Anthropology Chapter One HSP 3 UI Ms Dahl

Anthropology Chapter One HSP 3 UI Ms. Dahl

Branches of 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; • • • 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 21 st 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 1. 2. 3. 4. 5. 6. 7. 8. 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_0 fcf 86 a 03. html

Physical Anthropology Pages 37 - 51

Branches of Physical Anthropology Physical Anthro Paleoanthropolog y 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: • • What do we know? How do we know it? Key Anthropologists and their discoveries Research question • Each group will present their results in 20 min

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