Chapter 1 What Is Anthropology? - mheducation.ca · starter questions on p. 17 as a springboard....

Activity U1.1

BackgroundWhile physical anthropology examines the bones and stones of our ancestors, cultural anthropology studies the values, behaviours, and attitudes of past and present societies passed from one generation to the next. Cultural anthropologists study individual cultures by immersing themselves within a culture (ethnology), by studying the use and structure of language (linguistic anthropology), and by examining the remains of cultures past.

About Section 1.1Th is section introduces students to the diff erent fi elds of cultural anthropology: ethnology, linguistic anthropology, and archaeology, as well as the various schools of thought that make up this fi eld. Students are introduced to participant observation as an anthropological research tool, which is exemplifi ed in the Landmark Case Study about Richard Lee and the Dobe Ju/’hoansi (Africa).

Activity DescriptionIn this activity, students are introduced to the diff erent fi elds of anthropology and some infl uential anthropologists, and begin to develop an understanding of anthropological concepts. Students work on assessment for and as learning by developing a research proposal to investigate a multi-cited subculture from a postmodern perspective.

FeaturesIn this section, the following features are included to help students make personal connections and/or deepen their understanding of anthropology. You may use all or some of them as explained below.

Chapter 1 What Is Anthropology?

Understanding the different • branches of anthropology (physical, cultural, archaeology) (SE pp. 14–15, 18–19, 37–51)

Understanding the different • fi elds of cultural anthropology (ethnology, linguistic anthropology, archaeology,) (SE pp. 22–27, 32–36)

Understanding the different • schools of thought in cultural anthropology (SE pp. 28–31)

Learning about and using • inquiry skills such as participant observation (SE pp. 17, 20–23)

Understanding how culture is • examined through ethnology (SE pp. 18, 22–23)

Understanding the ethical impact • and considerations of participant observation in anthropological research (SE pp. 24–27)

Understanding how anthropology • plays out in popular culture (SE pp. 44–45)

Understanding the study • of primatology and how comparisons are made between humans and animals (SE pp. 46–48)

Understanding how the study • of human variation helps us understand the differences between people (SE pp. 49–51)

Learning Goal: Understanding of the different types of cultural anthropology and developing appropriate research questions from an anthropological perspective.

FeatureStudent

Book PageOpportunity

for AssessmentStrategies for Classroom Use

Spotlight on Anthropology

16 Assessment as learning for students to connect some of the ethical issues in anthropology

Have students read the case study and respond individually to the questions. They can then discuss their answers with a partner. Follow this up with a whole-class discussion of whether the research was justifi ed. Emphasize using evidence from the text.

continued

TR-1-2 MHR • Unit 1 What is Social Science? 978-0-07-105843-5

SocialScience11TR-U-U01.indd 2 8/3/11 4:05:47 PM

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FeatureStudent

Book Page Opportunity for Assessment Strategies for Classroom Use

Research and Inquiry Skills

17 Assessment for learning as students are introduced to research and inquiry skills

Have students brainstorm in small groups some possible research questions and hypotheses on the topic of violence using the starter questions on p. 17 as a springboard. Once students have generated some questions, ask the following: “What kind of data would you need to collect to test your hypothesis?”

The Language of Social Sciences

19 Assessment for learning to determine students’ understanding of these concepts

Direct students to create a concept map illustrating the relationship between the different terms as they go through the chapter. This could then be used as chapter review.

Connecting Anthropology to Sociology

20 Assessment as learning to help students understand the differences and similarities of anthropology and sociology

Ask students to suggest some possible social problems that might interest both anthropologists and sociologists.

Skills Focus 22 Assessment as learning to have students practise the skills of taking fi eld notes

Direct students to spend an hour in the school or at another busy place taking fi eld notes on people’s behaviour. Pair students up and have them peer review each other’s fi eld notes for detail and accuracy.

Open for Debate 23 Assessment for learning to introduce the idea of cultural ownership of artifacts and to get students thinking about this question, which will be explored further in the In Focus feature (p. 36)

Ask students whether they think artifacts should be returned to aboriginal groups or stay in museums. Have students form one line according to their point of view, with students who feel strongly that artifacts should be returned at one end and students who feel strongly that artifacts should remain in museums at the other side. Have students discuss with others near them, keeping to their spot in the lineup. Then fold the line so that pairs of students with opposing views are discussing the question with each other.

Youth Perspectives

23 Assessment as learning to determine students’ understanding of culture

Ask different students to take turns reading each of the statements and, after each, use a thumbs up/thumbs down response to see if the ideas are similar or different from their own. Then have students respond to the questions.

Landmark Case Study

26–27 Assessment as learning to determine students’ understanding of culture as well as anthropological approaches

Read with students the text passage, perhaps taking turns. Discuss with students the questions on p. 27. Emphasize the practical and ethical issues of participant observation.

Connecting Anthropology to Psychology

30 Assessment for learning to open discussion on feminist themes in the social sciences

Read with students the margin feature before reading the text on feminist anthropology on p. 30. Ask the following: “Why do you think there are feminist/feminine schools of thought in both psychology and anthropology?”

Voices 31 Assessment as learning to connect important thinkers to the school of postmodernism

Have a student read the quotation after they have read the text on postmodernism on p. 31. Ask the following: “What makes Coombe a postmodernist? How can her ideas be applied to the examples in the text?”

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978-0-07-105843-5 Chapter 1 What Is Anthropology? • MHR TR-1-3


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Assessment Opportunities for Chapter QuestionsTh e table below summarizes possible assessment opportunities for the questions in this chapter. Th e Pause and Th ink questions can be used as assessment for learning wherever appropriate/as needed.

Resources NeededMake copies of these Blackline Masters:•

BLM B: Important/Interesting Organizer•BLM C: Assessment for Learning – Paragraph•BLM F: Assessment as Learning – Collaboration•BLM J: Checklist for Assessing Research Questions•BLM 1.8: Research Tools of Cultural Anthropologists•BLM 1.9: Anthropology Schools of Th ought Jigsaw•BLM 1.10: Key Concepts Quiz – Cultural Anthropology•BLM 1.11: Case Study Analysis – Kwaday Dän Ts’inchi•BLM CA-U1: Culminating Activity: Multi-sited Research Proposal•Obtain a copy of • Global Metal (Sam Dunn, Banger Films Inc., 2008), fi rst 10–15 minutes; clip available at http://www.bangerfi lms.com/

FeatureStudent


In the Field 34 Assessment as learning to determine if students can make connections between past and present and career opportunities

Students read and make connections to anthropology fi elds and discuss with partners the advantages and disadvantages of this type of job.

In Focus 36 Assessment as learning Have students read the text and then discuss the questions on p. 36 as a class. Distribute BLM 1.11 and have students discuss how each type of cultural anthropologist could analyze this fi nd.

Assessment Type Assessment Tool Feature QuestionsRefl ect and Respond

Questions (University)

Assessment for Learning Checklist; text answers Research and Inquiry Skills, p. 17, #1*, #2, #3*, and #1*, #2

The Language of Social Sciences, p. 19, #1*

Connecting Anthropology to Sociology, p. 20

Open for Debate, p. 23Connecting Anthropology to

Psychology, p. 30Voices, p. 31

p. 19, #2p. 25, #4p. 31, #4p. 33, #4

Assessment as Learning Observation Spotlight on Anthropology, p. 16, #1, #2

Skills Focus, p. 22Youth Perspectives, p. 23, #1*,

#2, #3*Landmark Case Study, p. 27, #1*,

#2, #3*, #4In the Field, p. 34, #1*, #2In Focus, p. 36, #1*, #2

p. 21, #1*, #2p. 25, #2p. 31, #1*, #2p. 33, #2p. 36, #2

Timing: 225 minutes (3 days; assuming 75-minute classes)

Learning Skills Focus: Collaboration

The development of learning • skills and work habits is an integral part of a student’s learning, (Growing Success, p. 10). Specifi cally, teaching and assessment of these learning skills will enhance students’ success in the course and in post-secondary life.

