Description
ANTH 100
Exam 2: Biological & Archaeology
This exam is worth 25% of your course grade. Due before or on: Tuesday February 15
Late uploads will lose 1 point for each day late. If your exam is late, email me an explanation immediately.
How to Write Your Exam Answers:
Your two goals are to prove that you: 1) Read all the required readings & watched the lectures, and?
2) Understand the ideas & concepts covered in this course.
Goal 1: prove you watched & read
To prove to me that you watched the lecture videos and read the textbook & articles you will need to put information
from those sources into your exam answers. If you don?t use and cite those sources, then I will assume you didn?t watch
or read them. The more details and information you have from your sources, the more thoroughly it shows you read and
watched them. All of your answers should have multiple citations from the sources you used, not just one per source.
Citation Instructions:
A citation shows me where you got the information. When you mention any specific facts and ideas that you learned
during this class, you need to cite where that information came from:
Textbook citation: (author?s last name, page #) ebook page # start points are listed on the right side
Article citation: (author?s last name, page #)
Lecture citation: (Wild, week #, specific lecture title)
other videos I post for the class: (video: name of the video, week module #)
If there are ideas you want to use from our class discussions: (class discussion: name, week module #)
Put the citation at the end of the first sentence that has information from that source. Then put a new citation when you
switch to another page or a new source; and when you start a new paragraph. Do not wait until the end of the paragraph to
put the citations, you need to cite the source when you start using it.
Examples of where to put citations:
Anthropology studies how humans adapt biologically and culturally to change (Kottak, p.5). It proposes hypothesis that
can be tested, and explanations that are supported by evidence (Wild, w1, Anthropology). It provides explanations that
are both humanistic and scientific (Kottak, p.14). Anthropology research can help promote important social policies to
protect people or promote social change based on their cross-cultural perspective (Davis, p.3; and Kottak p.13). Some
examples of this can be seen in the social changes that have taken place in the United States recently.
Sources: use only assigned class materials, no outside or online sources are allowed. You do not need a works
cited/references/bibliography section at the end of your exam, you just need correct citations.
Goal 2: prove you understand
There is not a specific length requirement for these exams, but most good thorough answers are organized into a few
paragraphs and are at about a page long; and include multiple citations from each relevant source. To prove that you
understand the class material well, all of your answers must be in your own words. Copying and pasting the authors?
words doesn?t show you understand; so that is why you are not allowed to use any quotes.
Review this website about the difference between quotes and paraphrasing: https://plagiarism.iu.edu/index.html
Plagiarism: Copying someone else?s words and presenting them as your own can cause you to fail the assignment.
Copying ideas and writing from the exams of other students, or any online sources (e.g. Wikipedia) is cheating and
plagiarism will cause you to fail. The exam is about our class content not your Googling skills.
Review this website to understand what plagiarism is: https://www.plagiarism.org/audience/students
I check for plagiarism, and Canvas uses a software program to check your exam for evidence of plagiarism.
You can discuss your ideas with other students, but never share your written essay answers with other students (in this
class, or with students next quarter) because that can get you caught up in plagiarism cases.
Read the Green River information about Academic Honesty: https://libguides.greenriver.edu/academic-honesty
Formatting and uploading your exam:
Put your name, Exam 1, and date at the top of the first page; single space, 1 inch margins, 12 point font. Save your
exams in Word compatible .doc or .docx format (do not upload as pdf or ?.pages? file). When you save the file, use your
name for the filename, last name first, with ?E2? for ?Exam 2?. For example, my file would be named: WildKylebE2.doc
Upload your exam as one complete doc file to Canvas using the Exam 1 link. Only submit the final version, no changes
are allowed after you submit. Email me immediately if any problems occur with your upload.
EXAM 2 QUESTIONS
Read the instructions on the previous page thoroughly; if you don?t follow the instructions then you may fail.
Make sure each of your answers meets both of the two exam goals from the previous page.
To answer each question fully and meet the first exam goal, each answer will need to combine information from
my lecture, the textbook, and 1 or 2 articles; that is a minimum of 3 to 4 sources for each answer.
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You are required to answer this first question, but your answer is not graded.
0) How this exam is better than the first one.
Based on my comments on your first graded exam, tell me how you improved this exam. Explain how you have
fixed specific problems or issues that I mentioned on your first exam. If you do not answer this question first
and thoroughly, then I will assume that you are not interested in improving your grade.
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QUESTIONS: Turn in only 4 answers from these 6 questions. I won?t grade extra answers.
It is your responsibility to work on your exam every week this quarter as we cover the topics in class.
Do not procrastinate on starting this exam. You need to answer at least one or two exam questions each week.
You should be able to answer all of these questions, but you will only turn in your 4 best answers.
Do not copy the questions on your exam; but you do need to clearly number and title each answer.
1) chimpanzees
First, describe what you learned about chimpanzees: their habitat, diet, and social lives. Then explain the idea
that some of their behaviors might qualify as culture. You?ll need to define ?culture? for non-human primates,
and choose at least 2 different examples of chimpanzee behaviors that might qualify as culture; be sure to
explain why both of the examples you chose might meet the criteria to be called cultural behaviors.
2) hominin bipedalism
Use the 9 steps of evolution to explain how early hominins evolved to become bipedal. Explain what the
relevant selection pressures were, the benefits of bipedalism in this setting, and the major skeletal changes
needed to make a quadrupedal ape into a bipedal hominin.
