Peoples and Cultures of the World Solved Exam Questions
Course Introduction
This course explores the diversity of human societies around the globe, examining how cultures shape and are shaped by their environments, histories, and interactions. Students will investigate a variety of cultural practices, beliefs, and social structures, using anthropological concepts to analyze the ways in which people organize family, economy, religion, politics, and identity. Through comparative study and case examples, the course encourages critical thinking about shared human experiences and cultural differences, fostering an appreciation for both the complexity and interconnectedness of global societies.
Recommended Textbook
Cultural Anthropology 1st Edition by Kenneth J. Guest
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Page 2
Chapter 1: Anthropology in a Global Age
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Q1) What is considered the most distinctive feature of being human?
A) tool use
B) the wheel
C) bipedal locomotion
D) language
E) migration
Answer: D
Q2) What type of anthropologist studies people from a biological perspective as well as how humans have evolved over time?
A) physical anthropologist
B) prehistoric archaeologist
C) cultural evolutionist
D) historic linguistic
E) evolutionary archaeologist
Answer: A
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3
Chapter 2: Culture
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Q1) Which of the following anthropologists argued that power must be viewed as an aspect of all human relationships?
A) Margaret Mead
B) Henry Morgan
C) Eric Wolf
D) Clifford Geertz
E) Franz Boas
Answer: C
Q2) Chapter 2 begins with a brief vignette regarding the cultural misunderstanding surrounding a kiss. Describe an example of a cultural misunderstanding that you have experienced in your own life and discuss the ways in which differing cultural norms, values, symbols, and mental maps of reality likely contributed to the misunderstanding that occurred. Conclude by discussing whether you took action to address the misunderstanding and what knowledge may have helped you in determining the appropriate response.
Answer: Students should provide at least one concrete example and should demonstrate knowledge of the distinctions between the concepts of norms, values, symbols, and mental maps of reality. They should also demonstrate the ability to apply these four terms to a real-life example.
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4
Chapter 3: Fieldwork and Ethnography
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Sample Questions
Q1) Franz Boas' attempts to document Native American cultures that were devastated by the westward expansion of settlers are called:
A) salvage ethnography.
B) rapid assessment.
C) forced enculturation.
D) participant observation.
E) colonial anthropology.
Answer: A
Q2) Fieldwork is considered a ________ for students because it creates a common bond among professionals in the field.
A) bond of collegiality
B) mutual transformation
C) developmental stage
D) rite of passage
E) evolutionary step
Answer: D
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Chapter 4: Language
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Q1) According to the text, studying the patterns and importance of sounds as spoken by a group of people helps linguistic anthropologists:
A) establish local kinship patterns.
B) identify how emotions are conveyed through nonverbal communication.
C) locate the eldest members of a community.
D) understand the elements and rules of a particular language.
E) determine how long a specific language has existed.
Q2) Deborah Tannen's research into the ways that boys and girls speak demonstrates that:
A) they essentially grow up in different linguistic worlds.
B) differences are primarily based on biology, not processes of socialization.
C) they have nearly identical communication strategies.
D) while boys hang out in small groups, girls tend to interact in larger groups.
E) the best way to understand gender and language is through the "dominance" model.
Q3) What do linguistic anthropologists think about how women and men use language in different ways? What are the two models that explain why language is used in gendered ways, and what are examples that illustrate their hypotheses? Which one of these two models is more compelling to you, and why?
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Chapter 5: Human Origins
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Sample Questions
Q1) DNA studies place the migration of humans out of Africa at about:
A) 3 million years ago.
B) 1 million years ago.
C) 250,000 years ago.
D) 100,000 years ago.
E) 50,000 years ago.
Q2) The idea that life is too complex to be random and proposes an evidence-based rather than religious-based argument is called:
A) natural selection.
B) founder effect.
C) intelligent design.
D) religious interpretations.
E) the "blueprint of life."
Q3) Scientists who study fossil remains of our early human ancestors are called:
A) paleogeneticists.
B) odontologists.
C) paleoanthropologists.
D) creationists.
E) archaeologists.
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) People who believe that civic policies should favor native-born people over immigrants espouse the concept of:
A) eugenics.
B) "home first."
C) nationalism.