*Denotes a question that may be answered by both College- and University-level students



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Review the Take 5 strategy if not familiar with it (see Th ink Literacy, pp. 154–155) •http://www.edu.gov.on.ca/eng/studentsuccess/thinkliteracy/

Review the Jigsaw strategy if not familiar with it (see Th ink Literacy, pp. 170–171) •http://www.edu.gov.on.ca/eng/studentsuccess/thinkliteracy/

Review the Important/Interesting strategy if not familiar with it (see Th ink Literacy, •pp. 60–63) http://www.edu.gov.on.ca/eng/studentsuccess/thinkliteracy/

Obtain a copy of the L’Anse aux Meadows “Historica Minute” •http://www.histori.ca/minutes/minute.do?id=10121

Growing Success: Assessment, Evaluation, and Reporting in Ontario Schools •(1st ed.), Government of Ontario, 2010.

Possible Assessment of Learning TaskStudents create a research proposal on a topic within cultural anthropology. Students will demonstrate an understanding of how to develop appropriate research questions, the methods of investigation, and the schools of thought in cultural anthropology.

Assessment (for/as Learning)As teachers move through each chapter, opportunities will be highlighted to provide assessment for/as learning in preparation for assessment of learning at the end of each chapter.

Prior LearningPrior learning is not a factor; however, students will be introduced to the course, terminology, and main concepts. If time allows, review the introduction and mind map in the chapter opener with students. Th is will allow students to begin to make connections about how anthropology fi ts into the larger social science model and would be helpful in learning concepts in this chapter.

Teaching/Learning Strategies 1. Distribute a half sheet of paper to each student. Ask them to write on it what they

think “culture” might mean. Th ey can include examples or illustrations if they wish. Instruct students to crumple up their paper and toss it (gently) across the room. Students will then pick up a paper that has landed near their desk, read the defi nition

Task/ProjectAchievement

Chart CategoryType of

AssessmentAssessment

ToolPeer/Self-

AssessmentLearning

SkillStudent

Book PageBlackline

Master

Defi ning and investigating culture

Thinking For Observation n/a Collaboration 18 n/a

Jigsaw schools of thought

Knowledge; thinking

As Observation/work check

Peer Collaboration 28–31 BLM 1.9

Take 5 - linguistics and archaeology

Thinking; communication

As Observation/work check

Peer Collaboration 32–35 BLM B

Consolidation quiz

Knowledge; application

As Answer key Peer/teacher n/a 22, 32–35 BLM 1.10

Research proposal

Knowledge; thinking; communication; application

Of Rubric Teacher n/a 16–36 BLM CA-U1



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silently, and then add their own thoughts, questions, or examples. They will then toss the papers again. Once students have tossed their second definition, ask them to share it with a small group or with the whole class. Ask individuals or groups to share their definitions or the key ideas that they think should be included. Write these on the board, stressing common themes.

2. Using the class’s definition of culture, direct students to its definition on page 18. Ask students if they wish to reconsider their definition based on the new information. Post the revised definition in the classroom, perhaps on a Word Wall. The revised definition of “culture” should include what people do, what people make, and what people believe. To help consolidate students’ understanding of the definition, brainstorm some examples of each one using cultural examples from current and past cultures that students might be familiar with. For example, for what people do: shower regularly, bathe once a year; for what people make: cellphones, poison arrows; for what people believe: honour your ancestors, everyone is equal. Add the student-generated examples to the posted definition.

ELL Accommodation: Weaker students or ELL often feel more comfortable sharing ideas in a pair or small group first before sharing with the class. Group students of mixed abilities to encourage discussion.

3. Ask students to look at the photos on page 19. Ask students to think about the kinds of things the people in the photos are demonstrating about what they do, what they make, and what they believe. Is there evidence of beliefs, behaviours, and attitudes in these photos? Ask the following: “What research questions could you ask about each society?”

4. Have students Think/Pair/Share the Before You Read question on page 20. Review what an informant is with students and discuss what the advantages and disadvantages of relying on informants might be. Brainstorm other ways of gathering information on behaviour and/or culture.

5. Distribute BLM 1.8: Research Tools of Cultural Anthropologists. Ask students to read and take notes on the methods, advantages, and disadvantages of each type of research. Students should read the case studies on pages 24–27 and discuss their answers in small groups or share with the class.

ELL Accommodation: Assign the different methods to small groups to read together and share their answers with the class on chart paper.

6. Explain to students that in the culminating activity they will create a research proposal to investigate a subculture within their own community as if they were a cultural anthropologist. You may distribute BLM CA-U1 now or later, but demonstrate to students how the activities they do all lead up to that assessment of learning task. If you distribute the BLM later, explain to students what the culminating task will be.

7. This graffiti activity will give students practice in writing research questions (part of the culminating activity). Divide the class into four or five small groups and give each group a different coloured marker and some chart paper.

On the first piece of chart paper, have groups brainstorm possible subcultures •to investigate (e.g., skateboarders, football teams, a cultural community, etc.). Instruct students to write these on chart paper, leaving room around each word.After a few minutes, have students pass their paper to the next group to the left. •This group will try to come up with possible research questions for some of the subtopics (use the sample questions on p. 17 as a guide).After a few minutes, have students pass the papers to the left again. This time •students will come up with more questions and/or start revising or questioning



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the ones already on the sheet. For example: Is this a good research question? Are there assumptions or biases present? Is it testable?After a few minutes, have the students pass the papers again. Students •will recommend possible research methods (e.g., participant observation, semi-structured interviews) for these questions.Pass the papers one more time so that the groups can see their own paper •and make changes or recommendations.Circulate as the students are working to encourage and help develop topics.•

Post the papers in the classroom to help students think about their research proposal. You may wish to comment on particularly insightful or appropriate questions and methods. You may wish to use BLM J: Checklist for Assessing Research Questions to help guide students in their assessment of the research questions.

DI For more kinesthetic learners, it may be more appropriate to post the papers on the wall and have the groups move from one paper to the next.

8. Ask students to read/review the definition of school of thought in the Language of Social Sciences feature on page 19. Explain that you will now be looking at some schools of thought within cultural anthropology. As they have seen in after reading pages 24–27, the methods and research tools of cultural anthropology vary considerably, and sometimes the methods chosen can lead to an entirely new school of thought.

9. Place students in home groups of five students each. Distribute BLM 1.9: Anthropology Schools of Thought Jigsaw. Students will select one of the five schools of thought (pp. 28–31) that interests them, and then will read and become “expert” on it. Students will then break into “expert groups” to read and make notes, brainstorming possible research questions and discussing potential ethical issues associated with their school. Students then return to their “home groups” to teach their concept to the group, answering questions as necessary and completing the jigsaw. All students fill in their charts on the BLM. You can use questions 1–3 of the Reflect and Respond questions on page 31 to review understanding of the concepts.

ELL Accommodation: Students may need to use a Word Wall or concept map to address some key terms.

DI Have students come up with a visual representation (diagram) or very short skit for each school of thought to present to the class to explain the concept.

10. Explain that you will now explore an example of postmodern, multi-sited research. Remind students that this is the type of research that they will be asked to write up in culminating activity. Show the film clip Global Metal (first 15 minutes until the end of the Brazil section). Before viewing, write the following on the board: “1) What is the research question?” and “2) What methods does anthropologist Sam Dunn use to answer the question?” After viewing, discuss the questions with the class. Possible answers include the following:

a) Dunn’s question is something like, How does heavy metal subculture change cultures and how is metal culture changed by the global people and cultures that adopt it?

b) His methods are both participant observation (he is a metal fan, and participates in events) as well as interviews—most likely structured and semi-structured. He also uses statistics (number of fans), material culture (metal mall, “bullet” belts), and historical research (democracy and metal introduced together in 1985) to support his findings.



