Please read this article The Animal Connection:Why Do We Keep Animals as Pets? & that is written from an evolutionary context and post your thoughts on what you learned and also see if you can do come research on the importance of animals in different cultures. For example, the Hare Native Americans language and world revolve around their dogs because their dogs provide them with freedom of travel in extremely harsh conditions.
Category: Anthropology
READ: Before attempting to complete Exercise 2 in the lab manual, read the directions on this Canvas Assignment! Lab #2 is the online version of Exercise 2 “Natural Selection” in the Lab Manual for Anth 111 (7th Edition). Follow the directions on this Canvas Assignment (and not on the PDF where it is different).
Link to pre-recorded Zoom video with step-by-step directions: Zoom pre-recorded lecture: Lab #2 “Natural Selection” How to complete the exercises at home Resources
Before beginning the lab exercises, you must collect the supplies listed at the bottom of this page!
Lab exercises (PDF): Anth111Manual7Ex2NaturalSel.pdf Download Anth111Manual7Ex2NaturalSel.pdf
Lab #2 is the online version of Exercise 2 “Natural Selection” in the Lab Manual for Anth 111 (7th Edition). Pre-recorded and captioned lecture that goes over each assigned exercise: Zoom pre-recorded lecture: Lab #2 “Natural Selection” How to complete the exercises at home My lecture slides (PDF):02_Anth111NaturalSelecKirwin2022.pdf *Download 02_Anth111NaturalSelecKirwin2022.pdf *
Supplies: A metric ruler and pretend finch “beaks” and “seeds”. These lab exercises cannot be completed without the required supplies of several everyday household items (see list below). Discussion #2: Disc #2: Labs #1 and #2 Student Q & A (Due 4/16/23)
Microsoft Word file of the Lab Manual for Anth 111 (7th Edition): LAVCLabManual7thEditionc2019Word.doc Download LAVCLabManual7thEditionc2019Word.doc
In this Word doc format, you can listen to its directions using an audio screen reader. You can also type your answers on its exercise questions. You can also copy-paste the questions and your typed answers onto a Google Doc or Microsoft Word doc and upload that file as your answers for this Canvas Assignment for Lab #1. ALWAYS read the directions on the lab’s Canvas Assignment page first. When the directions on a Canvas Assignment differ from the lab manual’s directions in the PDF or Word file, use the directions on the Canvas Assignment page. Some of the exercises in these labs have been modified from their original lab manual directions for this 100% online class. [Updated 4/16/23]
* You may not need to see my lecture slides. I included them for you if it’s been a while since you have taken a biology class, or Anth 101, and you are unable to define key biological concepts like natural selection, adaptation, fit, selection, negative selection, habitat, fitness, and variation.
Directions
This lab has two steps and uses the printed pages of Exercise 2 “Natural Selection” in the Lab Manual for Anth 111 (7th Edition)Step 1
Read this interesting article that explains the different inherited genes for different beak shapes of different species of “Darwin’s Finches”:
Zandonella, Catherine. 2015. “A gene that shaped the evolution of Darwin’s finches”. Scientific Daily. Accessed on February 8, 2023: https://www.princeton.edu/news/2015/02/11/gene-shaped-evolution-darwins-finchesLinks to an external site.
Links to an external site.Watch this short documentary: “Making of the Galapagos Finches: Natural Selection” (2011) 16 min. HHMI. Accessed on February 8, 2023: https://www.youtube.com/watch?v=mcM23M-CCog&feature=youtu.be
Step 2
During this lab, you will experience the process of pretending to investigate an instance of natural selection by describing and measuring small seed-sized snacks, pretending that they are seeds that finches eat on a Galapagos Island, and then using chopsticks and tweezers to pretend that they are finches with different beak sizes.
You will pretend to be a large “finch” with a large “beak” and then a small “finch” with a tiny “beak” that can pick up the bird’s “food” (either large “nuts” or tiny “seeds”) on their island is adapted to that environment and can survive and reproduce. In other words, the finch is biologically “fit”.
The big idea of this case of natural selection that Charles Darwin observed first hand when he was in his twenties nearly 200 years ago is that the finchs with the right beak size that matches the “seeds” or “nuts” on their island are adapted to their habitat (the island and its available finch food). The finches are adapted to their habitat and will be able to survive, reproduce, and provide food for their offspring–as long as their habitat doesn’t change (and the food they eat is always avaiable).