D) nativism.
E) Zionism.
Q2) A historical term meant to belittle and vilify "mixed" marriages is:
A) alienation.
B) degradation.
C) maligning.
D) miscegenation.
E) motley.
Q3) The way people actually look is the result of their genetic traits and the environment they live in. This is known as their:
A) DNA.
B) inheritance.
C) ethnicity.
D) phenotype.
E) race.
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Chapter 7: Ethnicity and Nationalism
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Q1) Some ethnic groups in the United States have adopted certain parts of American culture but still maintain some parts of their distinct ethnic culture. This is referred to as:
A) biculturalism.
B) multiculturalism.
C) segregation.
D) separation.
E) variation.
Q2) In a brief essay, compare and contrast how the Bafokeng and Native American tribes have formed corporations to achieve specific goals. Use specific examples from the class to illustrate your answer.
Q3) The process by which minorities adopt the patterns and norms of the dominant culture and cease to exist as separate groups is known as:
A) assimilation.
B) indoctrination.
C) multiculturalism.
D) nationalization.
E) naturalization.
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Chapter 8: Gender
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Sample Questions
Q1) Ida Susser's initial research focused on:
A) HIV/AIDS prevention in Brazil (South America).
B) the student movement at Kent State University (Ohio).
C) social change in Brooklyn (New York City).
D) the end of apartheid in South Africa.
E) child mortality in Appalachia (United States).
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) The learned behaviors perceived as masculine or feminine are called:
A) sexual dimorphism.
B) alternate sexualities.
C) cultural constructions.
D) universal beliefs.
E) gender stratification.
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Page 10
Chapter 9: Sexuality
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Q1) Define sex work and describe its role in Denise Brennan's research in the Dominican Republic and in Patty Kelly's research in Mexico. What are some similarities and differences between these two cases? Do the sex workers in one case appear to be more or less secure than sex workers in the other? Why or why not? What is the impact of globalization in each case?
Q2) According to contemporary cultural anthropologists, humans in most cultures engage in sexual activity:
A) both for procreation and fun.
B) for procreation only.
C) for fun only.
D) as a form of economic exchange.
E) very seldom.
Q3) Which of the following is described as a lack of attraction to others?
A) homosexuality
B) bisexuality
C) asexuality
D) heterosexuality
E) sexual violence
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Chapter 10: Kinship, Family, and Marriage
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Sample Questions
Q1) Which type of assisted reproductive technology involves the implantation of a woman's egg that has been fertilized in a laboratory?
A) surrogate fertilization
B) in vitro fertilization
C) artificial insemination
D) reproductive fertilization
E) fertile insemination
Q2) Clans that do not permit marriages within the group are considered:
A) endogamous.
B) monogamous.
C) polygamous.
D) polydromous.
E) exogamous.
Q3) Anthropologist E. E. Evans-Pritchard conducted ethnographic research with Nuer people of southern Sudan in the 1930s, and argued that this group of people constituted a patrilineal descent group. What does it mean to be a patrilineal descent group and how does this differ from a matrilineal descent group? How were cattle used to reflect the patrilineal nature of Nuer descent? Provide at least two examples.
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Chapter 11: Class and Inequality
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Q1) Globalization has produced unprecedented opportunities for the creation of wealth:
A) which has significantly reduced widespread poverty worldwide.
B) but it has also produced widespread poverty worldwide.
C) which has mostly benefited countries in sub-Saharan Africa.
D) which has decreased poverty globally, with the exception of China.
E) which has all but eliminated global poverty.
Q2) A marginalized group outside of India's primary castes who are typically assigned the most spiritually polluting work and are deemed "untouchable" by the general population are the:
A) Brahmins.
B) Vaisyas.
C) Shudras.
D) Ksyatriyas.
E) Dalits.
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Chapter 12: The Global Economy
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Sample Questions
Q1) Structural adjustment programs are associated with:
A) an increase in the government spending on education and health care.
B) an increase in the state's role in local and international economics.
C) privatization of state-owned enterprises.
D) strict regulation of local labor markets.
E) reduction in Third World debt.
Q2) Europeans extrapolated ________ from the New World in order to enter into the Chinese trade routes of the fifteenth and sixteenth centuries.