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11. Ask students the following discussion/activity questions to introduce the next reading, the sections “Linguistic Anthropology” and “Archaeology,” beginning on page 32:

a) What are some rules of text messaging that do not fit with standard grammar rules? Look at your most recent text messages and give an example of an exchange.

b) Look in the garbage of your class/school. What items are in there? What conclusions can you draw about your class/school based on the items found?

Explain that these are some of the types of work that linguistic anthropologists and archaeologists do. Ask students if this is the kind of work that they would like to do and what might be interesting about this work.

12. Have students read the “Linguistic Anthropology” and “Archaeology” sections (pp. 32–35) and complete BLM B: Important/Interesting Organizer. Once students have completed the organizer, place them into pairs for a Take 5 activity. Designate one student “A” and the other “B” in each pair. Student A will explain the reasons behind the ranking of their top three points in each column. Student B will listen, then explain their ranking of the top three points in their columns. The pair will discuss and agree on a ranking of their top three ideas for each column and plan how they will share this information with the class. Ask one pair to share their three most important and interesting points on the board and review them with the class. Facilitate discussion with the other pairs who may disagree. Agree as a class on which ideas are most important from these sections.

ELL Accommodation: For weaker students you may wish to present a model answer of what might be interesting or important.

13. Direct students to consider Reflect and Respond question #4 on page 33 or #2 on page 36 and write a paragraph to answer the question of their choice. Use BLM C: Assessment for Learning – Paragraph to have students self- or peer assess their paragraphs.

ELL Accommodation: Paragraphs could be written in pairs or in small groups as a point form paragraph: Students write a topic sentence, explain their main points in point form, and then write a concluding sentence at the end.

14. Project or distribute BLM 1.10: Key Concepts Quiz – Cultural Anthropology to find out if key concepts are grasped. Put the answers on the board and have students self- or peer assess. Clarify any concepts that students are still unclear on.

Answers: 1. structural linguistics 2. prehistoric archaeology 3. historical linguistics 4. structural linguistics 5. sociolinguistics 6. historical archaeology 7. ethnology

ELL Accommodation: Students could only need to answer major subdivisions of fields (ethnology, linguistics, archaeology) without getting into the specific field for each one.

15. Have students read In Focus: Kwaday Dän Ts’inchi on page 36. Discuss the questions that follow. Ask the following: “How can all types of anthropologists (e.g., ethnologists, historical linguists, structural linguists, sociolinguists, prehistoric archaeologists, archaeologists, and historians) contribute to understanding the findings in the B.C. park? What research questions might each anthropologist ask?” Project or distribute BLM 1.11: Case Study Analysis – Kwaday Dän Ts’inchi and fill it out as a class to review all fields of cultural anthropology.



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ELL Accommodation: Have students brainstorm research questions in small groups and use BLM 1.11.

Text AnswersNote: Even-numbered questions are designated University-level questions, while odd-numbered questions are designated College-level questions. However, where relevant, answers to odd-numbered questions are also included. See the Assessment Opportunities for Chapter Questions table earlier in this section for more information.

Page 16: Spotlight on Anthropology: Yanomamö and the Anthropologists 1. Chagnon’s research is questioned because there is disagreement about whether his

research practices were ethical. Did he promote confl ict amongst the Yanomamö people in order to prove his theory? If so, such behaviour not only goes against the ethical standards of research by being harmful to the people being studied, but it is also the equivalent of fi xing results of an experiment.

2. In order for research to be done ethically it must be done with openness and with informed consent from those being observed. It must also endeavour to do no harm to those involved, and to provide dignity and privacy.

Page 17: Research and Inquiry Skills Creating a Central Research Question 1. Provide chart paper and markers for students to write down their ideas. Groups

can post their ideas in the classroom and pick any three topics on which to develop questions. Remember, in a brainstorm activity there are no wrong answers.

2. Have students write the research questions on a new sheet of chart paper, leaving room for other groups to comment. Papers can then be passed around the room, or posted again, with other groups making comments. Students should consider

Differentiated Instruction/Accommodation

Teaching/Learning Reference DI/Accommodation Summary

#2 Accommodation Weaker students or ELL often feel more comfortable sharing ideas in a pair or small group fi rst before sharing with the class. Group students of mixed abilities to encourage discussion.

#5 Accommodation Assign the different methods to small groups to read together and share their answers with the class on chart paper.

#7 DI For more kinesthetic learners, it may be more appropriate to post the papers on the wall and have the groups move from one paper to the next.

#9 Accommodation Students may need to use a Word Wall or concept map to address some key terms.

#9 DI Have students come up with a visual representation (diagram) or very short skit for each school of thought to present to the class to explain the concept.

#12 Accommodation For weaker students you may wish to present a model answer of what might be interesting or important.

#13 Accommodation Paragraphs could be written in pairs or in small groups as a point form paragraph: Students write a topic sentence, explain their main points in point form, and then write a concluding sentence at the end.

#14 Accommodation Students could only need to answer major subdivisions of fi elds (ethnology, linguistics, archaeology) without getting into the specifi c fi eld for each one.

#15 Accommodation Have students brainstorm research questions in small groups and use BLM 1.11.



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the following: Is the question unbiased? Can it be tested? Students can suggest alternative questions as well if those listed are problematic. You can review the questions with the class to discuss which ones would be the most suitable research questions.

3. Groups can each pick one question that the class has agreed is testable and unbiased and explain how they would research it and the types of information they would need to gather. Th is is leading them into the topic of the chapter—how anthropologists gather information and go about researching problems.

Recording Data and Analyzing Information 1. See Figure U1.1-1 on the following page.

2.

Page 19: The Language of Social Sciences 1. Examples include the following:

school of thought: cultural relativism, functional theory, cultural materialism, feminist, postmodernist, behaviourism, humanism, structural functionalism, feminist sociologybranch: physical anthropology, cultural anthropology, microsociology, macrosociologyfi eld: ethnology, linguistic anthropology, archaeologydiscipline: primatology, paleoanthropology, archaeologyTh e charts on pages 14–15, 54–55, and 92–93 may help students.

Page 19: Refl ect and Respond 2. Answers will vary. Examples may include the following:

Photo 1 (top left corner)What can a culture’s entertainment tell us about its values?•What do people’s clothing tell us about their social status or role?•What are a culture’s expectations of male and female roles?•

Photo 2 (top right corner)How do new technologies change cultures?•How does a culture share or distribute its resources?•How does a culture pass on its knowledge to the next generation?•Do youth have a culture separate from adults?•

Cultural Anthropology School of Thought Main Ideas

Cultural Relativism • Anthropologists cannot compare two cultures because each culture has its own internal rules that must be accepted.

• Everyone sees the world through a lens created by their culture.

Functional Theory • Beliefs, actions, or relationships within society must meet the needs of individuals.

Cultural Materialism • Conditions and the environment shape culture.• If something is not of value to a society, it will disappear.

Feminist Anthropology • Women’s voices should be brought to the forefront of study.• Issues of gender are culturally constructed and determined within a culture.• Women have lost their voice because of male domination of the past. (This idea is not in the text,

but another example to provide for interested students.)

Postmodernism • It is impossible to have any “true” knowledge about the world, as there is no objective truth.• What we know about the world is our own construct.• Anthropologists can’t study their subjects in an objective or detached way.



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Photo 3 (bottom left corner)How are people’s spiritual beliefs refl ected in their daily lives?•What do people’s clothing tell us about their social status or role?•How is the workplace changing?•How do new technologies change cultures?•

Photo 4 (bottom right corner)How has culture helped people to survive in extreme environments?•What are appropriate gender roles in a culture?•What do people’s clothing tell us about their social status or role?•

Page 21: Refl ect and Respond 1.

