Anthropology 1100: Introduction to Social and Cultural Anthropology
Course Workbook (Version 2.0; Summer 2006)
Prepared by Tad McIlwraith
1
Contents
Contents ...................................................................................................................................................................................................... 2
Introduction ................................................................................................................................................................................................. 4
How to Use the Workbook ..................................................................................................................................................................... 4
Layout ..................................................................................................................................................................................................... 4
Week 1: Course Introduction and the Concept of Culture .......................................................................................................................... 5
Lecture Outline ....................................................................................................................................................................................... 5
Readings: Miller, et al, Chapter 1 ........................................................................................................................................................... 5
Week 2: Methods of Anthropological Research ......................................................................................................................................... 9
Lecture Outline ....................................................................................................................................................................................... 9
Readings: Miller, et al, Chapter 2 ........................................................................................................................................................... 9
Week 3: ‘Getting Food’: Modes of Production/Economic Anthropology................................................................................................ 12
Lecture Outline ..................................................................................................................................................................................... 12
Readings: Miller, et al, Chapter 3 ......................................................................................................................................................... 12
Week 4: Consumption and Exchange ....................................................................................................................................................... 17
Lecture Outline ..................................................................................................................................................................................... 17
Readings: Miller, et al, Chapter 4 ......................................................................................................................................................... 17
Week 5: Birth, Death, and Personality...................................................................................................................................................... 21
Lecture Outline ..................................................................................................................................................................................... 21
Readings: Miller, et al, Chapters 5&6 .................................................................................................................................................. 21
Week 6: Kinship and Descent ................................................................................................................................................................... 26
Lecture Outline ..................................................................................................................................................................................... 26
Readings: Miller, et al, Chapter 8 ......................................................................................................................................................... 26
Week 7-8: Political Anthropology ............................................................................................................................................................ 33
Lecture Outline ..................................................................................................................................................................................... 33
Readings: Miller, et al, Chapter 11 ....................................................................................................................................................... 33
Week 8-9: Social Groups and Stratification ............................................................................................................................................. 38
Lecture Outline ..................................................................................................................................................................................... 38
Readings: Miller, et al, Chapters 9 and 10 ............................................................................................................................................ 38
Week 9-10: Language and Communication ............................................................................................................................................. 42
Lecture Outline ..................................................................................................................................................................................... 42
2
Readings: Miller, et al, Chapter 13 ....................................................................................................................................................... 42
Week 11: Religion and Ritual ................................................................................................................................................................... 48
Lecture Outline ..................................................................................................................................................................................... 48
Readings: Miller, et al, Chapter 12 ....................................................................................................................................................... 48
Week 12: Anthropology of Change .......................................................................................................................................................... 51
Lecture Outline ..................................................................................................................................................................................... 51
Readings: Miller, et al, Chapter 15&16 ................................................................................................................................................ 51
Week 13: Applied Anthropology .............................................................................................................................................................. 54
Lecture Outline ..................................................................................................................................................................................... 54
Readings: Miller, et al, Chapter 16 ....................................................................................................................................................... 54
3
Introduction
I have designed this workbook for students in Anthropology 1100 at Douglas College. It is meant to complement the lectures and the
text by guiding your learning and studying. I do not collect these worksheets, nor do I require you to use them. I expect students to
take responsibility for learning the material in the course and questioning it. After having taught this course several times, I have
found that the workbook helps students make associations between concepts and ideas. The questioning usually follows quickly.
How to Use the Workbook
The workbook provides questions to guide your reading of the textbook. Have the questions nearby when you read the text and make
notes that will help you remember the answer to each question. Likewise, questions for each of the films are given in chart form in the
workbook. Have these charts out while you watch the film and fill them in as you go or shortly after you see the film.
The workbook provides charts for keeping track of the critical points of each lecture. While you might fill these charts out during the
lecture, you may be able to begin filling them out while reading the text. In some cases, you won’t be able to fill out all areas on the
chart until future classes and you would be wise to return to the earlier sections of the workbook before each exam.
Please note: The workbook does not eliminate the need to take notes during the lecture. We will discuss ideas that are not in the
workbook and you are responsible for that material too. Similarly, you would be wise to take notes during the lecture and fill out the
workbook charts after class to refresh you memory and build you competency with each topic. In many cases there is only enough
room on the charts for keywords – and certainly not enough room to add complete notes.