The individuals of finches with beaks that are the wrong size/shape for the available food will starve to death –or just barely be able to feed themselves but won’t be able to find enough extra food to provide for their offspring. So, after a generation, these finches will die out unless the habitat changes (like a rainy season or a drought) and the food that they can eat becomes available again. In other words, those finches are maladapted to their habitat and will experience a “negative selection pressure”. In other words, they are on the losing side of “survival of the fittest”. They are not “fit”. –> Watch the video (“Galapagos Finch Evolution”) at the link above before attempting this lab.<--- See the link above.
Natural selection is defined as the ability of organisms, that are adapted to their environments, to survive and reproduce more offspring. With the example of Galapagos finches, Charles Darwin realized that each island had different environments characterized by different available foods and a different species of finch that was adapted to that island's environment/foods.
For Step 2, do the following:
Complete Lab 2 "Natural Selection on its Canvas Assignment. It is the online version of Exercise 2.1 "A Review of Natural Selection" on pages 21-26.
This lab's exercises are in the Lab Manual, Exercise 2.1 on pages 17-24. The link to a PDF file of its exercises is above under "Resources". Follow these steps:
Read Pages 17-18. On page 17 under "2.1 A Review of Natural Selection" write down and number the "four major observations about the living world". The exercise doesn't tell you but those observations were first made by Charles Darwin and were influenced by an aristocratic British demographer named Thomas Malthus. Memorize Darwin's Three Postulates on page 17. You will be asked what they are later in the lab exercise. Complete Exercise 2.1 on page 19 where it says, "Write out Darwin's Three Postulates, explaining Natural Selection." Complete Exercise 2.2 on pages 19-21. These exercises require you to use your lab supplies of a metric ruler and some seeds (or nuts or other small things like bits of paper, rice, Skittles, etc.), tweezers, and chopsticks or cooking tongs. You can substitute a metric ruler for a sliding caliper. --> The items in “Table 1” are suggestions. If you don’t have popcorn, use popcorn-sized pieces of French fries, cookies, or crackers. If you don’t have split peas, find something that is a similar size to pinto beans. If you don’t have sunflower seeds, use other seeds like grains of rice, quinoa, chia, sesame, and/or poppy. An “everything” bagel at covered in different kinds of seeds a local bagel shop, bakery, or supermarket will likely have plenty of seeds on it for this lab assignment. If you don’t have beans, you can use cereal like Cheerios or other brands or homemade granola. Complete Exercise 2.3 on pages 22-24. These exercises require you to use your lab supplies of some seeds (or nuts or other small things like bits of paper, rice, Skittles, etc.), a binder clip, and tweezers. Make two small bags (sandwich bag size)of seeds like these:
(1) Bag #1: Put 20-50 small seeds in it (like sunflower seeds, rice, sesame, chia, or poppy seeds, bits of paper, or bits of tissue). (2) Bag #2: Put 20-50 big “seeds” in it (like pistachios, almonds, walnuts, popped popcorn, beans, jelly beans, Skittles, marshmallows, little balls of paper or tissue, etc.).
(3) Get a binder clip (or chopsticks) to be your bird with a “Big Beak”
(4) Get tweezers to be your bird with a “Small Beak” (5) Get two plates to put your seeds on so they don’t go all over the table or floor. Follow the directions and complete each exercise. Note regarding Exercise 2.3:
“Exercise 2.3 requires you to make your own little bags of seeds with different proportions of seed sizes in each bag to symbolize the changing types of foods available each year based on different weather patterns. Here are its directions with my annotations in bracket “[“…]”:”1. Each large table represents a different island. [I use plates to symbolize different islands]
2. Each student at the table will get one binder clip for [their] beak. There are two binder clip sizes [or you can use tweezers for small beaks and cooking tongs or chopsticks for larger beaks] within your population: big and small. Before your table [or plate] starts, make sure there is an even number of beak sizes within your island population. [Since you are doing this at home, you can be two birds: One with a big beak [chopsticks or tongs] and the other with a small beak [teazers]. Someone can be two birds.