2. Both unstructured and semi-structured interviews are possible answers.Unstructured: If students pick up the word “today” from the question, they may suggest that because they know little about the Ju/’hoansi, an unstructured interview would be the most eff ective.Semi-structured: If students discuss how other researchers have done work, they are likely assuming that they could use this published information to start their research.

Page 23: Pause and ThinkCultural anthropologists face very personal challenges such as adapting to a new environment, new foods, new language, new standards of hygiene, and diff erent social conventions. Th ey must face their own deeply held cultural assumptions while gaining the trust of a potentially suspicious community. Oft en it can take months to gain people’s trust and it can frequently take longer to learn fundamental values of a culture because to the insiders they are so obvious it is not worth mentioning. Characteristics of an eff ective anthropologist include the ability to take lots of detailed notes while in the fi eld and try to accurately record events, patience, and good observation skills and communication skills.

Research Method Advantages Disadvantages

Participant observation

Can provide a very deep knowledge of a culture. Participation in a culture is often the only way to gain reliable information.

Can be subjective and infl uenced by the researcher’s own cultural bias and beliefs. Time-consuming and can involve physical hardships such as a new diet and environment.

Using informants Informants have specifi c cultural knowledge and the time to spend with a researcher. They can give very detailed information.

Informants will react to the presence of the anthropologist and may be distrustful of them or unwilling to share information.

Unstructured interviews

Helpful to test out an initial idea and can lead to greater topic understanding. Allows informants to direct the content of the interview. Minimal researcher bias.

Questions are not pre-established and there is little control over the respondent’s answers. Can be time-consuming and sometimes frustrating if there is an unspoken cultural misunderstanding.

Semi-structured interviews

Useful when time is limited. Can give useful information on a specifi c topic while still allowing for researcher- or subject-directed questioning.

More researcher-directed. May not get information that is fundamental to the subject’s point of view because the researcher did not ask the right question.

Structured interviews

Interview questions are structured so that anyone can conduct the interview. A relationship between interviewer and interviewee need not be established.

Questions cannot be adapted to deal with changing situations. Most questions are closed-ended, offering limited answers.

Counting and mapping

Highly objective and reliable data. Can be compared to other cultures and over time.

Does not give insight into the subject’s own point of view. The subjects might interpret the information in an entirely different way than the researcher would.



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Youth Perspectives: What is Canadian Culture? 1. This question will have many different answers. If students have trouble

with it, suggest they move on to questions 2 and 3 and then return to this one.

2. This question will have many answers depending on students’ comparison. Remind students to be respectful of other cultures and that anthropologists do not place moral judgment on those who are different than themselves. This is not a competition.

3. Some examples include the following:Need to compromise•Open-minded•Options and choice•Formal•Unique language traits•Take social services for granted•Adaptation to weather•

Page 24: Pause and ThinkResearchers can shape their findings by seeing the world through the lens of their background and culture. It is therefore up to the researcher to reflect on themselves and look for biases and attitudes that may influence their work. The challenges for those being observed is that they will encounter a person who can influence them and their way of life.

Page 25: Reflect and Respond 2. Mead and Freeman came to different conclusions because of changes over time in

both Samoan and Western culture. They used the morals of their time and at the same time did not take into consideration that the Samoans too had changed with more influence from outside sources.

4. The ethical questions about studying an enemy nation in a time of war revolve around how the information will be used and how the information is obtained.

Page 27: Landmark Case: Richard Lee and the Dobe Ju/’hoansi 1. The Ju/’hoansi insult the meat and play down the accomplishments of a hunter

or meat provider. They do this because they believe that no one person is more important than another. They dislike violence and say, “We refuse one who boasts, for someday his pride will make him kill somebody.” They value modesty and gentleness in a hunter.

2. Without detailed notes this story would be lost. It is the exact words that allow the feelings of the Dobe Ju/’hoansi to be understood.

3. Student answers will vary but some conclusions that may be reached about participant observation from this excerpt include the following:

A researcher’s own actions (providing the Christmas ox) have an effect (insulting •the meat) on the culture and will not necessarily produce the result the researcher is expecting (gratitude) because of different cultural values and attitudes.Participating in the culture is key to gaining a full understanding of it. By •providing meat, Lee is participating in the culture, and he has learned a new piece of information that he might not have learned otherwise.The last exchange between Lee and Tomazho reveals how difficult it can be to •get information and how important it is to ask the right questions. Lee had been living with the Ju/’hoansi for a year when this exchange takes place. That is a long time to gather such a fundamental cultural concept. How does a researcher know what the right question is? Careful observation, note-taking, going over notes, patience, letting subjects speak for themselves as much as possible, and asking a lot of questions are some ways to find out what questions to ask.



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An ethnologist must be ready to discard all previously held beliefs, but may not •even be aware of what they are. Often the subjects are unaware of differences, especially if they have limited contact with other cultures.

4. This is a good example of putting one’s own cultural values onto a situation. Lee assumed that the Dobe Ju/’hoansi would respond as would a person from his own culture to the ox he had killed and the meals it had provided. He didn’t understand why they had belittled the meal, as this is not the way things were done in his culture. Students may not want to share their personal story but encourage them to think of times when misunderstandings due to assumptions might occur in their lives (e.g., between themselves and their parents).

Page 29: Pause and ThinkStudents may come up with many answers relative to their lives. An example of cultural relativism might be that some cultures expect women to be completely covered; in others it is acceptable to wear minimal clothing; in still other cultures it is something in the middle, but it is important not to assume your experience is the correct one. A cultural materialism example might be that we wear hats or gloves in winter and snow is an important part of Canadian culture.The important connections to make are as follows:

Cultural relativism:• It is impossible to compare cultures because all cultures see things so differently.Cultural materialism:• Environmental conditions and materials shape who we are.

Page 31: Reflect and Respond 1. A functionalist would point to the different roles that men and women play in

Canadian society. He or she might look at reasons why women do not want to enter politics, such as challenges of juggling family obligations, which are often greater for women than for men. A feminist anthropologist would look at ways that Canadian culture discourages women from entering politics by constructing gender roles and maintaining economic or political systems that continue to exclude women from politics. They might also look at other cultures where women are more involved in politics and compare how the attitudes about women in politics are different from Canadian attitudes.

2. Cultural materialists look at culture in an objective and measurable way, while postmodernists question whether objectivity in studying culture is even possible. The difference between the two approaches is a fundamental one in anthropology—whether anthropology should be more of a science or more like the humanities.

4. Students should be encouraged to brainstorm many different research questions, bearing in mind that they should be measurable and free from bias. Some examples might include the following:

How do new immigrants to Canada adapt to Canadian culture while maintaining •a sense of their own ethnic identity?Do students from different social or economic classes have different attitudes •towards school and academic success?Do female students at my school feel pressure to pursue traditionally female •occupations like nursing or teaching? Do male students feel pressure to avoid traditionally female occupations?Students should suggest how they would use research methods mentioned in the •chapter and explain how they would get informed consent and practise reflexivity.



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Pause and ThinkTexting has now become an important language in the modern world. It shows what is important to those who live in the information age. Students can come up with many various research questions and should be encouraged to brainstorm or Think/Pair/Share their answers. If need be, remind them that they can refer to page 17 of the text to help them come up with ideas.

Page 33: Reflect and Respond 2. You may have to learn at least one other language to be able to do comparative

studies of structures, history, or cultures. Linguistic anthropology involves detailed analysis and you would need to be immersed in a culture to fully understand how the language is used, which can be time-consuming.

4. This question draws on students’ own experiences, and even if students have had minimal contact with other cultures, there is always the potential for verbal or body language miscommunication in English. Teachers should encourage discussion, perhaps by having students Think/Pair/Share or discuss in small groups first before sharing with the class.