Then explain what evidence proves that Australopithecus afarensis was bipedal, and what we know about their
lives: things like habitat, diet, social lives, and intelligence.
3) the genus Homo
Using the four main species of the genus Homo that we focused on in lecture, describe what you think are the
most important cultural behaviors of each of these species. Be sure you explain what is new about the behaviors
of each species that makes it different from the species that came before it. For each species you will want to
describe the dates and locations they existed, then clearly explain their behaviors, explain what the evidence we
have of these behaviors, and why those behaviors are evidence of new cultural traditions.
* remember to write and format scientific names correctly in this answer
4) foraging
Explain what you have learned about foragers and their hunter-gatherer lifestyle. Keeping in mind the old
assumption that the forager lifestyle must have always been extremely difficult and harsh, explain what the
anthropological evidence shows us about the reality of forager life. Discuss things like diet, workload, and
social life for foragers using examples from the lecture and readings. Relative to the agricultural lifestyle that
came later, explain what you think were the main benefits or costs the foraging lifestyle?
5) farming
Explain what you have learned about early farmers ~10,000 years ago and their new agricultural lifestyle.
Keeping in mind the old assumption that the farming life must have always been much better than the foraging
life, explain what the anthropological evidence shows us about the reality of the transition to early agriculture.
Discuss things like diet, workload, and social life for farmers using examples from the lecture and readings.
Offer an explanation for why some people decided to become farmers during this time period, considering the
potential costs and benefits.
6) state civilizations
Choose two examples of large nation-state civilizations from the readings that you found interesting. For both
societies, explain some ways that we can use archaeological evidence to discover what life was like in these
state societies. Explain how they differed from earlier foraging and simple agricultural societies. You can
describe some of the things that we know about each of the two state civilizations in terms of things like: food
production, buildings, population size, religion, internal class divisions, and trade or conflicts with other outside
groups (though you don?t have to know about all of these things for each specific civilization you choose).
Ankor Wat Agriculture – How Kings Created Angkor Wat?Then Lost It
1 of 9
https://www.sapiens.org/archaeology/how-kings-created-angkor-wat-then-lost-it/
Ankor Wat Agriculture – How Kings Created Angkor Wat?Then Lost It
2 of 9
https://www.sapiens.org/archaeology/how-kings-created-angkor-wat-then-lost-it/
How Kings Created Angkor Wat?
by Sarah Klassen and Damian Evans
Then Lost It
14 May 2020
Ankor Wat Agriculture – How Kings Created Angkor Wat?Then Lost It
3 of 9
https://www.sapiens.org/archaeology/how-kings-created-angkor-wat-then-lost-it/
Ankor Wat Agriculture – How Kings Created Angkor Wat?Then Lost It
4 of 9
https://www.sapiens.org/archaeology/how-kings-created-angkor-wat-then-lost-it/
Ankor Wat Agriculture – How Kings Created Angkor Wat?Then Lost It
5 of 9
https://www.sapiens.org/archaeology/how-kings-created-angkor-wat-then-lost-it/
Ankor Wat Agriculture – How Kings Created Angkor Wat?Then Lost It
6 of 9
https://www.sapiens.org/archaeology/how-kings-created-angkor-wat-then-lost-it/
Ankor Wat Agriculture – How Kings Created Angkor Wat?Then Lost It
7 of 9
a
T
https://www.sapiens.org/archaeology/how-kings-created-angkor-wat-then-lost-it/
Ankor Wat Agriculture – How Kings Created Angkor Wat?Then Lost It
8 of 9
https://www.sapiens.org/archaeology/how-kings-created-angkor-wat-then-lost-it/
Ankor Wat Agriculture – How Kings Created Angkor Wat?Then Lost It
9 of 9
https://www.sapiens.org/archaeology/how-kings-created-angkor-wat-then-lost-it/
The Revolutionary Power of Andean Folk Tales – SAPIENS
https://www.sapiens.org/archaeology/andean-folk-tales-revolutionary-power/
(/category/culture/)
Language (/category
/language/)
1 of 7
The Revolutionary Power of Andean Folk Tales – SAPIENS
2 of 7
https://www.sapiens.org/archaeology/andean-folk-tales-revolutionary-power/
The Revolutionary Power of Andean Folk Tales – SAPIENS
https://www.sapiens.org/archaeology/andean-folk-tales-revolutionary-power/
Excavation of this late 17th- or early 18th-century trash mound inside a Pomacocha textile workshop revealed that workers
supplemented their inadequate rations with food they raised, and perhaps scavenged, inside the workshop compound. Di Hu
3 of 7
The Revolutionary Power of Andean Folk Tales – SAPIENS
https://www.sapiens.org/archaeology/andean-folk-tales-revolutionary-power/
The colonial-era walls that surrounded the textile workshop compound at Pomacocha measured 10 meters tall and were intended to
keep workers inside. Di Hu
4 of 7
The Revolutionary Power of Andean Folk Tales – SAPIENS
5 of 7
https://www.sapiens.org/archaeology/andean-folk-tales-revolutionary-power/
The Revolutionary Power of Andean Folk Tales – SAPIENS
6 of 7
https://www.sapiens.org/archaeology/andean-folk-tales-revolutionary-power/
The Revolutionary Power of Andean Folk Tales – SAPIENS
7 of 7
https://www.sapiens.org/archaeology/andean-folk-tales-revolutionary-power/
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