Layout
The workbook is organized around the lectures for each week. The first page of each week offers an outline of the class and presents
questions to guide your understanding of the text. Then, summary charts and worksheets for key topics in the lecture are given.
Finally, questions for the films and slide shows are given. These questions should be brought to each class for use while the films are
being shown.
4
Week 1: Course Introduction and the Concept of Culture
Lecture Outline
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Course Introduction and Administrative Items
What Is Anthropology?
The Four Subfields of Anthropology
o Archaeology
o Biological/Physical Anthropology
o Linguistic Anthropology
o Cultural Anthropology
Ethnocentrism
Cultural Relativity
The Characteristics of Culture
Film: The Trobriand Islanders of Papua New Guinea
Readings: Miller, et al, Chapter 1
1.
2.
3.
4.
5.
Note the characteristics of each of the subfields of anthropology.
What is Ethnography?
Distinguish ethnocentrism from cultural relativism. What is the relationship between those two terms?
What is meant by holism?
Distinguish biological determinism from cultural constructionism. Where do you put yourself in the debate about whether
biology or culture determines human behavior?
6. How do anthropologists define culture? What are its characteristics?
7. What is the impact of one’s class, race, gender, and age on their position within a culture or group?
5
The Four (5?) Subfields of Anthropology
Definition
Questions Asked
Archaeology
Biological/
Physical
Anthropology
Linguistic
Anthropology
Cultural
Anthropology
(Applied
Anthropology)
6
Methods
Examples
Film: The Trobriand Islanders of Papua New Guinea (1990)
Anthropologist: Annette B. Weiner
General Questions
What is the
anthropologist’s research
about?
Give an example from the
Trobriand Islands of each
of the six characteristics
of culture.
1.
2.
3.
4.
5.
6.
Is the Trobriand
economic system
described in culturally
relative terms (in terms of
Trobriand values)?
Gut reaction … do you
like the film? Why or
why not?
General Observations about Trobriand Culture
Note: We will introduce these concepts over the next several weeks. Try and make some generalizations about the features of
Trobriand culture. (It may be hard to say a lot about all of these items.)
Geographical Location
Mode of Production (Economic System)
Political System
Leadership
Types of Exchanges
Religion
Kinship and Descent (Families and Marriages)
Other Observations
8
Week 2: Methods of Anthropological Research
Lecture Outline
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Field versus Fieldwork
Participant Observation
Recording Information
Types of Data
Emic versus Etic Data
A Couple of Points of Theory
Discussion of First Assignment
Film: Coming of Age
Readings: Miller, et al, Chapter 2
1.
2.
3.
4.
5.
What is participant observation? What are its strengths and limitations?
How do race, gender, and age affect an anthropologist’s ability to conduct research?
What is the difference between etic and emic types of knowledge or forms of ethnographic explanation?
What kinds of data do anthropologists collect?
What is the insider-outsider dilemma for anthropologists?
9
Theory in Anthropology
Theory
Definition
Questions Asked
10
Film: Coming of Age (1985)
Anthropologist: Margaret Mead
General Questions
What methods does Mead
use to conduct her
research?
In general terms, what is
she studying? How does
she characterize human
nature?
How does the work try
and show that culture is
‘not nature’?
How did the concepts of
race, gender, age, and
class impact Mead’s
ability to do her research?
11
Week 3: ‘Getting Food’: Modes of Production/Economic Anthropology
Lecture Outline
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
Modes of Production as a Concept
Foraging
Horticulture
Pastoralism
Agriculture
Industrialism
Slides: Tahltan Foragers in a Modern World
Readings: Miller, et al, Chapter 3
1.
2.
3.
4.
5.
6.
What is meant by the phrase ‘mode of production’?
What activities are included under the label ‘foraging’?
What is the difference between horticulture and agriculture?
What kinds of property are owned by pastoralists?
Why does the textbook distinguish three types of agriculture?
Is the industrial mode of production sustainable? What changes do we see now in this mode of production? Is it changing into
something else?
12
Modes of Production: General Characteristics
Foraging
Horticulture
Pastoralism
Agriculture
Industrialism
13
Modes of Production Summary Chart
Foragers
Horticulturalists
Pastoralists
Labour/
Organization
Property
Tools
Sustainable?
Change
Why produce?