Page 34: In the Field: Archaeological Services Inc. 1. Students can come up with a variety of skills and should be encouraged to

brainstorm answers. Examples may include patience and an eye for detail, interpretation of data, use of technology, and interpretation of chemical analyses.

2. This is a question that lends itself to a discussion of interests and doing a job that one finds satisfying. Money is not everything.

Page 36: In Focus: Kwaday Dän Ts’inchi 1. Archaeology helps contribute to understanding First Nations peoples because it can

add to the evidence of oral history about people’s experiences, culture, and lives.

2. It is important for archaeologists to work with First Nations groups as it shows respect for their beliefs and values, while providing an understanding into the past at the same time. It reduces the chance that past injustices are repeated and leads to shared understanding.

Page 36: Reflect and Respond 2. Archaeologists must have a lot of patience to meticulously excavate their findings

and record and catalogue everything in detail. They should probably enjoy being outside, and not be afraid to get dirty.

Opportunity to Combine C/U ClassesHaving the students work together in groups to create a Word Wall or concept map in the classroom can be beneficial to both levels of students. Grouping students of mixed abilities can help weaker students grasp concepts. Choose jigsaw groups carefully and assign appropriate reading lengths. You may consider reading aloud some of the text features. Students can be given a choice of which culminating activity they would like to do, or paired to work together on developing the research proposal.

Research and Inquiry SkillsThe central skill for this chapter is developing an appropriate research question and determining how to test it. The culminating activity and the graffiti activity will help students to develop research questions. Students can practise different methods of recording data and analyzing information from the text itself. You may wish to have students use BLM J to practise recording sources and note-taking. For chapter review, students could create a large size concept map (starting with the one on pp. 14–15) to help review concepts.



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Activity U1.2

BackgroundTh e goal of physical anthropologists is to explain how humans evolved and where we came from. Th ey seek to understand our present behaviours by examining how we evolved and tracing the migration and behaviour patterns exhibited by our ancestors. Th ey gather this information by looking at evidence from our distant evolutionary past (paleoanthropology) and by studying primates (primatology) and genetic diff erences between people and populations to understand why and how human beings are diff erent, from an evolutionary perspective (human variation).

About Section 1.2Th is section discusses how humans have evolved over the course of history and the diff erences and similarities between human populations. Students are introduced to the three fi elds of physical anthropology: paleoanthropology, primatology, and human variation. Th e study of forensic anthropology is exemplifi ed through its connection to popular culture.

Activity DescriptionIn this activity, students are introduced to the diff erent branches of physical anthropology. Th ey are given opportunities to practise oral and written communication skills as well as to provide feedback on collaboration skills. See assessment opportunities for suggestions to prepare students for their culminating task of a research proposal.

FeaturesIn this section, the following features are included to help students make personal connections and/or deepen their understanding of anthropology. You may use all or some of them as explained below.

Learning Goal: Understanding the different branches of physical anthropology and how to communicate ideas, orally and in writing.

FeatureStudent


Open for Debate 39 Assessment for learning for teacher to learn where students stand on the topic

Ask students what they know about the creationism/evolution debate. Have students engage in an informal debate, trying to use evidence to support their point of view. This can be used to focus students on the text content, which discusses the evidence for human evolution.

Voices 40 Assessment for learning to determine if students have understood the role of bipedalism in physical anthropology

Ask students what they think makes us different from other primates. Then have them read the Voices feature. Ask: “How have your ideas changed after reading this? What is the most important difference according to Leakey?”

In Focus 41 Assessment as learning for students to connect to recent developments and show that our understanding of human evolution is continuously changing

Use as a recent example of anthropology in the news. Ask: “How do you think our understanding of human evolution will change in the next few years?” Refer students to the Anthropology World News website (see Resources Needed section below) to explore other recent discoveries. How do these discoveries change our understanding of human evolution?

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Assessment Opportunities for Chapter QuestionsTh e table below summarizes the assessment for the questions in this chapter. Th e Pause and Th ink questions can be used as assessment for learning wherever appropriate/as needed.

*Denotes a question that may be answered by both College- and University-level students

FeatureStudent


In Focus 42 Assessment as learning to provide understanding of how physical anthropology continues to change with each new discovery

Ask students what the term “Neanderthal” means to them. Ask them to read the feature and then ask: “What does DNA evidence reveal about the Neanderthals? What other evidence is changing our understanding of who they were?” Direct students to skim the bullet points under “What anthropologists know for sure . . . .” Have students answer both questions.

Social Science in Popular Culture

44–45 Assessment as learning to determine how well students have understood the different fi elds of physical anthropology

Ask students to share any experiences they have with viewing anthropology on television or movies. Ask students to take turns reading the feature aloud. Ask students to focus on the 11 questions forensic anthropologists ask to determine the identities of deceased (p. 45) to fi nd out if the media example selected provides an accurate picture of forensic anthropology. Discuss with students their answers to both questions.

Skills Focus 48 Assessment as learning for students to practise developing central research questions

Have students work in pairs to create a central research question. This will provide them with feedback and practice formulating questions for the culminating activity of writing a research proposal.

Point/Counterpoint

51 Assessment as learning to determine how well students can develop research questions and hypotheses

Ask students to work in pairs to respond to the questions and then have a class discussion about the answers. Ask: “What is bias? Can we overcome bias in research? How?” This will also help students work toward the culminating activity of writing a research proposal.

Assessment Type Assessment Tool Feature QuestionsRefl ect and Respond

Questions (University)Chapter Review

Questions

Assessment for Learning Checklist; text answers Open for Debate, p. 39Voices, p. 40

p. 48, #4 p. 52, #4

Assessment as Learning Text answers; observation

In Focus, p. 41, #1*, #2In Focus, p. 42, #1*, #2Social Science in

Popular Culture, p. 45, #1*, #2Skills Focus, p. 48Point/Counterpoint,

p. 51, #1*, #2

p. 43 #2, #3*, #4p. 48, #2p. 51, #2, #3*, #4

p. 52, #1*, #2p. 53, #6, #7, #8,

#12

Assessment of Learning Criteria/rubric CA-U1

p. 53, #10



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Resources NeededMake copies of these Blackline Masters:•

BLM D: I Read, I Think, Therefore . . .•BLM J: Checklist for Assessing Research Questions•BLM 1.12: Paleoanthropologists•BLM 1.13: Primatology Important/Interesting•BLM 1.14: Primates and Humans•BLM CA-U1: Culminating Activity: Multi-sited Research Proposal•

Chart paper and markers•

To see daily updates of recent anthropology finds go to Anthropology World News •http://anthropology.tamu.edu/news

Becoming Human• , Donald Johanson’s interactive documentary of human origins; discussion of Lucy, Laetoli footprints, Taung child, etc. http://www.becominghuman.org/

Access to the Internet to see YouTube video of Kanzi •http://www.youtube.com/watch?v=jKauXrp9dl4

If available, find a segment of the television show • Bones to show a clip of Dr. Temperance Brennan, the forensic anthropologist, or “Bones - Inspired by Kathy Reichs” (YouTube video) http://www.youtube.com/watch?v=nW1I2eYfdwc&feature=related

Devolve Me (Open University): This website allows students to import a photo of •themselves and see what happens when they devolve back in time. It’s a fun activity and connects the ideas of Darwin to evolution. http://www.open.ac.uk/darwin/devolve-me.php

Review the I Read/I Think/Therefore . . . strategy if not familiar with it (see Think •Literacy, pp. 70–73) http://www.edu.gov.on.ca/eng/studentsuccess/thinkliteracy/

Race: Are We So Different?• Human variation section: This website has a number of interactive activities on human variation, including skin colour, and a general quiz that can be done as a hook or as assessment. http://www.understandingrace.org/home.html

Smithsonian interactive timeline: Shows how climate may have contributed to •evolutionary change http://humanorigins.si.edu/evidence/human-evolution-timeline-interactive

Growing Success: Assessment, Evaluation, and Reporting in Ontario Schools• (1st ed.), Government of Ontario, 2010.

