QUESTIONS ON READINGS/LECTURES
Crawford
1. According to Crawford’s article, what kinds of social changes were brought about by the construction of the road in the Agoundis Valley?
2. How does language relate to power in Crawford’s example of the Agoundis Valley? (Give two specific examples.)
3. According to Crawford’s “How Berber Matters…,” what are some of the pros and cons of having a “modern” vs. a “traditional” education in the Agoundis?
4. List three major transformations Crawford cites as factors in how Berber speakers in the Agoundis Valley are coming to understand their linguistic distinctiveness.

Hatch
1. According to Hatch, how did German idealism play a role in Boas’ thinking?
2. Explain what Boas meant by “the iron hold of culture.”
3. According to Hatch, how is the role of emotion in human societies understood by Tylor and Boas?
4. According to Hatch, what is the difference between the “intellectualist” view of human behavior and an anti-intellectualist view?  Which school of thought was espoused by Tylor and which by Boas?
5. According to Hatch, what was Tylor’s view of how culture progressed?
6. According to Hatch, what two types of science does Boas define, and which does he pursue in his study of anthropology?
7. According to Hatch, how does Boas defend anthropology as a “science?”
8. Compare and contrast Tylor's and Boas's understandings of culture change (i.e. evolution v.diffusion).
9. Compare the “socio-cultural milieu” or social backgrounds (e.g. nationality, historical period, etc.) of Tylor and Boas.  According to Hatch and lecture, how are Tylor's and Boas's theories affected by their socio-cultural milieu?
10. According to Hatch, briefly explain historical particularism as used by Boas.
11. What does Hatch mean by "intellectualism?"
12. What does Hatch mean by "positivism?"
13. What does Hatch have to say about the contemporary relevance of positivist and intellectualist views of human nature?

Lee
1. According to Lee, how does the practice of “insulting the meat” reinforce the ideals of a communal foraging society among the Ju/’hoansi?
2. How are women in Dobe treated differently than the Yanomamo women?
3. Compare and contrast the gendered organization of labor among the Ju/'hoansi and the Yanomamo.
4. Describe the three different kinship systems amongst the Dobe Ju/'hoansi.
5. How does the principle of "wi" resolve contradictions within the kinship system of the Dobe Ju/'hoansi?
6. According to Lee, briefly explain the Ju/’hoansi carrying technology.
7. According to the Lee reading, what three short term processes make camps change in number and composition among the Ju/’hoansi?
8. Explain the distinctions between what Lee calls "Kinship I, II, and III."
9. According to the Lee reading, what makes up the majority of Ju/hoansi diet, and how much time do they have to spend each week gathering their food?
10. Explain how the name relationship causes problems in marriage arrangements for the Ju/hoansi.
11. Explain the principle of "wi" and the importance of age in the Ju/hoansi society.
12. In the Ju/hoansi band, what is the difference between joking kin and avoidance kin?  How are each treated differently?

Levine
1. What is Levine's argument against "functionalist" understandings of polyandry?
2. According to Levine, why are the Nyinba polyandrous?
3. According to Levine, how does Nyinba polyandry affect their economic production?
4. Explain the marriage and child rearing dynamics of the Nyinba.
5. According to the Nyinba in the Levine reading, what are two advantages of polyandry?
6. What is the distinction between a synchronic and diachronic framework in anthropological analysis?
7. How do polyandrous marriages affect the relationship between brothers among the Nyinba?
8. How is the domestic economy affected by the establishment of polyandrous families among the Nyinba?
9. List two reasons that Levine mentions for polyandry being a rare and often denigrated form of marriage arrangement.
10. According to Levine, why is polyandry important to the Nyinba society?

Malinowski
1. How did Malinowski’s idea of holism help define how ethnographies are written?
2. Explain how Boas and Malinowski shared similar ideas concerning anthropological fieldwork.
3. What, according to Malinowski, is the final purpose of studying another culture?
4. Compare Malinowski’s understanding of “science” with Tylor and Boas.
5. How did Malinowski end up doing his fieldwork?

Chagnon
1. How do the sex differences emphasized in Yanomamo children translate as adults in terms of status, work load, and freedom?
2. Why is genealogy and lineage so significant in the Yanomamo culture?
3. Why it is necessary for certain Yanomamo men to break the kinship rules for marriage?
4. Explain how kinship rules play a role in maintaining social solidarity among the Yanomamo.
5. Briefly outline how age, gender, and status differences shape Yanomamo behavior.
6 What is Chagnon's argument with Levi Strauss?
7. What reaction do the Yanomamo have to Chagnon's "incest?"
8. According to Chagnon, what is the differences between a “statistical model” and a “structural model” of society?  Which does Chagnon prefer?

Lansing
1. According to Lansing, what was the "Green Revolution?"
2. According to Lansing, why is it preferable for the Balinese to maintain traditional methods of rice farming instead of adapting to a more current technology?
3. Briefly explain the traditional rice cultivation process in Bali as detailed by Lansing.
4. According to Lansing, what were the ecological problems that erupted in Bali as the Green Revolution introduced high-yielding varieties of rice?
5. As described in the "Goddess and the Green Revolution," who is the Jero Gde and how is he selected?
6. According to Lansing, did the “Green Revolution” benefit the production of rice in Bali? Why or why not? (Give concrete examples.)
7. According to Lansing, why is coordination between the subaks important?
8. What was the basic aim and outcome of Lansing’s study on the ecological role of the water temples?
9. What problems did the Green Revolution bring to the traditional system of crop harvesting in Bali?
10.What is the "Green Revolution?"