Scale of Use
(Intensive or
Extensive?)
Examples
14
Agriculturalists
Industrialists
Slides: Tahltan Foragers in a Modern World (2002-2003)
Anthropologist: Tad McIlwraith
General Questions
What modes of production
are the Tahltans at Iskut
engaged in?
Are Tahltan modes of
production exclusive
categories? Evidence?
How do the seasons affect
the modes of production?
Winter
Spring
Summer
Fall
What reasons might people
give for continuing to hunt
and fish despite the fact that
a store is nearby?
How do slides differ from
films in their representation
of native people?
15
General Observations about Tahltan Culture
Note: Try and make some generalizations about the features of Tahltan culture at Iskut Village.
Geographical Location
Mode of Production (Economic System)
Political System
Leadership
Types of Exchanges
Religion
Kinship and Descent (Families and Marriages)
Other Observations
16
Week 4: Consumption and Exchange
Lecture Outline
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

Consumption
Modes of Exchange
o Reciprocity
 Generalized Reciprocity
 Balanced Reciprocity
 Negative Reciprocity
o Redistribution
o Market Exchanges
Altruism
Exchange Game
Film: Ongka’s Big Moka
Readings: Miller, et al, Chapter 4
1.
2.
3.
4.
5.
6.
7.
What is the relationship between consumption and modes of production?
What is required to be a consumer?
What are meant by entitlements? What are your entitlements?
List the differences between generalized and balanced reciprocity.
What is the relationship between the modes of exchange and modes of production?
Is balanced reciprocity the same as buying things in a store?
What to givers get out of redistribution systems?
17
Consumption
Foraging
Horticulture
Pastoralism
Output
(Give Up)
Input
(Get Back)
18
Agriculture
Industrialism
Film: Ongka’s Big Moka (1976)
Anthropologist: Andrew Strathern
General Questions
How would an
anthropologist explain
irrational disposal of hardwon wealth in a moka?
What skills/attributes must
you have to be a successful
big man?
What does Ongka expect to
gain from the moka?
What do other people have
to gain or lose if he is
successful or unsuccessful?
19
General Observations about the Kawelka, Ongka’s Group
Geographical Location
Mode of Production (Economic System)
Political System
Leadership
Types of Exchanges
Religion
Kinship and Descent (Families and Marriages)
Other Observations
20
Week 5: Birth, Death, and Personality
Lecture Outline
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Birth and Death ‘By the Numbers’
Birth and Culture
Death and Culture
Culture and Personality
Life Stages and Cycles – A Human Universal?
Film: Masai Women
Readings: Miller, et al, Chapters 5&6
1. What connections can you draw between modes of production and:
a. Birth rates
b. Population sizes
c. Death rates
d. Population growth rates?
2. How do foragers control the size of their groups?
3. When does personality start to develop? In utero? At birth? Later?
4. What affects an individual’s personality?
21
The Demographics of Birth and Death
High
Average
Low
Foragers
Agriculturalists
22
Industrialists
Film: Masai Women
General Questions
Why are the Masai
considered prosperous?
What makes a family
prosperous?
How are childhood,
adulthood, and old age
marked among the Masai?
Boys/Men
Girls/Women
Men
Women
Childhood
Adulthood
Old Age
What do men and women
do?
23
Why are plural marriages of
more than one wife
preferable to women? Do
women have any power in
this society?
What is the point of
circumcision of boys and
girls? What symbols are
involved?
Ultimately, is there an
adolescent period among the
Masai?
What is the cultural
personality of the Masai?
24
General Observations about the Masai
Geographical Location
Mode of Production (Economic System)
Political System
Leadership
Types of Exchanges
Religion
Kinship and Descent (Families and Marriages)
Other Observations
25
Week 6: Kinship and Descent
Lecture Outline
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Kinship
o Eskimo Kinship System
o Iroquois Kinship System
Descent (Consanguine Relations)
o Unilineal Descent
o Patrilineal Descent
o Matrilineal Descent
Non-unilineal Descent
o Double Descent
o Bilateral Descent
o Ambilineal Descent
Marriage (Affinal Relations)
o Defined
o Spousal Preferences
o Selecting a Spouse
o Types of Marriage
Film: Kinship and Descent
Readings: Miller, et al, Chapter 8
1. What is a kinship system?
2. How are cousins and siblings different in Eskimo and Iroquois kinships systems?
3. What do members of unilineal descent systems get out of membership? How are those benefits different in non-unilineal
systems?