Possible Assessment of Learning TaskStudents complete a multi-sited field work proposal. While this task is more focused on cultural anthropology, the section provides ample opportunities to practise developing research questions and examining bias and ethical issues within anthropological research.

Timing: 225 minutes (3 days; assuming 75-minute classes)

Learning Skills Focus: Collaboration

The development of learning skills • and work habits is an integral part of a student’s learning, (Growing Success, p. 10). Specifically, teaching and assessment of these learning skills will enhance students’ success in the course and post-secondary life.



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Assessment (for/as Learning)As teachers move through each chapter, opportunities will be highlighted to provide assessment for/as learning in preparation for assessment of learning at the end of each chapter.

Prior LearningAwareness of the diff erent schools of anthropology and specifi cally the area of •cultural anthropologyRole of inquiry skills, especially participant observation•Ethical issues in anthropological studies•Collaboration skills•Introduction to oral and written communication skills in anthropology•

Teaching/Learning Strategies 1. Ask students to Th ink/Write/Pair/Share their response to the Before You Read

question on page 37. Th is will likely bring into discussion the topic of evolution and creationism or intelligent design (see Open for Debate on p. 39). Be sensitive to the various cultural/religious beliefs of students as they investigate this topic. Ask students to share some of their thoughts. Explain that in this section the class will be examining the evidence and research that has been done on human evolution.

2. Play the prologue of the interactive documentary (1:15 min.) from the Becoming Human website (see Resources Needed section above for link). Divide students into fi ve groups and explain that they will be collaborating to learn about the key fi ndings in paleoanthropology. Assign each group one of the following subtopics:

“What Can Anthropologists Learn from Ancient Bones?” (p. 38)•“Where Do Humans Come From?” (p. 39)•“When Did Humans Walk Upright” and “Human Evolution—A Timeline” (pp. 40–41)•“In Focus: Who Were the Neanderthals?” (p. 42)•“What Can Anthropologists Learn from Ancient Stones?” (p. 43)•

Th ese groups will form the basis for strategies 3 and 4 below.

ELL Accommodation: Divide students according to ability, with the more able students getting sections 2 and 3 and the shorter sections (1, 4, 5) going to the more reluctant readers.

3. Give each group a piece of chart paper and a marker. Groups will read their assigned section and write on the chart paper the answers to the following questions: “What do we know?” “How do we know it?” Th ey should also note key anthropologists or discoveries. Each group will also generate a question about the material for further discussion or try to generate a research question that a paleoanthropologist might ask.

Task/ProjectAchievement

Chart CategoryType of

AssessmentAssessment

ToolPeer/Self-

AssessmentLearning

SkillStudent

Book PageBlackline

Master

Mini-presentation

Knowledge; thinking

As Checklist Peer; self Collaboration 38–43 BLM 1.12 BLM J

Primatology research questions

Knowledge; thinking

As Checklist Peer Collaboration 46–48 BLM JBLM 1.13

Note-taking diagram

Knowledge As n/a Self n/a 47–48 BLM 1.14

I read, I think Thinking As Answer key Self n/a 49–51 BLM D

Class discussion Knowledge/ understanding; communication

As Observation Teacher Collaboration 51 n/a



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DI Students may wish to present their information in a more visual format using diagrams, cartoons, or other visual formats to answer the questions.

4. Each group will present their notes to the class. You should clarify understanding of the material and give feedback on the questions (e.g., “We will be looking at that issue next.” or “This question has bias or ethical issues, how could you find out about that?”) Students will take notes from each group on BLM 1.12: Paleoanthropologists. Students and/or teachers can use BLM J: Checklist for Assessing Research Questions to help them assess and discuss the research questions proposed on the chart paper. The class can work together to revise the research questions to be more appropriate using the checklist. Post the completed and edited chart paper in the room to help students continue to think about their own research proposal for the suggested culminating activity of developing a research proposal. You can follow up the discussion by playing more sections of the interactive documentary from the Becoming Human website, specifically the first section—Evidence.

ELL Accommodation: For students doing the timeline, give them access to the Smithsonian interactive timeline website (see Resources Needed above). This may be more engaging for reluctant readers.

5. Ask students to share any experiences they have with anthropology on television or in movies. Ask students to read aloud by taking turns the Social Science in Popular Culture feature (pp. 44–45) and/or show a video clip to show students an example, such as “Bones — Inspired by Kathy Reichs” (YouTube video). Ask students to focus on the 11 questions (p. 45) anthropologists ask to determine the identity of a deceased to find out if the media example selected is really forensic anthropology. Discuss with students their answers to questions 1 and 2 at the end of the feature.

6. If available, show a video of Kanzi (through Board sources or YouTube). Ask students to respond to the video using BLM 1.13: Primatology Important/Interesting by filling in the last row of the organizer (Can Nonhuman Primates Use Language?) Discuss with students what kinds of questions this research brings up. Ask students how they might go about researching the answers to those questions.

7. Have students read the “Primatology” section on pages 46–48. Have them fill in the rest of BLM 1.13, adding to the last row any new information that the text brings up. Discuss students’ answers to clarify understanding and to guide them toward formulating appropriate research questions. Students can use the last column to put in questions they have about the material or possible research questions. Have students peer edit each other’s questions using BLM J.

ELL Accommodation: Students can work in pairs on the note-taking or in groups of four, dividing the sections among themselves and sharing their answers.

8. Have students respond to Reflect and Respond question 2 on page 48 using BLM 1.14: Primates and Humans. Direct them to read Richard Leakey’s quotation on bipedalism in the Voices feature on page 40. Emphasize that this is really the most important or fundamental difference from which all other differences stem.

9. Direct students to look at the bulleted list of behaviours common to all primates on page 47 and ask them if they have seen or heard of examples of these behaviours in humans. For example, dominance hierarchies might be reflected in the corporate ladder, in social structures such as aristocracy, or in gang hierarchy. Motherhood is sacred and revered in most cultures and religions as demonstrated through art and stories. Grooming each other is very common in human society; barbers and hairdressers abound and they are often of lower status than their customers.



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10. If Internet access is available, use the online quiz at Race: Are We So Diff erent? (See the Resources Needed section above.) Click on the Human Variation link and then select the Human Variation Quiz link. Have the class guess at the answers, and then read the answers together to see what preconceptions students may have about human variation. Do an I read/I think/therefore (refer to Th ink Literacy pp. 70–73 for more information; see Resources Needed above) with students, using BLM D: I Read, I Th ink, Th erefore for page 49.

ELL Accommodation: Make a copy of page 49 and have students highlight passages and write on the page their thinking or provide an opportunity for students to do this as a think aloud.

11. Ask students to examine Figure 1-41 on page 50 and respond to the question in the caption. Read aloud to the students the content on page 50, and discuss with students how variation has been defi ned to mean race, rather than other objective factors, and how anthropologists can help us understand the issue.

12. Ask students to work in pairs to respond to the questions that follow the Point/Counterpoint on page 51 and then have a class discussion. Direct students to brainstorm possible research questions on the topic of skin colours, using BLM J to check that their questions meet the criteria of an eff ective question. Direct them to the Only Skin Deep link under Human Variation on the website Race: Are We So Diff erent? for further information and to see the skin colour map of the world (see Resources Needed above).

13. Introduce the culminating activity to students by reviewing the task and the criteria based on question 10 on page 53 of the Chapter 1 Review. As preparation, you might want to have students work on some of the other review questions, particularly questions 6, 7, or 8. You should also direct them to the chart papers around the room and BLM J for information on what makes a good research question. Provide time for students to brainstorm, discuss, and peer edit their research proposals.

