INTRO TO ANTHROPOLOGY - ONLINE MEDIA
Professor Reymers - Fall 2018


Online Media 10

OM9

Read the following article about the endangered first languages of Kenya and what is being done to preserve them, then answer the seven questions below:

Language Endangerment and Language Maintenance: Can Endangered Indigenous Languages of Kenya Be Electronically Preserved? by Wamalwa and Oluoch, 2013.

  1. Ninety-six percent of the world’s languages are spoken by what percentage of the world’s population?
  2. How is this last fact significant to the study and preservation of languages?
  3. What is language endangerment?
  4. What is the importance of linguistic diversity?
  5. What are some of the functions of language?
  6. Why are some urban Kenyans not able to speak or understand their first language?
  7. What measures are being taken to preserve Kenya’s first languages?

E-mail your completed assignment
TO: reymers@morrisville.edu, with the SUBJECT: ANTH10

Due Friday, Nov 16, 5pm

 


Online Media 9

OM8

Read the following article about ethnological fieldwork by Richard Lee, titled Eating Christmas in the Kalahari, then answer each of these questions in at least one paragraph:

1. What gift did Lee buy to give to the bushmen with whom he had been working? What reaction did he expect? What reaction did he get?

2. Why did the bushmen react the way they did? What does this tell you about the social expectations and behavior of the tribe?

3. “There are no totally generous acts. All “acts” have an element of calculation.” Do you agree with this quote? Why or why not. Provide at least one example to support your answer.

E-mail your completed assignment
TO: reymers@morrisville.edu, with the SUBJECT: ANTH9

Due Friday, Nov 2, 5pm

 


Online Media 8

OM8

Watch these TWO videos about the agricultural revolution and the rise of civilization. Then answer the following questions.

A) Crash Course World History: Agricultural Revolution (11:10)

1. What are some of the advantages and disadvantages of the development of agriculture?

2. What are some theories about why the agricultural revolution occurred?

3. What is the real meaning of the idea of an agricultural "revolution"?

B) Crash Course World History: Rise of Civilization - Indus Valley (9:34)

1. Why do civilizations develop?

2. What do we know about the Indus River civilization?

3. Why did the Indus Valley civilization disappear by 750 B.C.?

E-mail your completed assignment
TO: reymers@morrisville.edu, with the SUBJECT: ANTH8

Due Friday, Oct 26, 5pm

(Note: for regular correspondence, do not use the above link for email, or remove the automatic subject line heading "ANTH" if you do).

Online media assignments are graded on a pass (1)/fail (0) basis. See the Grades webpage for results.

 


Online Media 7

OM7

Video Assignment:

Watch this video about the archaeology of the first Americans at Topper, South Carolina, by Time Team America. Then answer the following questions:

1. What is the traditional explanation regarding when the first Americans settled in the Americas?

2. What was the purpose of the Topper site to the Clovis People back in Paleolithic times?

3. How long ago did one archaeolgist date charcoal found at the Topper site?

4. What is a Clovis flake and how is it useful?

5. What would the environment (climate and geography) have been like in South Carolina during Clovis times?

6. What is a Solutrean flake point and where are they from?

7. What is the theory of what happened to the Clovis people only 500 years after they settled at the Topper site?

8. What will it take to prove whether there were actually people at Topper perhaps 16,000 - 20,000 years ago?

E-mail your completed assignment
TO: reymers@morrisville.edu, with the SUBJECT: ANTH7

Due Friday, Oct 19, 5pm

(Note: for regular correspondence, do not use the above link for email, or remove the automatic subject line heading "ANTH" if you do).

Online media assignments are graded on a pass (1)/fail (0) basis. See the Grades webpage for results.

 


Online Media 6

OM6

Video Assignment:

Watch this video of the archaeology of the Fremont Indians by Time Team America. Then answer the following questions:

1. Where did the archaeological research take place?

2. What makes this archaeological research site so unique?

3. How old was the Fremont civilization?

4. What feature were the archaeologists trying to discover at the base camp site?

5. What types of artifacts were discovered by the archaeological team?

6. What forms of remote sensing did they use?

7. Why were the archaeologists rappelling off cliffs?

8. What figures were portrayed on the petroglyph drawings?

9. What was the conclusion the team drew regarding what they could learn from their excavation of the base camp site?

E-mail your completed assignment
TO: reymers@morrisville.edu, with the SUBJECT: ANTH6

Due Friday, Oct 12, 5pm

(Note: for regular correspondence, do not use the above link for email, or remove the automatic subject line heading "ANTH" if you do).

Online media assignments are graded on a pass (1)/fail (0) basis. See the Grades webpage for results.

 


Online Media 5

OM5

Review the information about human variation in each of the 6 links (The Human Spectrum, Only Skin Deep, Our Molecular Selves, Health Connections, Race and Human Variation, and Human Variation ) available at the following website: "Understanding Race" http://www.understandingrace.org/humvar/index.html

Answer the following questions after investigating the section under each link:

1. The Human Spectrum: Why is race a questionable way to group people, according to the rationale of this section?

2. Only Skin Deep: What causes variation in skin color?

3. Our Molecular Selves: What have we learned about DNA from the Human Genome Project?

4. Health Connections: Use sickle-cell disease as an example to explain how our health is determined by a combination of genetic and environmental factors.