Leach
1. From Leach, how is Levi-Strauss’s understanding of culture “like that of language?"
2. How does Levi-Strauss unify Malinowski and Radcliffe-Brown’s ideas in structuralism?
3. Briefly explain Levi-Strauss’s structuralism, according to Leach.
4. What examples does Leach give of a "practical" and a "symbolic" dimension of an act?
5. What is Leach trying to explain with his example of a piece of music played by an orchestra and broadcast over the radio?
6. What is Leach trying to explain with his example of how people only eat certain foods for breakfast?
7. According to Levi-Strauss (as discussed in Leach), how can we understand the "structure" of society through the analogy of music?
8. According to Leach, what makes myths meaningful?
9. According to Leach, what is the implied connection between culture and language? What is the implication for an anthropologist’s study of a given culture?
10. Name a few examples of binary oppositions discussed in Leach.  How, according to Leach, do binary oppositions contribute to our understanding of cultures?
11. What do the Biblical examples that Leach uses reveal about structuralism in social anthropology? (Use at least two examples)

QUESTIONS FROM LECTURES

Week 1:
1. List Prof. Crawford's three main objectives for the course.
2. Describe Ibn Khaldun’s theory of civilization and explain why it was cyclical in nature.
3. List and define the four subfields of anthropology.
4. What does Dr. Crawford identify as the “hallmarks of sociocultural anthropology?”
5. Define “holism.”
6. What are the differences between the British and the American approach to anthropology, and what do they stem from?
7. What is meant by “geist” and how is it relevant to the study of anthropology?
8. What do we mean by "participant observation?"
9. What is the most important method of sociocultural anthropology?

Week 2:
1. Explain “cultural relativism” and the potential pitfalls of extreme cultural relativism.
2. Explain “ethnocentrism” and the potential pitfalls of extreme ethnocentrism.
3. What does Dr. Crawford mean by the statement “No society is any more or less ‘complex’ than any other”?
4. What are the reasons given by Dr. Crawford that kinship and descent are still important?
5. Define the concept of ethnocentrism and give some examples of its extreme expression.
6. What is Malinowski’s definition of functionalism and how does it connect cultural needs to biological needs?
7. What is the difference between a cross and parallel cousin?
8. What is meant by “matrilineal?”
8. What two principles of social organization does the Hawaiian kinship system distinguish? What additional principles are distinguished in the Iroquois system?
9. Using the material from the readings and lecture, contrast "complexity" amongst the Dobe Ju/'hoansi and in the United States.  (Give specific examples)

Lecture Week 3
1. According to lecture, briefly explain the difference between chiefdom and state.
2. According to lecture, briefly explain the difference between tribe and band.
3. Briefly explain how the Chumash anomaly illuminates the limits of the band/tribe/chiefdom/state schema as described in lecture.
4. Many anthropologists argue that there is no point in having models or classifications of social organization (such as band/tribe/chiefdom/ state, as presented in class). What is Max Weber’s stance on the usefulness of such models?
5. How does Chagnon’s controversial theory of human sociality reflect a Hobbesian view of human nature?
6. Why are anthropologists fascinated with band level societies?
7. Contrast Lee's view of human nature with Chagnon's.  What are the main influences on their thought?  What evidence do they present from the societies they study that support each of their views?
8. According to lecture, what are the advantages and disadvantages of the Green Revolution?
9. List three advantages and three disadvantages of the Green Revolution.
10. Define functionalism, structural functionalism, and French structuralism.
11. Constrast Levi-Strauss's approach to social anthropology and Malinowski’s approach.
12. What was Chagnon’s argument with Levi-Strauss?
13. In any social system disputes are bound to arise. In both Lee and Chagnon disputes concerning kinship relations are discussed. How do the Ju/’hoansi and the Yanomamo handle these disputes?
14. What are the band, tribe, chiefdom, and state models, and how are they useful to anthropologists, according to lecture?
15. Compare research methodology and research purpose of Lansing's work in Bali and Malinowski's work in the Trobriand Islands.
16.  How could Chagnon be considered "functionalist?"
17. How could Lee be considered "structural functionalist?"
18. How could Lansing be considered either "functionalist" or "structural functionalist?"

GENERAL / ETC.
1. Nancy and Jim had two boys, David and Eric.  David married Hillary and they had Calum and Isabel.  Eric married Victoria and had a little girl named Parker.  Then Jim and Nancy divorced.  Jim married Laurie, who already had four boys (Javier, Ramon, Mustafa, and Kurt) and two girls (Leila and Sutopa) with another man named Bob.  Nancy married Mohammed and had two girls with him, Nathalie and Jamaica.  Draw this family's kinship chart.  2. In Eskimo kinship terminology, what does Jamaica call David?  3. In the State of California, is it legal for Nathalie to marry Mustafa?  4. Among the Yanomamo can Calum marry Parker?  5. Among the Bedouin (who prefer patrilateral parallel cousin marriage) can Calum marry Parker?
6. Locate every society we have studied on a map, or explain where they live.  (Trobriand Islanders, Moroccan Berbers, the Dobe Ju/'hoansi, the Yanomamo, the Nyinba, the Balinese)

In the chart below you should be able to:
1. Shade in a matrilineage.
2. Shade in a patrilineage.
3. Identify the cross cousin marriages.
4. Identify the potential parallel cousin marriages.
5. Draw in the potential cross and parallel cousin marriages in the youngest generation.
6. Choose an ego in the middle generation and label every person's kinship term using Eskimo kinship terminology.
(For our purposes here "marriage" is going to be heterosexual and monogamous -- curious but usefully simplifying assumptions. Note that I may give you a differently configured chart on the actual exam.)