ELL Accommodation: Students could work in pairs on the culminating activity. Some students may have more insight or experience with a particular subculture, while others may not.

Differentiated Instruction/Accommodation

Teaching/Learning Reference DI/Accommodation Summary

#2 Accommodation Divide students according to ability, with the more able students getting sections 2 and 3 and the shorter sections (1, 4, 5) going to the more reluctant readers.

#3 DI Students may wish to present their information in a more visual format using diagrams, cartoons, or other visual formats to answer the questions.

#4 Accommodation For students doing the timeline, give them access to the Smithsonian interactive timeline website. This may be more engaging for reluctant readers.

#7 Accommodation Students can work in pairs on the note-taking or in groups of four, dividing the sections among themselves and sharing their answers.

#10 Accommodation Make a copy of p. 49 and have students highlight passages and write on the page their thinking or provide an opportunity for students to do this as a think aloud.

#13 Differentiated Instruction

Students could work in pairs on the culminating activity. Some students may have more insight or experience with a particular subculture, while others may not.



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Text AnswersNote: Even-numbered questions are designated University-level questions, while odd-numbered questions are designated College-level questions. However, where relevant, answers to odd-numbered questions are also included. See the Assessment Opportunities for Chapter Questions table earlier in this section for more information.

Page 38: Pause and ThinkAnthropologists can determine how big a brain is, how old a hominin was, whether they were female or male, how tall they were, how much they weighed, and whether they were bipedal or not. Lucy can help paleoanthropologists understand how our ancestors lived 3.2 million years ago, what the course of human evolution was, and how we diff ered from other primates living at that time.

Page 39: Pause and ThinkFossils help us to understand how humans evolved and lived millions of years ago. Th ey provide proof of evolution and they can help us to understand what makes humans unique. Finding ancient fossils can be diffi cult, excavating them is slow and meticulous work, and you would need to do very careful study and analysis to understand what a fossil is and how it relates to other hominins in the fossil record. Rewards might be the excitement upon the discovery of a new or important fi nd.

Page 40: Pause and ThinkHumans are the only primates that are physically adapted to bipedalism or habitual upright walking. Anthropologists can determine if a hominin is bipedal by looking for some specifi c clues in the skeleton:

S-shaped spine•wide fl at pelvis•slanting thigh bone•double arched foot•big toe in line with the heel•

Page 41: In Focus: Ardipithecus Ramidus 1. Ardipithecus ramidus is important because it has given us evidence of bipedalism in

our ancestors much earlier than once thought. It also suggests that our link to our closest relatives is further back than we had once thought.

2. Ardi’s physical features tell us that she had opposable toes, which means her feet were more like hands. But she was not a knuckle walker, which means her arms were no longer meant for swinging in trees. Ardipithecus ramidus was around during the time period between living in trees and walking full-time on the ground.

Page 42: In Focus: Who Were the Neanderthals? 1.

Differences Similarities

Compared with modern humans, Neanderthals

• were shorter• were heavier• were more muscular• had larger brains• had heavier brow ridges• had larger teeth• had smaller chins than modern humans

Neanderthals and modern humans• can make complex stone and bone tools• lay fl owers at burial sites• were interbred with one another



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2. None of the theories in this textbook (pp. 38–40) would refute the existence of Neanderthals. In fact, they would all support the idea that, with the older hominins found in Africa, it would make sense that Africans would not have Neanderthal DNA because Neanderthals evolved outside of Africa.

Page 43: Reflect and Respond 2. Anthropologists can learn a number of things from stone tools, including

the following:Through experimentation they can learn how sharp the tools were, how our •ancestors might have made them, and what they might have done with them.Through microscopic analysis they can learn whether a tool was used to cut meat, •wood, or plant stems.They can tell us whether hominins were at a site and what kinds of technology •they had.By looking at the kind of tool, they can tell whether it is a more advanced (later) •technology, or a more simple (earlier) technology. Together with other clues, it can help them to date a site.Cut marks on animal bones can tell what ancient hominins ate and whether they •had tools.

3. Bipedalism is habitual upright walking. Humans are the only primates adapted to upright walking, so bipedalism in a fossil indicates that it is a hominin, or member of the human family.

4. Challenges of working as a paleoanthropologist would include working with very small or limited evidence (a 40 percent complete skeleton such as Lucy is a huge wealth of knowledge, but most finds are very small, such as a tooth or bone fragment), sometimes not finding any evidence, having to constantly re-evaluate each discovery and existing knowledge, the challenges of learning to make ancient stone tools, and the meticulous and painstaking attention to detail. Rewards of becoming a paleoanthropologist might include international recognition for an important discovery and uncovering something that could change the fossil record as we know it.

Page 45: Social Science in Popular Culture: Forensic Anthropology 1. Forensic anthropology is similar to physical anthropology in that both areas study

bones and fossils. However, forensic anthropologists tend to work for legal agencies to help identify bodies in war zones and crime scenes. Other paleoanthropologists tend to focus on looking at fossils from millions of years ago to learn about how we evolved.

2. Forensic anthropologists are usually physical anthropologists or archaeologists who work part-time in this field. The knowledge and practice that they gain working with modern remains can be helpful to their studies of more-ancient remains. Working with the dead from various parts of the world allows forensic anthropologists to support or enhance the cultural knowledge and data about different peoples and their traditions or ways of life.

Page 47: Pause and ThinkPrimates have many of the characteristics of humans, and we are in fact still trying to find out how much primates and humans have in common. Learning about other primates helps us learn about ourselves. Because primates are very similar to humans, it is best to err on the side of caution. We should be aware that they have feelings and can think and communicate.



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Refl ect and Respond 2. Th is question asks students to summarize the points from the text; however, there

are some points that are debatable as to whether they apply to both humans as well.

Depending on the maturity level of your class, you may want to discuss a further similarity, which is that humans and primate females have an estrus cycle. Estrus is when females are ovulating and fertile. When other female animals are in estrus, they generally have physical signs. Th ey do not mate when they are not in estrus, whereas human females can and do engage in sexual intercourse at any time in their menstrual cycle. Human females are also the only hominin with enlarged breasts at all times; in all other primates, females have enlarged breasts only when they are lactating.

4. Answers will vary. Some possible responses are referenced below.

Page 50: Pause and ThinkBefore asking students this question it is important to set the boundaries for the class so that all can feel safe during the conversation (this includes you). However, a frank conversation is also important so that myths can be dispelled. Some possible stereotypes might include historical examples such as the Nazi persecution of Jewish people, apartheid in South Africa, and the Ku Klux Klan in North America (including Ontario and Alberta in the twentieth century).

Page 51: Point/Counterpoint: Skin Variations 1. Answers will vary, but possible examples include the following:

Evolutionary advantages of skin colour seem limited and based on •environmental survival.People with darker skin are more likely to be defi cient in vitamin D, giving •an evolutionary advantage to those with lighter skin for greater bone growth.

Humans’ Similarities to Other Primates Humans’ Differences from Other Primates

• Strong mother–infant bonding• Long infant-dependency period• Dominance hierarchies and aggression in males; debatable

as to how this might apply to humans, but students should be encouraged to discuss some possibilities (e.g., gang behaviours, political hierarchies, social status)

• Grooming behaviour; again debatable how this applies to humans, but students should discuss some possibilities (e.g., massage therapists, hairdressers, barbers, etc.)

• Communication through facial expressions, calls; demonstration of emotions

• Physical features include rotating forearms, grasping hands and feet, forward-facing eyes, and relatively larger brains

• Humans are the only primates adapted to bipedalism.• Humans have the longest infant-dependency period of

any primate.• Humans have symbolic, spoken language and the physical

apparatus for speech.• Humans are the only primates who both live in groups and

mate in pairs.• Humans develop ideas and beliefs about the world that guide

their actions, can refl ect on their own behaviour, and have complex systems of morality and spirituality.