3. You will be given [or make your own for this online class] pre-prepared bags of seeds representing 6 consecutive seasons. [Each bag will have a different percentage of large and small seeds.]
4. Your group will be given a box [you can use a dinner plate or a sheet of paper]– scatter the contents of one bag evenly in the box.
5. All the birds from your island will be given one minute to pick up as many food items as they can. Do this with all birds at the same time. Hold onto the seeds your bird “eats”.
6. Count the food your bird was able to eat to determine what happened to you that season:
a. Death: Bird didn’t eat enough to survive.
b. Life: Bird ate just enough food to survive, but did not reproduce.
c. Reproduction: Bird ate enough food to survive and reproduce. Your offspring will have the same beak size as you.
7. Return the nuts and seeds to the bag for that season – don’t get these mixed up please.
8. Repeat these steps for the remaining 5 “seasons” of seeds. If someone is playing 2 birds, have over one beak to someone [whose] bird died the first round.” Regarding the six bags of seeds. Each bag will have a different percentage of small and large seeds. Drought years will be symbolized by bags of more than 70% of small seeds. Rainy years will be symbolized by more than 70% of large seeds or nuts. For example, during rainy years, there will be more grasses and more tiny grass seeds. For a rainy year bag of seeds, you can fill it with lots of sesame, poppy, or chia seeds. (or, just buy one “Everything Bagel” at Noah’s Bagels or your local grocery store and use the seeds on it). In drought years, there will be fewer grass plants (and fewer tiny grass seeds) and more cacti and flowering plants with larger seeds or nuts. For a drought year bag of seeds, you can put in larger things to symbolize large seeds or nuts like popped popcorn, almonds, jelly beans, or other candies, walnuts, etc. “[Updated 4/16/23]
Answer the Study Questions on page 24.
Take a photo of your lab supplies with your smartphone (or another device) that you used to complete these exercises (i.e. your metric ruler, “seeds” and “bird beaks” experiment that you set up for Exercise 2.2 and Exercise 2.3). Ask a question (or make a comment) about Lab #1 or Lab #2 in the Canvas Discussion #2: Disc #2: Labs #1 and #2 Student Q & A (Due 4/16/23)
Submit your work:
Upload your completed lab page exercises (PDF file) (or re-type the page numbers, questions, and your answers and copy-paste them as text). Upload a photo of your lab supplies and set up (plates, “seeds”, tweezers, chopsticks, and/or cooking tongs) (jpg file).
Below are a few updates to this lab assignment to help you complete it online. There may be a “Study Question” based on Darwin’s four observations and three postulates and that is why I am repeating both of them on this Canvas Assignment (because in the past some students couldn’t find them in the lab manual…). The “four major observations” reference Charles Darwin’s observations that he based on the five observations of economist and demographer Thomas Malthus (1766-1834), which helped Darwin discover and explain the process of natural selection:
Darwin’s four observations
1. Individuals within a population are variable.
2. Some of this variability is inherited.
3. More offspring are born that can survive to reproduce.
4. The “selection” of those individuals who survive and reproduce is not random.
The individuals who survive and reproduce are those who possess those favorable traits that make them more likely to survive and reproduce in their environment.
In other words, mother nature “selects” the individuals best adapted to survive and reproduce—hence Darwin’s term “natural selection.” Darwin based his four observations on Thomas Malthus’s five observations.
Malthus’s five observations:
For most organisms, every pair of parents produces multiple offspring.
For most organisms, the population size remains the same.
The population is limited by food supply, disease, or violence.
Members of populations compete for access to food.
No two members of a species are alike in their physical attributes–variation exists.
Important notes regarding the online versions of the lab manal exercises originally written for in-class work:
Page 19: Use a metric ruler to measure seeds. Under the words “Steps to complete Exercise 2.2”, disregard “your group”. This lab is an online version of the in-class exercises.
Page 20: For “Table 1”, Your “small bag of seeds” includes at least five (5) of each type of “seeds”. Four (4) types of seeds: Popped popcorn or jelly beans or walnuts/almonds for the largest ones, sunflower seeds or Skittles for smaller ones, and sesame, chia, or poppy seeds for the smallest ones. Or you can just buy a bag of birdseed at a pet store and treat your avian neighbors later.