5. Race and Human Variation: What is the "essentialist" view of race, and what are the problems with this view?

6. Human Variation Quiz: For the sixth section, the quiz, simply report your score on the quiz. Reflect on what you learned that was new in this assignment.

E-mail your completed assignment:
TO: reymers@morrisville.edu
SUBJECT: ANTH5


DO NOT send as an attachment, please.

Due on or before Friday Sept 28 at 5pm sharp



Online Media 5 ALTERNATIVE

If (and ONLY if) you cannot view the videos in the previous assignment,
do this one instead:

OM4

Listen to this interview with Trevor Noah, host of the Daily Show from the program "Fresh Air" on NPR (2/18/2016, feat. host Terry Gross) and answer the following questions.

1. What are Trevor Noah's roots (what place and circumstances does he come from)?

2. What is the sociological point Noah is making (using humor) about the "race" checkbox on employment forms?

3. How is Noah's family history related to South African apartheid (segregation)?
Note: If you don't know what "apartheid" is, read this.

4. How did apartheid affect Noah's parents' relationship?

5. What are the different cultural sensitivities in Britian and the U.S. regarding talking about race?

6. What is the point of the tips Noah gives about "not getting shot" (in another comedy routine)?

7. What is Noah's advice regarding "sharing the plight of the people that are oppressing you"? Discuss in terms of "role-reversal" and stereotyping.

8. What does Noah's joke about an African-American not recognizing an African say about preconceptions about race? How can this be misinterpreted to reinforce racism?

E-mail your completed assignment:
TO: reymers@morrisville.edu
SUBJECT: ANTH5


DO NOT send as an attachment, please.

Due on or before Friday Sept 28 at 5pm sharp

 

(Note: for regular correspondence, do not use the above link for email, or remove the automatic subject line heading "ANTH" if you do).

Online media assignments are graded on a pass/fail basis.
See the Grades webpage for results.


Online Media 4

OM4

Watch PBS NOVA's"Becoming Human, Part III: Last Human Standing" (YouTube, ~52 min, 2014)

Take notes during the video and answer these questions while you watch:

1. In what order of descent did the species of Homo overtake one another and when?

2. What was discovered in the caves at Atapuerca, in northern Spain and what does this say about archaic Homo sapiens (Homo heidelbergensis in this case)?

3. What is “Excalibur” and what did it signify?

4. In what ways did our ideas about Homo neandertalensis change as the 20th century proceeds?

5. What recent discovery in the Meuse Valley, Belgium, helped to refine our views of Neanderthals?

6. What kind of research is going at the Max Planck Institute in Leipzig, Germany, regarding evolutionary studies?

7. Why are children’s teeth so valuable to archaeologists?

8. Why was hunting such a risky business for Neanderthals?

9. Why did Neanderthals go extinct about 25,000 years ago?

10. What is “the bottleneck effect”?

E-mail your completed assignment:
TO: reymers@morrisville.edu
SUBJECT: ANTH4


DO NOT send as an attachment, please.

Due on or before Friday Sept 21 at 5pm sharp

(Note: for regular correspondence, do not use the above link for email, or remove the automatic subject line heading "ANTH" if you do).

Online media assignments are graded on a pass/fail basis. See the Grades webpage for results.


Online Media 3

OM3

Interactive Documentary "Becoming Human" http://www.becominghuman.org/node/interactive-documentary

Watch the Prologue and Episodes 1-12 in the following interactive documentary (note there are three 2-minute episodes in each section at the top, titled "Evidence," "Anatomy," "Lineages," and "Culture") and examine the Related Exhibits (at the bottom of each video page) as well.

Answer these related questions:

1. Who is the video's narrator, Donald Johannsen, was and explain for what discovery he is famous.

2. According the Evidence section of the Interactive exhibit (at the bottom of the screen), define the study of "taphonomy."

3. According to the Anatomy section of the Interactive exhibit, explain why researchers think that the big brains of the genus Homo evolved to grow beyond the size of earlier species.

4. In the video from the Anatomy portion of the documentary, what is the Turkana Boy?

5. According to the Lineages section of the Interactive exhibit, name the species t hat evolved about 1 million years ago.

6. In the video from the Culture section of the documentary, what is found in the Koonalda cave?

IMPORTANT: E-mail your answers (not an attachment)
TO: reymers@morrisville.edu, with the SUBJECT: ANTH3

Due Friday, Sept 14, 5pm

Credit for your answers will be shown on
the online grades page (once opened).

 


Online Media 2

OM1

Evidence for Evolution from StatedClearly.com (YouTube 11:22)

1. What are the two main claims of the theory of evolution?

2. What are the lines of evidence that support the claims of evolutionary theory?

3. How many different species are estimated to be living today?

4. How does evidence from comparative anatomy suggest that whales and other cetaceans evolved from a pre-existing four-legged land creature?