4. How does the textbook define marriage? Do you have any problems with their definition? Why is a single definition of
marriage difficult?
26
Kinship Dynamics – Key Definitions
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
kinship system – kin relations and the kinds of behavior associated with those relations
kinship diagram – a way of presenting data graphically about the kin relations of a particular individual (called ‘ego’) (works
up from the individual)
genealogy – a record of a person’s relatives starting with an ancestor (works down to individual)


descent system – the kinship principles traced through parent-child links
descent group – a group defined by the descent system; a group of related people descended from a real or mythical ancestor

Types of Decent Systems:
o Unilineal Descent – decent through the mother or the father
 Patrilineal – through the father’s line
 Matrilineal – through the mother’s line
o Double Descent – combines matrilineal and patrilineal patterns (unilineal or non-unilineal)
o Non-unilineal descent – descent through mother and father’s line, or, a choice between the two
 Bilateral –descent is reckoned through the lines of both parents relatively equally
 Ambilineal – descent is reckoned either parent’s line and the individual (or the parents for the individual) is able
to choose his or her affiliation with one group or the other

Residence Patterns
o Patrilocal – with the husband’s family
o Matrilocal – with the wife’s family
o Avunculocal – with the wife’s brother’s family (maternal uncle)
o Bilocal – with either the wife or the husband’s family
o Neolocal – a new residence location after marriage
27

Marriage – a generally stable and intimate relationship between (usually) two people which creates in-law kin relations
o Preference Rules – rules governing preferred marriage partners
 endogamy – marriage within a group
 exogamy – marriage outside of a group
o Forms of Marriage
 monogamy – one spouse
 polygamy – more than one spouse
 polygyny – one husband; more than one wife
 polyandry – rare; one wife; more than one husband

Incest Taboo – a strong prohibition against marrying or sex with particular kin


lineages: sets of related kin tracing ancestry to a known ancestor
clans: kin from related lineages, descended from a common ancestor who may or may not be identified; tracing the
connections is difficult or impossible; groups of lineages
phratries: groups of clans
moieties: a single pair of unilineal descent groups that make up a society; both groups have a common ancestor; made up of
clans or phratries


Legend for Kinship Charts
O
∆
□
=
women
men
non-specific gender / ego
marriage / spousal tie / parental tie
28
Kinship System Charts
Eskimo System
Iroquois System
29
Descent System Charts
Patrilineal System
Matrilineal System
30
Film: Kinship and Descent
Note: This film discusses the kinship systems of several native groups. They include: The Yanomamo, The Trobriand Islanders, The
Mende, Chambri Lake People, and Americans.
General Questions
What descent systems are
shown in the film?
Yanonamo
Trobriand Islanders
Mende
Chambri
Americans
Why does the narrator
dismiss the importance of
kinship and descent in North
American society? Is he
right to do so?
Discuss the difference
between the role of the
mother’s brother among the
matrilineal Trobriand
Islanders and what it must
be like among patrilineal
groups like the Mende.
31
How do modes of
production affect kinship
systems? Why? How might
a shift to the industrial mode
affect a matrilineal society?
Other Observations about the Film
Geographical Locations
Other Observations
32
Week 7-8: Political Anthropology
Lecture Outline
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
Political Organization
o Bands
o Tribes
o Chiefdoms
o States
Social Control
o Norms v. Laws
o Shame v. Guilt
o War v. Feud
Readings: Miller, et al, Chapter 11
1. Distinguish influence from authority and power. Which of these does Ongka have?
2. In popular culture, or everyday talk, what do bands and tribes refer to? What is a chief? How do anthropologists think about
these concepts differently?
3. What is the relationship between modes of production and types of political organization?
4. What kinds of leaders do you see in bands, tribes, chiefdoms, and states?
5. Distinguish laws and norms.
33
Political Organization
Band
Tribe
Chiefdom
State
34
The Mursi (1975)
Anthropologist: David Turton
General Questions
What kind of political
organization do the Mursi have?
Are there leaders? How do they
lead?
At they at war? Are they
involved in a feud?
Are there rules for the debates?
If so, what are they?