You can use your own “seeds”: You can cross off the suggested “seeds” (printed in the Lab Manual for Anth 111 like “popcorn”) and substitute your own “seeds”.
Tiny Seeds: I recommend using things to symbolize tiny seeds (like chia seeds or sesame seeds–or non-edible items) that cannot easily be picked up using chopsticks. Large seeds: I recommend. using things to symbolize large seeds (like walnuts, peanuts, or jelly beans–or non-edible items) that cannot easily be picked up using tweezers.
Page 22: Disregard where it says “each student”. You will play the role of two students in this online version of these in-class exercises. You will need a big binder clip (or chopsticks or cooking tongs) and a little binder clip (or tweezers). Or, you can make it a competitive game of survival of the fittest for Exercise 2.3 on pages 23-24 and do this with a friend or a family member. Spread out some seeds in a circle. Flip a coin to see which person gets the “small beak” (tweezers) and who gets the “large beak” (chopsticks). Set your smartphone timer for 30 seconds. Then compete to see who can pick up the most seeds in 30 seconds. Darwin’s three postulates:
Darwin’s theory of evolution by natural selection was based on the logical outcome of his three postulates:
Individuals within species are variable.
Some of these variations are heritable.
Individuals that reproduce the most are those with the most favorable variations.
Page 24: Memorize definitions for “Terms to Know” so you can explain them in your own words for Quiz #1
Page 24: Answer the four questions under “Study Questions”:
Using the case of Darwin’s finches as an example, explain the process of natural selection.
Why is variation so important for evolution? (Think of variations of seed types and finch beak sizes).
Why is inheritance so important for evolution?
What makes a particular trait more (or less) “fit”?
Lab supplies you will need
Gather the following items to complete this lab: Metric ruler with millimeters to measure your “seeds”. You will need a ruler to measure the items that you are using a pretend seeds (see below for examples). Two plates (paper plates or any kind of surface–even paper towels or napkins. Something to represent one or two “islands.” A ribbon or string to make a circle about the size of a medium pizza (that will be your “Galapagos island”) can also be used. Tiny “seeds” that are too small to pick up with a big binder clip or chopsticks.Examples of things that you can use: Raw quinoa, , tiny colored beads, poppy seeds, chia seeds, and/or sesame seeds), or tiny balls of tissue, toilet paper, or bits of a paper towel scrunched up into a ball. Quantity: 20 minimum
Large “seeds” that are too large to pick up with a small binder clip or tweezers.Examples of things that you can use: are almonds, walnuts, cashews, sunflower seeds with shells still on, raw beans, jelly beans, Cheerios, rice, barley, Skittles–even non-edible things like buttons or pebbles. Quantity: 20 minimum
Tweezers: Something to represent a tiny finch’s tiny “beak.”
Chopsticks or cooking tongs: Something to represent a larger finch’s big”beak”.
Lab #2 Grading Rubric
1 point: Ex. 2.1 “A Review of Natural Selection” (question on page 19 of the Lab Manual for Anth 111 (PDF))
3 points: Ex. 2.2 “Simulating the Evolution of Beak Size and Shape” (exercises on pages 21 & 21 of the Lab Manual for Anth 111 (PDF))
3 points: Ex. 2.3 “Simulating Natural Selection within a Population” (exercises on pages 23 & 24 of the Lab Manual for Anth 111 (PDF))
2 points: Study Questions 1-4 (page 24 of the Lab Manual for Anth 111 (PDF))
+ 1 point: Photograph of the supplies you used at home to complete this lab.
10 points = Maximum points How to submit your completed paper exercise pages online
Where: Turn in your completed lab exercises to this Canvas Assignment, by clicking on the red “Submit” button.
Turn in
Submission formats: Text or uploaded files (pdf,doc,docx,txt,jpg, png).
A. How to annotate (type on or edit) a PDF file online using your computer or tablet.
If you use a PDF file of the lab manual’s exercise pages, you can annotate (write on the file) using a free Chrome extension called Kami (Link: https://chromewebstore.google.com/detail/kami-for-google-chrome/ecnphlgnajanjnkcmbpancdjoidceilk?hl=en&pli=1Links to an external site.