Yes to Civil Rights for Primates No to Civil Rights for Primates

Because primates can be taught language and have the same emotions as humans, they are close enough to being like us that they deserve at least basic human rights.

The differences between primates and humans are based on the fact that they do not develop the complex social organizations that make us the dominant species on the planet. This, combined with their lack of ability to produce anything more than limited language, means that the differences between humans and primates are great enough that they do not deserve basic human rights as they are not human.



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2. Students will have many potential questions. Students should be guided to ask if skin colour really makes a diff erence in a person, the answer to which is that skin variation is of no real consequence (see p. 49). You may also direct them to the Race: Are We So Diff erent? website for further information (see Resources Needed above for the link).

Page 51: Refl ect and Respond 2. According to the American Anthropological Association, the genetic

diff erences within people of the same race are greater than the diff erences between individuals of diff erent races. Race is a cultural concept, oft en used to discriminate against certain populations and maintain power for others.

3. Humans vary for two reasons. One is natural selection; a specifi c trait is more advantageous in a particular environment. Some anthropologists argue that paler skin provides an advantage in areas with little sunlight, allowing the body to absorb more vitamin D. Th e other reason is isolation or interacting with other populations. If a population has little interaction with other populations, the same traits will continue to circulate in the gene pool. If populations are in contact, they will change and more variety will be produced. Blood types are an example of this type of variation.

4. Th ere are many diff erent answers to this question and students’ answers will vary. Students who are having diffi culty may wish to look back to the section on cultural materialism (p. 29). Arguments supporting the mobility of people can be argued based on the content on page 51. Make sure that students look at the question in relation to evolutionary ideas rather than social issues.

Pages 52–53: Chapter Review 1. a) Cultural materialist b) Cultural relativist c) Feminist d) Functionalist e) Postmodernist

2. Th is question could be used as a review or discussion. Th ere are some varying interpretations. An advanced class may benefi t from putting the fi elds onto a continuum from more objective to more subjective.

Linguistic anthropology and archaeology could arguably be included in either area because they rely heavily on both objective data and interpretation. Also, while functional theory and cultural materialism are defi nitely the more objective approaches in ethnology, ethnology is arguably more subjective than the fi elds of physical anthropology (primatology, paleoanthropology, forensic anthropology, and human variation). Cultural relativism, feminist theory, and postmodern theory all have counterparts in other more subjective fi elds, such as literature studies and history. Th ey are more focused on interpretation than the data itself.

Objective – More Like Science Subjective – More Like Arts

• primatology• paleoanthropology• forensic anthropology• human variation• archaeology• linguistic anthropology• functional theory• cultural materialism

• ethnology• cultural relativism• feminist theory• postmodern theory• linguistic anthropology• archaeology



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4. Answers will vary. Issues that students could look at include the following: Physical Anthropology

Evolution versus creationism or intelligent design•Are the Neanderthals related to modern humans or did they die out?•Did Neanderthals bury their dead?•How are ancient hominins related to each other and to us?•Does race exist? Is skin colour adaptive or just a result of isolation?•Is it better to study primates in their natural habitat or in the lab?•Is it useful to teach primates to communicate with humans?•

Cultural AnthropologyShould an anthropologist study another culture or his or her own?•Should anthropology be more like a science or more like a humanity?•Is it ethical to give gifts to obtain information?•Can reflexivity overcome the inherent bias of participant observation?•What obligations does an anthropologist have to his or her subject community in •the face of globalization and outside forces?Should anthropologists return artifacts to indigenous populations?•Can anthropology be conducted from a distance like Ruth Benedict did?•Does a theoretical orientation such as feminism lead to biased research?•How should archaeologists and anthropologists work together with •indigenous peoples?

From this point on in the question, students may come up with many correct answers. Students struggling can look back to page 17 for how to write proper research questions.

6. Students’ answers will vary, but some general guidelines are as follows:Research questions should be unbiased and testable.•Methods could include participant observation, interviews (unstructured or •semi-structured), counting, photographing, mapping, note-taking, etc.Research will be ethical when researchers are reflexive of their own role and •biases, make sure they have informed consent of their subjects, and do no harm to their subjects’ safety, dignity, or privacy.

7. Students’ answers will vary but some skills for each one are as follows: Ethnology: patience, observation skills, note-taking skills, analytical skills, social skills, ability to put aside your own cultural biases Linguistics: language learning and analysis skills, observation, and note-taking skills Archaeology: patience, methodical analytical skills, observation, and recording skills

8. Students’ answers will vary, but they may point to such values as conformity and hierarchy as represented in the classroom setup of desks and chalkboard. Textbooks might indicate that the society values the written word. Students’ personal possessions could reveal a lot about their own values; similarities would indicate cultural trends, e.g., all students carry backpacks or binders.

10. a) Students’ answers will vary. Encourage students to connect the research to their own life or to modern events whenever possible. See BLM CA-U1 and rubric for evaluation. Some examples of possible cultures to investigate include skateboarders, extreme-sports enthusiasts, hip hop enthusiasts, soccer fans, agricultural or factory workers, fast-food workers, top executives of large companies, government bureaucrats, etc.

b) This question is more directed at the students’ specific work. If they are struggling, refer them to page 17. Research questions should be unbiased and testable. Have students use BLM J to self- or peer assess their questions.



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c) Methods could include participant observation, interviews (unstructured or semi-structured), counting, photographing, mapping, note-taking etc.

d) Researchers need to be refl exive of their own role and biases; they should use more than one method of collecting data.

e) Students could argue this either way. Possible answers include the following:

12. Students’ responses will vary, but they will fi nd that some universities off er only cultural anthropology, oft en in the same department as sociology. Some universities have more emphasis on physical anthropology or archaeology. Very few offer primatology. Some emphasize First Nations cultures, while others have fi eld schools and connections to South America or Africa. Th eoretical approaches may not be obvious; students may need to do some analysis of the research currently being done. You could have students compare schools in their area that students are likely to attend, or you could assign schools to pairs or small groups and have them present in a “science fair” style in the classroom while students interact with each other and take notes.

Opportunity to Combine C/U ClassesUsing the Before You Read questions helps to provide a springboard for all students to talk about what they know or think prior to reading and engaging college students more in the text. Pairing up College and University students provides opportunities to share common experiences. In some of the features, you can have students answer all the questions and have students build a common understanding together. When developing collaborative learning tasks, organize groups so that diff erent abilities and strengths are complemented. For culminating activities, students simultaneously work on the diff erent tasks as appropriate to University or College destination. Provide options for students to present work in oral, written, or visual format. Case studies using text features such as Landmark Case Study and In Focus will engage both College and University students with the text and provide extended opportunities for analysis for University students.

Research and Inquiry SkillsRefer to the strategies in section 1.1 if you have not yet implemented them.

Yes, reliable research is possible in your own culture. No, it’s not possible to conduct reliable

research in your own culture.

Postmodernists have been pioneering in studying their own cultures. They believe that objective truth is impossible anyway, so being part of a culture or not makes little difference. The way to achieve objectivity is through refl exivity.

You are already a member of the culture, so you are not disturbing or changing it in any way.

You already have insider information, so you won’t have to spend a long time gaining people’s trust and trying to understand basic concepts.

Researchers must maintain an objective position and being inside (e.g., a metal fan) would make you biased in favour of the culture and not potentially able to see weaknesses.

It’s diffi cult to become aware of your own specifi c cultural beliefs until you are living in another culture.

Because you already have a particular position in your own culture, people may not be as open as they would to an outsider.



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Chapter 1 What Is Anthropology? - mheducation.ca · starter questions on p. 17 as a springboard....

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