A) corn
B) copper
C) gold
D) slaves
E) porcelain
Q3) Following independence, many former colonies experienced:
A) decreases in poverty.
B) rapid economic growth.
C) marked improvement in the standard of living.
D) a need to take on international debt.
E) greater income equality.
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Page 14
Chapter 13: Migration
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Q1) In the early part of the twenty-first century, the number of people arriving in the United States by region included:
A) 50 percent from Asia and 25 percent from Latin America.
B) 25 percent from Latin America and 50 percent from Africa.
C) 25 percent from Asia and 50 percent from Latin America.
D) one-third from Asia and 50 percent from Oceania.
E) 45 percent from Latin America and 40 percent from Europe.
Q2) Refugees are:
A) immigrants who move to start businesses and conduct trade.
B) people who move in search of low-skill and low-wage jobs that native-born workers will not fill.
C) highly trained individuals who help fill labor shortage for middle-class and skilled occupations.
D) people who have been forced to move beyond their national borders due to natural disasters, political or religious persecution, or violence.
E) migrants granted the right to work for a limited time but without long-term rights and privileges.
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Chapter 14: Politics and Power
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Q1) The author points out that people do not come prepackaged to fight, kill, and die. They must be enculturated to fear, hate, and kill in a process that defines particular people as the enemy and a dangerous mortal threat. He refers to this as:
A) construction of soldiers.
B) fomenting warfare.
C) inclination to danger.
D) life of dangerous things.
E) militarization of life.
Q2) The Occupy Wall Street movement was able to gain support by focusing on inequality with the motto "We are the 99 percent," and combining physical and virtual elements of their protest. This is an example of:
A) cause célèbre.
B) reasoning.
C) social rationale.
D) justification.
E) the framing process.
Q3) In a brief essay, describe three elements of a social movement. Provide examples to illustrate your description.
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16
Chapter 15: Religion
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Q1) In his research in Niger, West Africa, anthropologist Paul Stoller apprenticed with a local sorcerer as a means of exploring the role of religion in community life there. During his apprenticeship, Stoller's work came to an abrupt end and he fled back home to the United States. What occurred that caused Stoller to abruptly leave his field site? What did his research and experience demonstrate regarding the power of religion in people's everyday lives? What risks do anthropologists take by immersing themselves in others' religious belief systems and practices? Do you think it is possible to comprehend another group of people's religious beliefs and practices without accepting that they are real for believers? Why or why not? What does it mean for a religious belief or practice to be considered real and who should determine whether or not it is real?
Q2) Which of the following is defined by Victor Turner as a sense of camaraderie that shares a common vision of what constitutes a good life and a commitment to work toward that aim?
A) paucity
B) liminality
C) hegemony
D) anomie
E) communitas
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Page 17
Chapter 16: Health and Illness
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Q1) What did Anne Fadiman's research among Hmong refugees in California contribute to anthropological knowledge of the conflicts that can arise between Western and non-Western approaches to health care and treatment? Summarize Lia Lee's health condition, including how her parents' understanding of qaug dab peg differed to physicians' understanding of her condition. What were the experiences of this child and her family as a result of cross-cultural misunderstandings?
Q2) The ecosystem, composed of trillions of organisms in the human body, is a:
A) cultural pharmacology.
B) disease.
C) bacteria.
D) human microbiome.
E) nature cure.
Q3) How have the processes of globalization and Westernization affected health care in the Ladakh region of the Himalayas? Specifically, describe the care provided by Tibetan Buddhist healers, and provide three specific examples of how this system has changed during the past thirty years in terms of how these healers are compensated, the introduction of Western medical approaches, and the global interest in this type of health care.
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Chapter 17: Art and Media
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Q1) ________ compose the fourth-largest population of Asian Americans in the United States.
A) Chinese Americans
B) Korean Americans
C) Japanese Americans
D) Vietnamese Americans
E) Indian Americans
Q2) ________ are virtual characters created to inhabit alternate worlds.
A) Mediascapes
B) Avatars
C) Oralities
D) Surrogates
E) Socialites
Q3) In the late twentieth century, ________ emerged as a dominant form of global communication.
A) telephones
B) the Internet
C) books
D) letters
E) newspapers
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