If you have Adobe Acrobat DC (you can get the student version, which is cheaper), you can annodate a PDF file of the lab manual’s exercise pages and upload the pages to this lab’s Canvas
There are two parts to Lab #1. Part 1 reviews the scientific method with some thought experiments. Part 2 shows you how to measure and calculate an index of a shape and the indices of a skull and nose.
Part 1 “The Scientific Method” reviews the steps and concepts of the scientific method with “thought experiment” examples for you to do at home. The lab exercises are on the PDF file linked to this assignment below under “Supplies needed to complete this lab at home”. Your answers are typed on a PDF file or submitted as text to this assignment. Part 2 “Measuring Skulls and Calculating Indices” is a review of the metric system of linear measurement that will are going to use in this class and it explains how to describe the shape of skulls using a number called an index. The lab exercises give you skull and nasal measurements and ask you to calculate a skull index called a “cephalic index” and a nose index called a “nasal index”. The lab exercises are on the PDF file linked to this assignment below under “Supplies needed to complete this lab at home”. Your answers are typed on a PDF file or submitted as text to this assignment. Supplies needed to complete this lab at home:
Metric ruler with millimeters to complete Exercise 1.2 (page 13 “The Meaning of Indices”)* *You will also need a ruler with metric millimeters on it to complete Lab 2. Below is a graphic of part of a metric ruler that is about a foot long with inches on one side and centimeters and millimeters on the other side of it. These are sold in stores like Target and Walmart and in most pharmacies and some grocery stores in the school supplies section. A PDF file of Exercise 1 “The Scientific Method” from the Lab Manual for Anth 111 (7th Edition). Link to its PDF file: Anth111Manual7Ex1ScientificIndices.pdf Download Anth111Manual7Ex1ScientificIndices.pdf Resources for Part 1 and Part 2 of this lab
You probably will not need all of these resources! But listed below are helpful sources of information on how to complete the lab exercises about the scientific method, the metric system, and measuring indices (including calculating the cephalic and nasal indices). Read the text of Exercise 1 in its PDF file: Anth111Manual7Ex1ScientificIndices.pdf Download Anth111Manual7Ex1ScientificIndices.pdf Discussion: Disc #1 Introductions and Labs 1 and 2 (Due 4/14/24)
An entertaining short 14-minute video example of the scientific method. It is called called “Turtles and Snakes-Which do cars hit more?” by ex-NASA engineer Mark Rober (2013). LInk: https://www.youtube.com/watch?v=k-Fp7flAWMA&t=80sLinks to an external site.
Canvas Page for Part 1: Read for Lab #1: Ex. 1.1 The Scientific Method
Canvas Page for Part 2: Read for Lab #1: Ex. 1.2-1.4 Measuring Indices
My lecture slides for Part 1 “Scientific Method” are saved as a PDF file:01_1ScientificMethodAnth111Kirwin2022.pdfDownload 01_1ScientificMethodAnth111Kirwin2022.pdf
My lecture slides for Part 2 “Measuring Indices” are saved as a PDF file:01_2MetricIndicesAnth111Kirwin2022.pdfDownload 01_2MetricIndicesAnth111Kirwin2022.pdf
Pre-recorded and captioned video lecture for Part 1 “Scientific Method”: Zoom pre-recorded lecture Lab #1 (Ex. 1 Part 1) The Scientific Method
Pre-recorded and captioned video lecture for Part 2 “Measuring Indices”: Zoom pre-recorded lecture: Lab #1 (Ex. 1 Part 2) Metric System & Measuring Indices Microsoft Word file of the Lab Manual for Anth 111 (7th Edition): LAVCLabManual7thEditionc2019Word.doc Download LAVCLabManual7thEditionc2019Word.doc
In this Word doc format, you can listen to its directions using an audio screen reader. You can also type your answers on its exercise questions. You can also copy-paste the questions and your typed answers onto a Google Doc or Microsoft Word doc and upload that file as your answers for this Canvas Assignment for Lab #1. ALWAYS read the directions on the lab’s Canvas Assignment page first. When the directions on a Canvas Assignment differ from the lab manual’s directions in the PDF or Word file, use the directions on the Canvas Assignment page. Some of the exercises in these labs have been modified from their original lab manual directions for this 100% online class. [Updated 4/16/23]
Directions
Each lab assignment in this lab class will take an average of 1-2 hours to complete at home.
