Anthropology 100 F'05
Dr. Jane Granskog
Review For Quiz II
Material Covered: Miller, Ch 3, 4, 8, 9, 10, 11; Spradley & McCurdy, pp.102-239, 249-264,
274-283; electronic reserve-- Bean, Rynkiewich, McIntosh, Diamond.
Economy And Ecology - Making A Living
Be familiar with the major societal types (based on means of extracting energy from the
environment - subsistence strategies - modes of production): hunting & gathering
(foraging), horticultural, pastoral, plow agriculture (peasantry); industrialization and postindustrialization and the changes taking place through globalization processes. Know
definition of an ecosystem (resource base + means of production - productive knowledge,
tools & techniques) and consequences of adaptation for forms of social organization present,
especially re: role of gender on labor, status & property relations. Note significance of
informal sector. Be familiar with the relationship between modes of production,
consumption (minimalist vs. consumerism) and modes of distribution (reciprocity,
redistribution & market exchange). Be able to discuss impact of differing consumption
modes -- consumption funds & inequities reflected in differing direct & indirect entitlements in
different microcultures & at household, national, & global level-- as well as ways modes of
exchange can be used as safety nets & perpetuate inequality (impact of credit card debt). Be
familiar with the main points in the articles in Spradley & McCurdy (#10-15).
Families, Kinship, Descent and Marriage
Know significance and general characteristics of unilineal descent groups (lineage, clan,
phratry, moiety - all bounded groups defined by patrilineal, matrilineal and double descent) as
distinct from bilateral/bilineal descent systems (personal kindred, stem kindred - bilateral
kindreds are unbounded networks) and ambilineal descent systems with choice of group and
achieved status. Note residence patterns associated with different kinship systems
(matrilocal, patrilocal, neolocal, avunculocal, bilocal) Know how to construct and "read" a
standard geneological chart identifying matrilineal/patrilineal kin & parallel and cross cousins
Note definition and examples of consanguines, affines, fictive/ritually defined kin
(compadrazgo/godparenthood), "friends as family" (sense of history, count on in
emergency). Know & be able to define and discuss the major attributes and variability of
marriage patterns (more or less stable union 2+ individuals, coresident, sexually involved and
procreative) as well as major forms of marriage - monogamy, polygamy, polygyny,
polyandry, polygynandry, exogamy, endogamy (also "hypergyny",” hypogyny”, isogamy –
see Miller, p. 188), levirate & sororate, cross-cousin/parallel cousin marriage; marriage,
co-marriage ("wife exchange"), bridewealth, dowry (groomprice) and associated issues;
significance of avoidance (formal) & joking relationships.
Know the major characteristics of nuclear and extended/expanded families and the
types of societies in which they are found; the distinction between family of orientation and
procreation; the distinction between family and household; the strengths and limitations of
independent (nuclear) family vs. extended families as discussed in class; examples of
household types – nuclear vs extended—patrilineal/matrilineal. extended, joint extended-&
significance of matrifocal households; concept of headship, intrahousehold dynamics (gender
relations, domestic violence) & transformations Note relationship between frequency of
divorce and type of society/kinship system as well as conditions that promote and discourage
divorce. Be familiar with the main points in the articles by Bean and Rynkiewich.
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Beyond Kinship – Power, Gender, Race and Class
Be familiar with major characteristics of social groups (primary & secondary) and modes of
social organization associated with different types of societies--note association between type
of economic system and level and features of socio-political organization. Kin-based
societies - stateless (foraging bands, tribal horticultural and pastoral societies), based on
status & role (predominantly ascribed statuses), with mechanical solidarity; non-kin defined
as "metaphorical kin"; contrast with non-kin based societies (stratified – class/caste) with
emphasis on achieved statuses, and characterized by organic solidarity, occupational
specialization etc. Be aware of general principles upon which groups are based (age, gender,
hierarchy, kinship, territory, common interests & goals, ethnic affiliation) and variations in
forms of non-kin groups found—friendship patterns, clubs/fraternities, countercultural groups
(gangs), work cooperatives.