What mode(s) of production are
the Mursi involved in? Is there a
connection between these modes
and the political organization?
Does the political organization
and leadership style of the Mursi
work in our society? Where?
35
General Observations about the Mursi
Geographical Location
Mode of Production (Economic System)
Political System
Leadership
Types of Exchanges
Religion
Kinship and Descent (Families and Marriages)
Other Observations
36
Summary Chart
Mode of Production
Expected Modes of
Exchange
Political
Organization
37
Politics Distinct
or Indistinct
from Everyday
Life?
Norms or Laws;
Wars or Feuds?
Typical Descent
Patterns
Week 8-9: Social Groups and Stratification
Lecture Outline
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
Social Groups
o Sapir’s Model
o Primary v. Secondary Groups
o Formal v. Informal
Social Stratification
o Anthropology v. Sociology
o Egalitarian Societies
o Ranked Societies
o Class Societies
o Caste Societies
Households as Social Groups
Readings: Miller, et al, Chapters 9 and 10
1.
2.
3.
4.
Associate modes of production with different types of groups in society.
Characterize on-line chat rooms in terms of groups using anthropological concepts.
What is a caste system? How does it differ from a class system?
Do all cultures show social inequality?
38
Social Stratification
Type of Society
Economic Resources
Some Groups Have Greater Access to:
Political Authority or
Power
Egalitarian
Ranked
Class/Caste
39
Status / Prestige
Asante Market Women
General Questions
How is the role of women
different in the market than in the
home?
What types of groups are in the
market? How do they function?
How do market leaders maintain
their position?
How does participation in the
market system support the
traditional matrilineal descent
system? Does it compromise the
matrilineal system in other ways?
How do Asante men explain
polygamy? What do the women
think of it? What do the men do
on a daily basis?
Are Asante women independent
economically, socially?
How does the film show the
power and the vulnerability of
women in a matrilineal system?
Speculate on the changes to
Asante culture from colonization.
40
General Observations about the Asante
Geographical Location
Mode of Production (Economic System)
Political System
Leadership
Types of Exchanges
Religion
Kinship and Descent (Families and Marriages)
Other Observations
41
Week 9-10: Language and Communication
Lecture Outline
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Introduction
Language
Communication
Animal Call Systems
Describing Languages
Language and Culture
o Sapir-Whorf Hypothesis
o Labov’s Department Store Study
Endangered Languages
Film: The Dane-zaa
Readings: Miller, et al, Chapter 13
1.
2.
3.
4.
5.
6.
Distinguish language from communication.
What is required for communication to occur?
Can you communicate with yourself?
How do writing systems represent poorly sound systems?
What is the Sapir-Whorf Hypothesis? Where do you stand?
Should we care that languages change? Should we care if a language disappears or dies out?
42
Design Features of Language
Discreteness
Arbitrary and Symbolic
Duality of Patterning
Productivity
Displacement
Channel
Learned
Rapid Fading
Interchangeability
Feedback
Reflexivity
Broadcast Transmission
Directional Receptivity
43
Communication
Roman Jakobson’s Model
6. __________________________
4. __________________________
1. ___________________
2. ______________________
3. __________________________
5. __________________________
44
Applicability of Human Language Design Features to Other Forms of Communication
(adapted from Crystal, Language)
Design Feature
Bee Dance
Vervet Monkeys
Instrumental Music
No
Western meadowlark
song
Yes
Vocal-auditory
channel
Broadcast
transmission and
directional
reception
Rapid fading
Interchangeability
Feedback
Arbitrariness
Discreteness
Displacement
Productivity
Learned
Duality of
Patterning
Yes
Auditory, not vocal
Yes
Yes
Yes
Yes
?
Limited
?
No
No
Yes
Yes
Probably not
No, gestures
themselves are
meaningful
Yes
?
Yes
?
?
?
?
?
?
Yes, but repeated
No
Yes
No
Yes
No
No
?
No
Yes
?
Yes
?
In part
?
Yes
Yes
Unclear
45
The Dane-zaa
Anthropologist: Robin Ridington
General Questions
Why is it important for the Beaver to save
their language?
What is the value of the Beaver Language
for you? Are all languages worth trying
to save?
How are songs, dreaming, and language
related for the Beaver? If there are no
dreamers left, will the language die?
How does the way in which the elders
speak about their language and culture
sound like Sapir-Whorf? Why can’t you
teach the culture without the language?
