Human Societies Practice Exam
Course Introduction
This course offers a comprehensive exploration of the organization, development, and diversity of human societies across time and cultures. Students examine key concepts such as social structures, cultural norms, group behavior, and the major institutions family, education, religion, economy, and government that shape collective human life. Through comparative analysis, case studies, and theoretical frameworks from sociology and anthropology, the course fosters a deeper understanding of how societies adapt, change, and interact with broader global forces. Emphasis is placed on the interplay between individual agency and social structures, as well as on contemporary issues faced by societies around the world.
Recommended Textbook
Cultural Anthropology 1st Edition by Kenneth J. Guest
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Chapter 1: Anthropology in a Global Age
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Sample Questions
Q1) The dramatic impact of globalization in the past and even more so today is driven by what kind of changes?
A) internal and external migration patterns
B) perceptions of time and space
C) greenhouse gasses and weather patterns
D) transportation and communication technologies
E) rapid development and crashes
Answer: D
Q2) Changes in communication technology that have allowed military spouses to switch from mailing letters to their partners in Afghanistan to chatting with them on Skype are an example of what dynamic of globalism?
A) Internet communication
B) rapid change
C) flexible adaption
D) technological accumulation
E) time-space compression
Answer: E
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Chapter 2: Culture
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Q1) The culture of consumerism in the United States and globally has intensified, especially during the last fifty years. What constitutes a culture of consumerism and how does it relate to the concept of culture more generally? What are three examples of how the culture of consumerism affects culture in general in the United States? Does it affect cultures worldwide, and if so, how?
Answer: Students should accurately define the culture of consumerism and discuss how it is an aspect found within culture more generally that both has an influence on culture and is influenced by it. Examples of how consumerism affects general culture may include holidays, celebrations such as Mother's Day, gift giving, the calendar, happy hour, and eating meals out. Students should also include worldwide examples, such as worldwide celebrations of events such as Cinco de Mayo, certain tourist destinations and activities, fashion, consumption of particular foods, or highly advertised pilgrimages.
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4
Chapter 3: Fieldwork and Ethnography
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Sample Questions
Q1) Which of the following is NOT a reason for ethnographers to conduct long-term fieldwork?
A) learn about everyday life and practices
B) establish rapport with community members
C) gain a perspective on complex systems of power and meaning
D) reinforce ethnocentric attitudes about cultural superiority
E) understand connections between local and global processes
Answer: D
Q2) Folklorists and anthropologists interpret the phenomenon where people across the globe repeat variations of bizarre and unlikely stories as ________ that reflect informants' concerns about their own vulnerability in a globalizing society.
A) cultural shocks
B) mass hysteria
C) urban legends
D) multi-sited ethnographies
E) quantitative data
Answer: C
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Page 5
Chapter 4: Language
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Q1) According to the textbook, the development of social media technologies such as Facebook and YouTube and ubiquitous access to information networks through smartphones have transformed digital activism. Discuss how digital activism has taken place in recent years by comparing democratic protests that have taken place in China to the events of the Arab Spring or the Occupy movement in the United States. How have activists challenged authorities in government and corporations by using novel methods?
Q2) According to the textbook, human languages are:
A) not in danger of extinction.
B) being lost at a rate of three per day.
C) being created at a rate faster than they are being lost.
D) being lost at a rate of one every ten days.
E) are only being lost outside of the United States.
Q3) While analyzing what is spoken and written is very important for linguistic anthropologists, the way that people convey messages through gestures, facial expressions, and postures is equally crucial in understanding human communication. Discuss how anthropologists can decipher the meaning of communication through examining paralanguage and what is indicated through body language. Illustrate how body language is not universal but rather depends on cultural context, and use examples to show how emotional information is communicated.
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Chapter 5: Human Origins
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Sample Questions
Q1) Genetic adaptation:
A) occurs at the population level.
B) is reversible during an individual's lifetime.
C) is cumulative.
D) only applies to changes in skin color in populations as they moved away from the equator.
E) occurs at the individual level.
Q2) Which of the following is NOT associated with Neanderthal material culture?
A) elaborate toolmaking
B) first evidence of agriculture
C) burial of dead
D) speech
E) sophisticated hunting technique
Q3) Oldowan refers to:
A) the earliest stone tools found in Africa.
B) Archaic humans from Olduvai Gorge.
C) spears.
D) stone tools developed by Neandertals.
E) stone tools developed by modern Homo sapiens.
Q4) Contrast the two theories on the ultimate fate of the Neandertals.
Page 7
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Chapter 6: Race and Racism
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Q1) Explain why geneticists state that dividing people into "races" by skin color is as logical as dividing them by earwax.