Lab #1, is the online version of Exercise 1 “The Scientific Method” in the Lab Manual for Anth 111 (7th Ed.) that is required for this class. Lab #1 is one of the longest labs this semester. I recommend doing “Part 1” at a time, then “Part 2” another time, and then turning in your work all at once as copy-pasted text (or an uploaded single PDF file of only its exercise pages) after you finish both halves. For tips on converting your hard copies of the completed exercises into a single PDF file, scroll to the bottom of this webpage to “How to submit your completed paper exercise pages online.”
For example, you may want to complete this Canvas Assignment’s directions for the lab manual’s exercise Ex. 1.1 “The Scientific Method” for the first half and then read this Canvas Assignment’s directions for the other part and complete Ex. 1.2, 1.3, 1.4 and the Study Questions during the second half. And, then submit them together as one or two PDF files. Part 1 “The Scientific Method”
Complete Exercise 1.1 according to the directions on this Canvas Assignment below.
Resources for Part 1 onlyYou probably will not need all of these resources! But listed below are helpful sources of information on how to complete the lab exercises about the scientific method, the metric system, and measuring indices (including calculating the cephalic and nasal indices). Read the text of Exercise 1 in its PDF file: Anth111Manual7Ex1ScientificIndices.pdf Download Anth111Manual7Ex1ScientificIndices.pdf An entertaining short 14-minute video example of the scientific method. It is called called “Turtles and Snakes-Which do cars hit more?” by ex-NASA engineer Mark Rober (2013). LInk: https://www.youtube.com/watch?v=k-Fp7flAWMA&t=80sLinks to an external site.
Canvas Page for Part 1: Read for Lab #1: Ex. 1.1 The Scientific Method
My lecture slides for Part 1 “Scientific Method” are saved as a PDF file:01_1ScientificMethodAnth111Kirwin2022.pdfDownload 01_1ScientificMethodAnth111Kirwin2022.pdf
Pre-recorded and captioned video lecture for Part 1 “Scientific Method”: Zoom pre-recorded lecture Lab #1 (Ex. 1 Part 1) The Scientific Method
Ex. 1.1 “The Scientific Method” (pages 7-11 of the Lab Manual for Anth 111) Read pages 7-8 in the Lab Manual for Anth 111 and then answer the following questions for Exercise 1.1:
Page 9: “List three reasons why this experiment failed to support the hypothesis.”
Page 10: “Describe three things that you would do to improve the experiment that will increase the ods of proving or disproving our hypothesis.”
Page 10: “List two hypotheses for why the plant you are talking to is doing better than the one you are ignoring other than the fact that you are talking to one and not the other.”
Page 11: “…identify which variables you would measure as your dependent variables and which variable you would measure as your independent variables.”Dependent Variables:
Independent Variables: Page 11: “Design an experiment…”Research Question (a, b, or c):
Hypothesis:
Experiment (Method):
Independent Variables (give two):
1.
2.
Dependent Variables (give two):
1.
2. Part 2 “Measuring Skulls and Calculating Indices”
Complete Exercises 1.2, 1.3, 1.4, and “Study Questions” according to the directions on this Canvas Assignment below.
Resources for Part 2 onlyYou probably will not need all of these resources! But listed below are helpful sources of information on how to complete the lab exercises about the scientific method, the metric system, and measuring indices (including calculating the cephalic and nasal indices). Read the text of Exercise 1 in its PDF file: Anth111Manual7Ex1ScientificIndices.pdf Download Anth111Manual7Ex1ScientificIndices.pdf Canvas Page for Part 2: Read for Lab #1: Ex. 1.2-1.4 Measuring Indices
My lecture slides for Part 2 “Measuring Indices” are saved as a PDF file:01_2MetricIndicesAnth111Kirwin2022.pdfDownload 01_2MetricIndicesAnth111Kirwin2022.pdf
Pre-recorded and captioned video lecture for Part 2 “Measuring Indices”: Zoom pre-recorded lecture: Lab #1 (Ex. 1 Part 2) Metric System & Measuring Indices
Important: You can round up your index numbers to two decimal places if you want to.For example, 48 or 48.49 are both good answers for Lab #1. The specific numbers 48 or 48.49 may not be the correct answers for any of the questions in Lab #1. They are just examples. Read this Canvas Page: Read for Lab #1: Ex. 1.2-1.4 Measuring Indices
This Canvas Page is a re-print of the pages for Ex. 1.2, 1.3, 1.4, and Study Questions in the printed Lab Manual for Anth 111 (7th Edition). Scroll to the bottom of this webpage for how to convert paper pages into digital files using your smartphone to “How to su 01_2MetricIndicesAnth111Kirwin2022.pdf Download 01_2MetricIndicesAnth111Kirwin2022.pdfbmit your completed paper exercise pages online.”