What is the role of the home, school, and
camps in the preservation of the Beaver
language?
What problems/difficulties do the Beaver
educators face when trying to preserve the
language?
What do Dane Zaa people think of tape
recording their language? Can a language
be taken from where it is used and still be
a socially functioning language?
46
General Observations about the Dane-zaa
Geographical Location
Mode of Production (Economic System)
Political System
Leadership
Types of Exchanges
Religion
Kinship and Descent (Families and Marriages)
Other Observations
47
Week 11: Religion and Ritual
Lecture Outline
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What Is Religion?
The ‘Evolution’ of Religion
What Does Religion Do For Believers?
Myths
Ritual
Film: Witchcraft and Oracles Among the Azande
Readings: Miller, et al, Chapter 12
1.
2.
3.
4.
5.
State a definition for religion. Why is it hard to come up with one definition?
How do anthropologists talk about the origin of religion?
What is a myth? Is that different than the way in which we talk about myths in everyday talk around town?
What is a ritual?
How do religions change?
48
Film: Witchcraft and Oracles Among the Azande
What is witchcraft?
What is witchcraft
used for? What
problems does it
solve?
What rituals are
visible in the film?
What symbols are
central to those
rituals?
What is an oracle and
how does it work?
What kinds of
religious practitioners
are described or
shown in the film?
49
General Observations about the Azande
Geographical Location
Mode of Production (Economic System)
Political System
Leadership
Types of Exchanges
Religion
Kinship and Descent (Families and Marriages)
Other Observations
50
Week 12: Anthropology of Change
Note: Chapters 15 and 16 go together and I discuss both chapters at the same time over the next two weeks.
Lecture Outline





Anthropology of Change
Processes of Change
Language Change
Museums
Film: Hunters and Bombers
Readings: Miller, et al, Chapter 15&16
1.
2.
3.
4.
5.
What are the differences between synchronic and diachronic studies of culture?
Distinguish invention from discovery.
How does diffusion work?
How are acculturation, assimilation, and genocide similar and different?
Should we care that cultures change? After all, don’t all cultures interact and change? (Or, is the issue more about
HOW cultures change?)
6. Differentiate internal and international (external) migration.
7. Why do people migrate? How might anthropologists get involved in the lives of migrants?
51
Hunters and Bombers
Anthropologist: Hugh Brody
General Questions
Explain the point of view of the Innu
and the point of view of the military /
government where over-flights are
concerned.
How do the two groups conceive
differently of the flights and the land
over which the flights occur?
In a conflict between aboriginal rights
and the powers of a state, what does
the state want or require of the Innu?
Can the needs of the state be
reconciled with the needs of the Innu?
How do the Innu resist the military
encroachments? Is it effective?
What kind of change is going on here?
Is it forced change? Who / what
groups determine the changes Innu
culture undergoes?
What are Hugh Brody’s intentions in
making this film? Is the film
successful at its goals? Who might
make up his audience? Is he an
advocate for the Innu?
52
General Observations about the Innu
Geographical Location
Mode of Production (Economic System)
Political System
Leadership
Types of Exchanges
Religion
Kinship and Descent (Families and Marriages)
Other Observations
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Week 13: Applied Anthropology
Note: See questions for week 12 as well.
Lecture Outline
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Development Anthropology
Human Rights
Ethnics in Research
Slides: The Thunderbird’s Nest
Readings: Miller, et al, Chapter 16
1. What steps are involved in development projects?
2. What ethical issues are involved in doing applied anthropology? (Doesn’t applied anthropology violate the goal of being
culturally relative?)
3. What are human rights? (Doesn’t the idea of universal human rights violate the principles of cultural relativity?)
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The Thunderbird’s Nest
Anthropologist: Tad McIlwraith
General Questions
What is the ‘problem’ from the
point of view of the
Uchucklesaht?
What is the issue for the logging
companies?
What steps were taken to ensure
that this was a successful project?
What role do the anthropologists
have in the project and what role
did Uchucklesaht people take?
Are there ethical concerns with
this work?
(What is the Thunderbird?)
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General Observations about the Uchucklesaht
Geographical Location
Mode of Production (Economic System)
Political System
Leadership
Types of Exchanges
Religion
Kinship and Descent (Families and Marriages)
Other Observations
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