Q2) A person may inherit a genetic pattern for above-average height, but may only reach average height due to poor nutrition. This is an expression of that person's: A) genotype.
B) phenotype.
C) nature.
D) DNA.
E) cline.
Q3) Patterns by which racial inequality is structured through key cultural institutions, policies, and systems are referred to as: A) discrimination.
B) fascism.
C) institutional racism.
D) racial ideology.
E) racialization.
Q4) Compare and contrast the concepts "genotype" and "phenotype."
Q5) Explain how European colonial expansion gave rise to "race" and racism.
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Chapter 7: Ethnicity and Nationalism
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Q1) The Bafokeng people of South Africa formed the corporation Royal Bafokeng Nation, Inc. to:
A) recover land taken by white settlers.
B) get wealthy from platinum mining.
C) make the Bafokeng people wealthy.
D) take advantage of native sovereignty.
E) fight court battles for them.
Q2) Swedish people share a common language, culture, and ideals; therefore, Sweden-the country they live in-illustrates the concept of a:
A) dominion.
B) nation.
C) nation-state.
D) society.
E) state.
Q3) How long has the Iraqi ethnicity existed in the Middle East?
A) never
B) since World War II
C) two hundred years
D) five hundred years
E) at least two thousand years
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Chapter 8: Gender
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Q1) The discussion of machismo in Latin America in the text indicates that:
A) all cultures construct masculinity in the same way.
B) conceptions of machismo and masculinity are variable and shifting.
C) each culture constructs masculinity differently, but are always internally consistent in that construction.
D) machismo really has nothing to do with masculinity at all.
E) masculinity is constructed variably across and within cultures, but is always conceived and performed consistently by individuals.
Q2) ________ individuals are those whose gender identities or performances do not fit with cultural norms related to their assigned sex at birth.
A) Hijra
B) Macho
C) Two-Spirit
D) Transgendered
E) Hermaphrodite
Q3) Discuss ways that women's participation in the migratory process, including their role in "the global care chain," reflects both gender role stereotypes and economic inequalities in the twenty-first century.
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10
Chapter 9: Sexuality
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Sample Questions
Q1) European colonizers used particular strategies to control the sexual practice of people under their rule. Imagine that you are an unusually progressive young anthropologist who has been recruited by the British East India Company or another European colonial power to make a study of the application of those strategies. What are your findings, and what research methods do you use to obtain them? What are your ethical concerns?
Q2) In White Wedding: Romancing Heterosexuality in Popular Culture (2008), sociologist Chrys Ingraham asserts that brides are not born, but rather made. Identify some examples of the enculturation process. Discuss the implications of the romanticized ideal of weddings. How do these ideals differ from the reality of the "white wedding" as they intersect with gender, class, and racial inequalities?
Q3) Students at Antioch College developed a sexual offense policy centered on which of the following guidelines?
A) "safety first"
B) "no means no"
C) "just say no"
D) "yes means yes"
E) "sex is only for procreation"
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11
Chapter 10: Kinship, Family, and Marriage
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Q1) The incest taboo-rules that forbid sexual relations with close relatives such as siblings and parents-is:
A) universal across all cultures in the world.
B) very rare in world cultures.
C) a direct response to concerns about biological degeneration and abnormality.
D) inherited from our primate ancestors.
E) not regulated by law in Western countries.
Q2) The incest taboo universally prohibits sexual relations:
A) between cousins, regardless of cross- or parallel cousin relationships.
B) between first cousins and between second cousins.
C) between parents and children and siblings.
D) between half siblings and parallel cousins.
E) between half siblings and cross cousins.
Q3) The process of adoption:
A) provides further evidence that kinship is constructed rather than biologically inherited.
B) is not affected by norms and values or by political and economic values.
C) has been made easier and more affordable by globalization.
D) favors Latino, Native American, and African American babies.
E) is not one of the methods by which kinship is constructed.
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Page 12
Chapter 11: Class and Inequality
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Q1) Theorist Karl Marx argued that societies in the emerging capitalist economy of nineteenth-century Europe consisted of two distinct classes of people: those who own the means of production and those who must sell their labor in return for wages. What were these two distinct classes called? What other resources or factors distinguished these two classes, according to Marx? Does the two-class system espoused by Marx still hold relevancy in examining class systems in societies across the world today? Why or why not? Are there other classes that have developed since the time period during which Marx wrote? What is one example of a way in which Marx's theory could be applied to understanding societies living in a global economy today? Do you find Marx's theory helpful in understanding class and social inequality today? Why or why not?
Q2) Which of the following is the term used to describe a framework for analyzing many factors that determine how class is lived rather than examining class in isolation?
