Anthropology
Chapter One
HSP3UI
Ms. Dahl
Branches of Anthropology
Anthropology
Cultural
Ethnology
Linguistic
Anthropology
Archaeology
Physical
Paleoanthropology
Primatology
Human Variation
Forensic Anthro
Cultural Anthropology
• Culture is the total system of ideas, values,
behaviours, and attitudes of a society commonly
learned and shared by members of a society.
• It is what we DO (Behaviour Patterns)
• It is what we MAKE (Material Culture)
• It is what we THINK (Values and Beliefs)
• What is Canadian culture? Identify the components
of Canadian culture using the categories above.
Cultural Anthropology
• Read pages 20 – 21 and complete the first half of the
handout “Research Tools for Cultural
Anthropologists”
• How would you learn more about Canadian
Culture? Which method is best and why?
Ethnology
Ethnology
• The study of the origins and cultures of different races
and people.
• Marriage customs, kinship patterns, political and economic
systems, religion, art, music, technology, etc.
• Read pages 22 – 25 and complete questions 1- 4 on the
handout “Research Tools of C.A.’s”
• Read the case study of Richard Lee and The Dobe
Ju/’hoansi. Answer the discussion questions in your table
groups.
Schools of Thought in C.A.
• A school of thought is a theory or point of view that helps
to explain social science research and observations. SS’s
may disagree about which ones are most useful in
explaining social organization and behaviour, and these
may change over time. The five schools of thought in
C.A. that we will look at are;
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Cultural Relativism
Functional Theory
Cultural Materialism
Feminist Anthropology
Postmodernism
Schools of Thought Jigsaw
• In your table groups, divide up the schools of thought so each
member has only one and all are covered (you will need to be
in groups of five). This is your HOME GROUP.
• Move so that you are sitting with the other classmates that are
doing the same school of thought. This is your EXPERT
GROUP. Complete the organizer and make sure that you are
familiar enough with the school of thought to teach it to your
home group.
• Return to your HOME GROUP and share what you have
learned. When you are done, the entire organizer should be
filled in.
Linguistic
Anthropology
Pages 32 - 33
Historical Linguistics
• Anthropologists compare similarities/differences
between language structures so they can understand
how languages are related and how people migrated
in the past
• Edward Sapir & Native languages
Sapir-Whorf Hypothesis – language labels reality and
shapes cultural reality
• Hanumbo (Phillipines) have 92 words for rice
Structural Linguistics
• Chomsky – theory of universal grammar
• All humans are born with internal rules of grammar
(nature based)
• Evolutionary biologists argue that language is a
learned skill (nurture based)
Sociolinguistics
• The study of how people use their language within
their culture to express status and context.
• Brown and Ford (1964) - How we address each other
can reveal the relationship between them. Eg. Friend
relationships use first names, business relationships use
titles and last names, male relationships often use only
last names, etc.
• They also study body language to understand
cultural norms.
• In Japan it is seen a sign of dominance to show your
teeth when you smile
Discuss
• Why would a linguistic anthropologist want to study
texting in the 21st century?
• How does language reflect culture or status in
Canadian society?
• Create a potential research question a linguistic
anthropologist would ask.
Archaeology
Pages 34 - 36
Archaeology
• The cultural anthropology of the past
• Work with historians, physical and cultural
anthropologists to make sense of the past
• Is the recovery, documentation and analysis of
objects that remain to shed light on human
prehistory, behaviour and cultural evolution.
• Create a research question for this scene
Prehistoric Archaeology
• Used to investigate civilizations with no written
records
• Eg. Investigating the spread of tobacco seeds in the
Americas in order to understand ancient trade routes,
contact between peoples and agricultural and cultural
practices of Aboriginal peoples before written history.
Archaeology and History
• Can also be used to supplement existing records
about a culture by telling us more about the daily life
of people that may not be written down (both
ancient and modern).
• Eg. William Rathje studied modern garbage to find out
if people really do what they say they do.
• What would an anthropologist learn if they studied our
garbage? How would it tell them about our beliefs and
behavours?
Anthropological Inquiry
• Sam Dunn is an Anthropologist who studies the
subculture of Heavy Metal music and it’s fans. Through
watching part of the film “Metal: A Headbanger’s
Journey” we are going to conduct an inquiry into this
subculture.
• In you table groups, use the inquiry model to formulate
your inquiry and use the information in the documentary
to help complete the steps.
Inquiry Model
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Inquiry Question
Focus your research
Form a Hypothesis
Collect Data
Assemble and Analyze Data
Stop and Check
Present Results
Reflection
• http://watchdocumentary.org/watch/metal-aheadbangers-journey-video_0fcf86a03.html
Physical Anthropology
Pages 37- 51
Branches of Physical
Anthropology
Physical Anthro
Paleoanthropology
Primatology
Human Variation
Paleoanthroplogy
The study of bone and stone remains from millions of
years ago
Group Activity
• 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 (p.40-41)
• In Focus: Who were the Neanderthals? (p.42)
• What can anthropologists learn from ancient stones?
(p.43)
Group Activity
• In five groups you will answer the following
questions on the chart paper provided:
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What do we know?
How do we know it?
Key Anthropologists and their discoveries
Research question
• Each group will present their results in 20min
Primatology
Humans & Primates
Read p.46-48 and use a venn diagram to answer:
• How are humans similar to and different from other
primates?
Human Variation
Human Variation
• Read p.49-51
• Why is variation important for survival?
• What does it mean to say “the concept of race is
socially constructed?” Provide evidence to support
this opinion.
• Does skin colour provide an evolutionary advantage?
Chapter 1 Review
Work with a partner to answer the following:
p.52 Question 1