Know the difference between egalitarian, ranked & stratified groups and type of
non-kin ties in both egalitarian and stratified societies -- characteristics of class vs. caste
along w/ significance of race & ethnicity. Note significance of racial stratification, race as a
social category, racial classification as mark of status—eg. Latin America, S. Africa apartheid,
U.S as reflected in Two Towns of Jasper (compare with articles by Diamond and McIntosh).
Note significance of discussion of civil society (institutions that support the state vs those
seeking change – activist groups such as CO-MADRES of El Salvador.
Be able to contrast the characteristics of power and authority in different types of
society associated w/ varying levels of political organization-- egalitarian band, ranked tribe
(big-men/big-woman systems in South Pacific/Melanesia) & chiefdoms/confederacy in
stateless societies (focus on descent and kinship, consensual basis to power and importance
of generosity) vs state societies (stratified-unequal access to resources & prestige) marked
by centralized control over population/”citizens”—monopoly on use of force & maintenance of
law & order. Note distinction between power as coercion (physical force) vs legitimacy (based
on group consensus) as well as the key characteristics of power noted in stratified state
societies—totalitarian vs “democracies”. Note major features of state societies and
significance of gender as it affects perception of power (the male dominator model of society
expressed in the "patriarchial paradigm" vs the partnership model of society discussed in
class). Note relationship to difference between directive power (capacity to increase
satisfactions by intentionally shaping behavior of others to advance own interests—power
over/zero-sum game/focus on competition) vs synergic power (capacity of individual/group
to increase satisfactions of all participants by intentionally generating increased
energy/creativity to create more rewarding present/future for all—focus on cooperation, value
of empowerment, shared leadership & inclusivity) as discussed in class. Note changes taking
place in political systems—impact of globalization & increased transnational migration upon
concept of nation-state. Note variation in ways of addressing social conflict & violence –
banditry, feuding & warfare vs non-violent means of addressing conflict—conflict
transformation & mechanisms of restorative justice. Note major points in Spradley &
McCurdy on issues of gender (Fernea & Fernea on role of veil in Middle East; Friedel on
relation between status, gender roles & who controls distribution of goods & services outside
family); race (Fish, U.S. vs Brazilian categories of race); and Joans’ article on use of anthro.
principles in court cases. Note also key points by Diamond & McIntosh on electronic reserve.
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Sample Essay:
1. Discuss some of the advantages and disadvantages of industrialization in contrast to the
advantages and disadvantages of a non-industrialized way of life. Cite examples from
your readings where appropriate.
2. Anthropologists claim that subsistence strategies affect a society's social organization
and ideology. Evaluate this assertion based on Reed's discussion of the Guarani
adaptation to the rain forest and Lee’s discussion of the !Kung way of life as foragers .
3. Compare and contrast matrilineal with patrilineal societies. Why do different societies
practice these two different patterns of descent? How are patrilineal and matrilineal
societies similar to and/or different from societies that practice bilateral/bilineal patterns of
descent? You may cite examples from the readings and your own experience to illustrate
your points (e.g., Rynkiewich's discussion, the American family etc.).
4. Discuss the difference between the concept of family and household. Considering your
current living situation, how would an anthropologist describe your family or your
household?
5. What type of function(s) do different marriage practices and family patterns serve for a
society? Justify your answer with examples from your readings.
6. Compare and contrast the views of power held in state and stateless societies. How
might the contrast between these two views of power help us to understand the
differences between the "dominator “ and partnership models of society"?
7. What are the major results and implications of food production? How does reliance on
food production affect the social, economic, and political organization of societies that
practice it?
8. Based on the various articles that we have read as well as that presented by Miller on the
status and role of women in society, contrast the status of women in hunting and
gathering societies with that of women in both industrial and post industrial society. How
does women's participation in economic activities affect their status? How is their status
in these different types of society related to the way in which they are treated or
mistreated?
9. It has been argued that understanding other cultures that are very different from our own
from their point of view—seeing the world from their eyes—may be easier than
understanding the microcultures present within our own culture, particularly when it
comes to issues of gender and race. Based on the readings, class discussion, and/or the
videos as well as your own life experiences, discuss how our perceptions of gender
and/or race (indicated by white and/or male privilege) may prevent us from seeing the
discrimination that exists.
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