A) adaptability
B) monofunctionality
C) punctuality
D) functionality
E) intersectionality
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Page 13
Chapter 12: The Global Economy
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Sample Questions
Q1) Humans first began to produce food approximately:
A) 1,000 years ago.
B) 200,000 years ago.
C) 100 AD.
D) 11,000 years ago.
E) 2000 BC.
Q2) ________ advanced the position that capitalism works best when the government has a role in moderating the basic welfare of all its citizens.
A) John Keynes
B) Adam Smith
C) Karl Marx
D) Henry Ford
E) Immanuel Wallerstein
Q3) How were the Old World long-distance trade routes a precursor to the global economy? First, provide two examples of the commodities exchanged by Arab and Chinese traders, discussing how these products circulated from Asia to Europe. How and when did the movement of slaves occur in the eighth and ninth centuries?
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Page 14
Chapter 13: Migration
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Q1) As a result of efforts to regulate international migration, the ________ border has become one of the most heavily guarded in the world.
A) Honduras-El Salvador
B) Switzerland-Italy
C) Brazil-Venezuela
D) Djibouti-Somalia
E) U.S.-Mexico
Q2) All of the following are effects of remittances sent back to countries of origin, EXCEPT:
A) increased social status in local communities for labor immigrants.
B) financial resources for roads, schools, and water systems.
C) economic support for basic needs like food, shelter, and education.
D) increased consumer spending in communities that receive immigrants.
E) infrastructure projects such as senior centers, churches, temples, and mosques.
Q3) What are the unique challenges and opportunities faced by what the author calls the "1.5 generation"? Define this term, and compare and contrast how the experience of this generation compares to first- and second-generation migrants. Be sure to use concrete examples to explain how these generations become part of U.S. culture.
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Page 15
Chapter 14: Politics and Power
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Q1) East German soldiers and border guards had been ready and willing to shoot and kill members of the U.S. military who they saw as enemies who would just as gladly kill them, yet after they had been demobilized by the reunited Germany, they were able to sit down with former enemies and eat, talk, and laugh. This demonstrates that states go about what process?
A) building force.
B) constructing soldiers.
C) fomenting warfare.
D) inciting danger.
E) militarizing life.
Q2) In a brief essay, describe three ways power is wielded outside the control of the state.
Q3) States reinforce hegemony by promoting intense feelings of:
A) animosity.
B) nationalism.
C) patriotism.
D) religious fervor.
E) society.
Q4) In a brief essay, describe three elements of a social movement. Provide examples to illustrate your description.
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Chapter 15: Religion
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Q1) Karl Marx argued that which of the following played a key role in keeping the working poor from engaging in revolutionary social change that he believed was necessary to improve their situation?
A) communitas
B) rites
C) rituals
D) pilgrimages
E) religion
Q2) Which of the following anthropologists developed the theory of cultural materialism, which argued that material conditions determine patterns of social organization?
A) Marvin Harris
B) Karl Marx
C) Max Weber
D) Emile Durkheim
E) Victor Turner
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Chapter 16: Health and Illness
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Q1) Which population did Khiara Bridges study?
A) Hmong immigrants in the United States
B) the Fore of New Guinea
C) Maya in Yucatan, Mexico
D) mothers in New York City
E) impoverished Haitians
Q2) According to the text, Mayan women of Mexico's Yucatán Peninsula typically gave birth:
A) after going to the hospital.
B) attended by physicians, but in their own homes.
C) while sitting or reclining in hammocks.
D) after drinking cups of pulque, an herbal tranquilizer.
E) through the assistance of epidural pain blockers.
Q3) Medical migration as discussed in the text does not include:
A) the movement of diseases across national borders.
B) a global trade and movement in body parts.
C) a reduction in the number of poor patients seeking treatment abroad.
D) an increase in medical tourists purchasing lower-priced medicines abroad.
E) fewer images used to market youth and beauty, as these vary culturally.
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Page 18
Chapter 17: Art and Media
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Q1) The research of visual anthropologists focuses on:
A) the production, circulation, and consumption of visual images.
B) understanding social relationships in the photographic community.
C) ways that musical lyrics reflect social hierarchies.
D) distinguishing between popular and high art.
E) identifying ways that literacy rates increase if textbooks are illustrated.
Q2) In addition to intensifying the worldwide movement of people, money, data, goods, and services, ________ has transformed the flow of images and sounds through new media technologies.
A) visualization
B) socialization
C) globalization
D) migration
E) mediation
Q3) The participants in the Black Light Project with whom Aimee Cox worked were:
A) homeless.
B) handicapped.
C) avatars.
D) socialites.
E) poets.
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