145sur.html

Anthro 107

Prof. Varisco

Spring 2001

STUDY GUIDE FOR A107 CONCEPTS

EXAM #1 CONCEPT STUDY GUIDE (to be held on 2/28/01)
EXAM #2 CONCEPT STUDY GUIDE (to be held on 3/26/01)
EXAM #3 CONCEPT STUDY GUIDE (to be held on 5/16/01)
Suggestions for Studying
Sample Concept Study Notes
EXTRA CREDIT

(to be held on 2/28/01)

The short-answer questions on Exam #1 will be based on key concepts, ideas, and approaches covered in class through 2/26/01. I indicate the main reading for the concept, but you are also responsible for what is said in class lectures. It is important to know not only the "definition," but also be able to provide an example from the course or apply the idea to something new. I will choose questions from the following key issues for this exam.

EXAM #1 CONCEPT STUDY GUIDE

• Problems in self-identification by indigenous peoples (Wearne, ch. 1)

• Role of kinship in indigenous cultures (Wearne, ch. 1)

• What is the "legal" definition of an "Indian"? (Pevar reading)

• How did the Spanish justify mistreatment and enslaving of Indians? (Berkhofer article)

• Examples of science and technology of indigenous peoples (Wearne, ch. 2)

• Impact of disease on New World indigenous peoples (Wearne, ch. 3)

• How does Corneille De Pauw describe "Americans" as "victims of the environment"? (Corneille De Pauw article)

•What specific problems faced the Yanomami? (Laitao article)

•What do "religious specialists" like Ignacio do in Makuna society? (Arhem article)

• Main issues in Mexican Revolution of 1910 (Wearne, ch. 4)

• Examples of current discrimination against Native Hawaiians (Stannard, class film)

• What moral problems did the Hawaiian elders see resulting from allowing foreigners to live in Hawaii? (Hawaii 1845: the Lahaina Petition)

• What was the result of religious persecution of Guatemalan Mayans? (Falla article)

• What were the "invisible mechanisms of terror" in Guatemala? (Zur article)

EXAM #2 CONCEPT STUDY GUIDE

(to be held on 3/26/01)

The short-answer questions on Exam #2 will be based on key concepts, ideas, and approaches covered in class through 3/23/01. I indicate the main reading for the concept, but you are also responsible for what is said in class lectures. It is important to know not only the "definition," but also be able to provide an example from the course or apply the idea to something new. I will choose questions from the following key issues for this exam.

• Impact of the American Captain Edwards on the Teduray (Schlegel, ch. 1)

• Teduray concept of good and bad (Schlegel, ch. 3)

• Social significance of Teduray creation story (Schlegel, ch. 5)

• Teduray attitudes about relation of males and females (Schlegel, ch. 7)

• Teduray marriage practices (Schlegel, ch. 7)

• Teduray attitudes about violence and authority (Schlegel, chs. 11, 12)

• Role of shaman in Teduray society (Schlegel, ch. 13)

• Tedurary spiritual view of what people are (Schlegel, ch. 15)

• What did missionaries bring to mission field besides the "gospel" (Pettifer and Bradley)

• What are characteristics of modern American missions like "Campus Crusade"(Pettifer and Bradley)

• "Indian" criticism of role of SIL (Summer Institute of Linguistics) missionaries ("Missionaries reading")

• What are positive aspects of missionary efforts among ind. peoples (Headland)

• How can Christian natives remain true to their own traditions (Treat)
EXAM #3 CONCEPT STUDY GUIDE

(to be held on 5/16/01)

The short-answer questions on Exam #3 will be based on key concepts, ideas, and approaches covered in class through 5/9/01. I indicate the main reading for the concept, but you are also responsible for what is said in class lectures. It is important to know not only the "definition," but also be able to provide an example from the course or apply the idea to something new. I will choose questions from the following key issues for this exam.

• Third World attitudes towards conservation as "environmental fundamenalism" (Gow 1995)

• Impact of dams on indigenous peoples (Carino 1999)

• Government methods for resettlement of Guatemalans in Chixoy Dam area (Colajacoma 1999)

• World Bank definition of indigenous peoples (World Bank Env. Assessment Sourcebook 1991)

• Possibilities for sustainable agriculture in Yemen (Varisco 1991)

• Indigenous Farmer Knowledge about soils ("Conserving Indigenous Knowledge" 1994)

• What made Murray's Haiti Forestry Project "Anthropological"? (Murray 1987)

• Main ideas of "culture-based" model of indigenous development (Brascoupé 1992)

• Main issues in intellectual property rights for indigenous peoples (Mead 1998)

• Concept of "Indianism" (Wearne, ch. 6)

• What does "Sione" symbolize about stereotypes of Tikong culture (Hau'ofa, first chapter ,"The Seventh and Other Days")

• What is the "glorious Pacific Way" in Tales of the Tikongs? (last chapter)

• Main Principles of Sustainable Development (Bodley 1996)
Sample Concept Study Notes

In order to provide an example of what I would consider "comprehensive" study notes for a concept, consider the notes you could take for the concept:

CONCEPT: What has happened to indigenous languages in the Americas? (Wearne, ch. 1)

[Note: Wearne mainly discusses this on pp. 8-13, but in this case I found important point on p. 23 of the reading]

• Drastic decline in number of native languages (from 2000 at time of Columbus to 800)

• Main linguistic groups today:

•Quechua (11 million)

• language of Incas (Peru, Bolivia, Ecuador, etc.)

• not officially recognized today (only briefly in Peru)

• Maya (9 million)

• Mexico, Central America

• actually about 30 related languages today

• Nahuatl (1 million) -- lang. of Aztecs
• Cree (mainly Canada) -- about 64,000

my question: Why are there so many more speakers in Latin America today?

• Most at-risk languages are those spoken by few people

• in North America 80% of native lang. not taught to children

• 77% of Brazil's 200 lang, used by pops of less than 1000 people: • 90% of Canada's nat. lang endangered

• nat. lang. share features not in Europe (e.g., one word can mean what whole English sentence means)

• lang. main means of conveying cultural values for ind. peoples (p. 13)

• nat. lang. have more words for kin relationships (p. 13)

• what ind. peoples call themselves often means "people" (p. 23)

my question: How do they generally call other peoples, esp. their enemies?

Suggestions for Studying:

• Keep notes on the issues listed above as you read about them or hear about them in class lectures. One way to do this is to write each issue at the top of a file card or sheet of paper and jot down notes as you read and study that will serve as a study guide for the concept exam.

• I will be glad to look over your notes to make suggestions (except at the last minute before the exam!). The best way to do this is to make an appointment and come to my office, where we can go over them together.

• If you do not understand the idea from the reading or as it is discussed in the relevant class, you need to ask for clarification in that class, email me or come and see me in my office.

Extra Credit:

Each student in the class has an opportunity to earn extra-credit points while at the same point properly preparing for the first two exams. Students who hand in their study notes (these can be hand-written) at the time of the exam can earn up to 3 extra credit points, according to the following criteria:

3 points (comprehensive and concise notes for each concept) 2 points (adequate notes for each concept) 1 point (adequate notes for at least half of the concepts)

NOTE: If you choose not to prepare seriously for the exam, you will probably not do well on it.