recognize that all societies have some form of political organization.
-
L18-2. Describe the basic function of political organizations.
-
L18-3. Name the four basic kinds of political systems identified by anthropologists, and identify each as uncentralized or centralized.
-
L18-4. Describe the general features of band organization, including a description of the Ju/'hoansi (!Kung) as an example.
-
L18-5. Describe the general features of tribal organization and discuss specific forms of tribal organization in the following societies: Nuer (kinship segmentary lineage); Tiriki (age-grade); Cheyenne (common-interest); Kapauku ("Big Man").
-
L18-6. Describe the general features of a chiefdom, including a description of Kpelle society as an example.
-
L18-7. Describe the general features of a state political system.
-
L18-8. Explain the concept of legitimacy and its role in maintaining political power.
-
L18-9. Explain how religion may be used to legitimize political power and cite examples.
-
-
-
LESSON # 19 "SOCIAL CONTROL"
- Student Learning Outcomes -
Upon successful completion of ANTH.200, the student should be able to:

V.LOW
1 		2 MIDDLE
3 		4 V.HIGH
5
-
L19-1. Recognize that one of the basic functions of any political system is to maintain social control.
-
L19-2. Distinguish between internalized and externalized controls as methods of maintaining social order.
-
L19-3. Describe the use of internalized controls by the traditional Wape culture of New Guinea.
-
L19-4. Define positive, negative, formal, and informal sanctions as forms of externalized control.
-
L19-5. Discuss the role of women in exerting social control in various societies.
-
L19-6. Define law and list three basic functions of this kind of social control.
-
L19-7. Recognize that one way to understand the nature of "law" and "crime" in non-Western societies is to analyze the ways in which disputes are resolved.
-
L19-8. Define negotiation, mediation, and adjudication.
-
L19-9. Recognize the use of trial by ordeal as an example of adjudication in some traditional societies, and briefly describe the use of ordeal by the Kpelle in Liberia.
-
L19-10. Compare the frequency of warfare in food-foraging societies with the frequency of warfare in farming, pastoral, and industrial societies; and describe some reasons for the difference in frequency.
-
L19-11. Define worldview and explain in what sense food-foraging and food-producing populations may have differing worldviews.
-
-
-
LESSON # 20 "RELIGION AND MAGIC"
- Student Learning Outcomes -
Upon successful completion of ANTH.200, the student should be able to:

V.LOW
1 		2 MIDDLE
3 		4 V.HIGH
5
-
L20-1. Define religion from the viewpoint of anthropology.
-
L20-2. Recognize that some form of religion is found in all human cultures.
-
L20-3. Explain the differences between gods and goddesses and ancestral spirits.
-
L20-4. Explain the differences between animism and animatism and describe the importance of impersonal supernatural powers to believers.
-
L20-5. Define and describe the difference between priests and priestesses and shamans.
-
L20-6. Identify the general function of religious rituals and define and describe rites of passage and rites of intensification.
-
L20-7. Define magic and identify the relationship between religion and magic from the viewpoint of anthropology.
-
L20-8. Define witchcraft and describe at least one social and psychological function served by belief in witchcraft.
-
L20-9. Describe at least five psychological and social functions of religion.
-
L20-10. Define and cite examples of revitalization movements
-
-
-
LESSON # 21 "A CASE STUDY: THE ASMAT OF NEW GUINEA"
- Student Learning Outcomes -
Upon successful completion of ANTH.200, the student should be able to:

V.LOW
1 		2 MIDDLE
3 		4 V.HIGH
5
-
L21-1. Describe the Asmat beliefs in supernatural beings and powers.
-
L21-2. Explain the relationship between revenge killing, ancestral spirits, and ancestor poles.
-
L21-3. Describe the Asmat myth of creation and how it justifies revenge killings.
-
L21-4. Cite two examples of the Asmat use of magic.
-
L21-5. Describe the significance of trees, especially the sago palm, to the Asmat.
-
L21-6. Describe the carver's role and authority in Asmat society.
-
L21-7. Describe some of the religious symbols of Asmat society and explain their significance and function.
-
-
-
LESSON # 22 "THE ARTS"
- Student Learning Outcomes -
Upon successful completion of ANTH.200, the student should be able to:

V.LOW
1 		2 MIDDLE
3 		4 V.HIGH
5
-
L22-1. Define art from an anthropological perspective and explain how the study of a culture's arts contributes to an understanding of that culture.
-
L22-2. Recognize that some form of artistic expression is found in all societies, describe the contribution of the arts to a society, and give examples that illustrate the diversity of art forms throughout the world.
-
L22-3. Identify myths, legends, and tales as three major forms of the verbal art of narrative, and describe the content and function of each form.
-
L22-4. Identify the characteristics of human music and describe the function of music in a society.
-
L22-5. Describe the continuum of pictorial art.
-
L22-6. Explain southern African rock art through three different approaches: aesthetic, narrative, and interpretive.
-
-
-
LESSON # 23 "A CASE STUDY: NEW ORLEANS BLACK INDIANS"
- Student Learning Outcomes -
Upon successful completion of ANTH.200, the student should be able to:

V.LOW
1 		2 MIDDLE
3 		4 V.HIGH
5
-
L23-1. Describe the social and aesthetic activities of the Black Indian tribes of New Orleans.
-
L23-2. Briefly Describe the origins of art forms created by the Black Indian tribes, noting the influence of American Indian, African, and Haitian cultures.
-
L23-3. Identify the significance of the costumes and music of the Black Indians' Mardi Gras celebrations.
-
L23-4. Describe in what ways the Black Indian tribes and their ceremonies reflect the status of blacks in the United States.
-
-
-
LESSON # 24 "CULTURE CHANGE"
- Student Learning Outcomes -
Upon successful completion of ANTH.200, the student should be able to:

V.LOW
1 		2 MIDDLE
3 		4 V.HIGH
5
-
L24-1. Explain why cultures change, and identify mechanisms that may lead to cultural change.
-
L24-2. Define innovation and explain the difference between primary innovation and secondary innovation.
-
L24-3. Describe diffusion and identify examples of this process.
-
L24-4. Describe cultural loss as an aspect of cultural change.
-
L24-5. Explain what is meant by repressive change, and define acculturation and genocide.
-
L24-6. Explain directed change and describe the role of applied anthropologists in directed change.
-
L24-7. Briefly discuss various reactions of peoples to repressive change.
-
L24-8. Describe modernization and its four subprocesses, and explain why this term is inappropriate.
-
L24-9. Summarize the effects of recent change on the Shuar Indians, the Skolt Lapps, the Ju/'hoansi, and the Yanomamo.
-
-
-
LESSON # 25 "A CASE STUDY: CRICKET THE TROBRIAND WAY"
- Student Learning Outcomes -
Upon successful completion of ANTH.200, the student should be able to:

V.LOW
1 		2 MIDDLE
3 		4 V.HIGH
5
-
L25-1. Describe the circumstances of the introduction of cricket to the Trobrianders.
-
L25-2. Define syncretism and explain how the Trobriand adaptation of cricket represents an example of syncretism.
-
L25-3. Identify three examples of how the Trobrianders transformed the game of cricket.
-
L25-4. Explain the significance of the following features of cricket in terms of Trobriand culture: the games take place during the harvest period; the players wear "war dress"; war magic is used; dances and chants are used; and the host team is always the winner.
-
L25-5. Explain how the game of cricket reveals political and economic aspects of Trobriand culture.
-
-
-
LESSON # 26 "THE FUTURE OF HUMANITY"
- Student Learning Outcomes -
Upon successful completion of ANTH.200, the student should be able to:

V.LOW
1 		2 MIDDLE
3 		4 V.HIGH
5
-
L26-1. Define global culture and list some of the difficulties that block its realization.
-
L26-2. Discuss the rise of multinational corporations and their role in influencing cultural and social change.
-
L26-3. Cite examples of how indigenous peoples are reasserting their distinctive identities, and describe the possible role of anthropologists in preserving traditional cultures.
-
L26-4. Describe cultural pluralism and list some of the difficulties that prevent its realization
-
L26-6. Define structural violence and list some global conditions associated with it.
-
L26-7. Describe some of the problems associated with overpopulation.
-
L26-8. Summarize the factors that cause a widespread culture of discontent.
-
-

MAHALO NUI FOR COMPLETING THE
ANTHROPOLOGY 200
KNOWLEDGE SURVEY!