5. How does embryology help to confirm our suspicions that whales are closer to mammals than to fish in their evolutionary development?

6. How does fossil evidence from the ancient creatures called Basilosaurad and Maiacetus suggest that whales descended from these creatures?

7. How do DNA comparisons help to confirm our suspicions that whales evolve

IMPORTANT: E-mail your answers (not an attachment)
TO: reymers@morrisville.edu, with the SUBJECT: ANTH2

Due Friday, Sept 7, 5pm

Credit for your answers will be shown on
the online grades page (once opened).

 


Online Media 1

Reco1

Macat's "Introduction to Cultural Anthropology"

1. What is the definition of anthropology according to the video?

2. When and why did early anthropologists study customs and beliefs in pre-industrial societies?

3. What is the main argument of Marcel Mauss's book "The Gift"?

4. What explanation makes sense of pre-industrial people's belief in witchcraft (according to E.Evans-Pritchard?)

5. What is an example of feminist anthropology?

6. What was the thesis and result of Clifford Geertz's "Interpretation of Cultures"?

7. What is the value of historical ethnography?

IMPORTANT: E-mail your answers (not an attachment)
TO: reymers@morrisville.edu, with the SUBJECT: ANTH1

Due Friday, Aug 31, 5pm

Credit for your answers will be shown on
the online grades page (once opened).

 


 

Administrative Note: I will give you 3 chances to get the subject heading correct and to not include attachments in your online media emails to me. For example, when you sent the first online media assignment, you should have used a subject heading in the email of "ANTH3." If you wrote something else (like, for instance, "Online Media Questions 3" or "anth 3 hw"), or if you have included your assignment as an attachment, you have not paid attention to the details of the assignment instructions (details which make it crucially easier to organize your responses and read what you have written). You can do this three times without penalty, but a fourth instance of not paying attention to the details will result in a 1-point reduction from your Online Media grade. For the vast majority of you who are doing it right, thank you for paying attention to the details! - Regards, Prof Reymers

 


 

Tips on Preparing for Exams

A. Do not wait until the night before an exam to study! Of course, you should be regularly reviewing your notes, but the preparation still takes time.

B. A good first step in preparation is to read through your notes a couple of times. While you are doing this, you might also

1. Highlight major topics and subtopics, with the goal of generating an outline of your notes. Even if you take your notes in outline form, this is a good practice. Major topics often extend through more than one day's lecture, and it is easy to lose track of the overall picture from day to day.

2. With a second color, highlight all vocabulary terms.

C. Outline the entire set of notes. When you study a large body of information, you should study from concept to detail, not the other way around. It will, in fact, be much easier to learn the details if you take the time to learn the concept and theory first. The least efficient approach to studying is to attempt to memorize your notes from beginning to end. It's not the words which are important--it's the ideas.

D. Consider ways of dealing with the information other than those used in class. the more ways you can manipulate and experience the material you are trying to learn, the more secure your understanding and memory will be. Some suggestions:

1. Make charts, diagrams and graphs.
2. Make lists.
3. If the subject matter includes structures, practice drawing those structures. Remember that a drawing is useless unless the important structures are labeled.

E. There are almost always types of information which you will have to memorize (eg. vocabulary). No one has ever invented a better device for memorizing than flash cards.

F. One of the most universally effective ways to polish off your study activities is to prepare a self test.

1. Challenge yourself as severely as you can.
2. As you are studying, keep a running collection of "exam questions." If you seriously attempt to write difficult and meaningful questions, by the time you finish you will have created a formidable exam. When you begin to feel you're ready for your instructor's exam, take out your questions and see if you can answer them. If you can't, you may need to go back and reinforce some of the things your are trying to learn.

G. Never, ever pull an "All-Nighter" on the night before an exam. This is a "freshman trick," meaning that good students learn very quickly that it is futile. What you may gain from extra study time won't compensate for the loss of alertness and ability to concentrate due to lack of sleep.

H. On exam day:

1. Try not to "cram" during every spare moment before an exam. this only increases the feeling of desperation which leads to panic, and then to test anxiety. You may find it useful, on the night before an exam, to jot down a few ideas or facts which you wish to have fresh in your mind when you begin the exam. Read through your list a couple of times when you get up in the morning and/or just before you take the exam, then put it away. This kind of memory reinforcement not only improves your performance on the test, it also improves your long-term memory of the material.
2. Be physically prepared.

a. Get a good night's sleep.
b. Bring necessary writing materials to the test--at least 2 writing tools, erasers, blue books if necessary, calculators if appropriate and allowed. Be aware of what the instructor has specified as permitted for use. Some instructors object to exams written pencil; some prohibit use of tools like calculators. It is your responsibility to know these requirements; you should be prepared to take the consequences if you don't.
c. This may seem silly, but go to the bathroom just before the exam. Don't expect your teacher to let you leave to do this during the test! The tension which generally goes along with taking an exam may increase the need to perform this physical activity, so you may need to go, even though you don't particularly feel like it.

 

adapted from: http://www.cod.edu/people/faculty/fancher/study.htm