Review the Lab #1 Measuring Indices lecture (PDF):
Review Zoom recorded and captioned video lecture for Ex. 1.2, Ex. 1.3, Ex. 1.4 and Study Questions: Zoom pre-recorded lecture: Lab #1 (Ex. 1 Part 2) Metric System & Measuring Indices Ex. 1.2 “The Metric System” (pages 11-12 of the Lab Manual for Anth 111)
Read pages 11-13 in the Lab Manual for Anth 111 and then answer the following questions for Exercise 1.2:
Always measure in millimeters (not in centimeters and never in inches for these indices). 1. “Using a metric ruler, measure the height and width of Box A in millimeters.”
2. “Calculate the height divided by the width of Box A using the following formula: (height/width) x100 =
3. “Is this index a length?”
4. “What exactly does this index tell you about Box A (Hint: It’s shape! Okay that was the answer actually…).
5. Repeat the measurements and calculations for Box B:
Height = ___________
Width= ____________
(height/width) x100 = ______________
6. “How does Box B differ from Box A? Refer to the measurements and the indices in your answer.”
7. “Repeat the measurements and calculations for Box C”
Height = ___________
Width= ____________
(height/width) x100 = ______________
8 “How does Box C differ from Box A? Refer to the measurements and the indices in your answer.” Important: You can round up your index numbers to two decimal places (but for this lab you do not have to). For example, 48 or 48.49 are both good answers for Lab #1.
–> For Exercise 1.4 and Exercise 1.5, you can use the cranial measurements that I am giving you on this Canvas Page (see below) to calculate the cephalic index and the nasal index.
Exercise 1.3 ” The Metric Analysis of the Human Body” (pages 12-13 of the Lab Manual for Anth 111) There are no questions or exercises. Just read this section.
Ex. 1.4 “Taking Anthropometric Measurements” (pages 13-14 of the Lab Manual for Anth 111) Read these pages in the Lab Manual for Anth 111 and then answer the following questions on page 14 using the measurements of a skull I nicknamed “Fred” on this Canvas Assignment. Important: You can round up your index numbers to two decimal places (but for this lab you do not have to). For example, 48 or 48.49 are both good answers for Lab #1. The specific numbers 48 or 48.49 may not be the correct answers for any of the questions in Lab #1. They are just examples. Cephalic IndexNasal Index
Calculate the cephalic (cranial) index for this exercise with the following measurements for a skull I named “Freda”:Head width = euryon (eu) to euryon (eu) (p. 17) =122
Head length = glabella (g) to opisthocranion (op) (p. 18) = 165
Cephalic Index = (head width/head length) x 100 = Ex. 1.5 “Measuring the Human Skull” (pages 14-15 of the Lab Manual for Anth 111) –> Instead of measuring a skull in the Anthro Lab (which is impossible since this class is online), for this online lab use the cephalic and nasal measurements in millimeters for a skull I named “Freda” (see below)
Study Questions (page 16 in the Lab Manual for Anth 111)
–> Answer questions 1-12.
After you’re done, submit your answers via text or a photo (or scan) of your written answers on the bottom of page 20 of the Lab Manual for Anth 111 and upload to this Canvas Assignment. Below are some photos of the lab measuring tools mentioned. YOU DO NOT NEED ANY OF THESE TO COMPLETE THE LAB EXERCISES FOR THE ONLINE VERSION OF THIS CLASS. 🙂 Sliding Caliper: It is used to measure nasal index and other small items like seeds and bird beaks in millimeters. You do not need to use this tool for this online class. Spreading Caliper: It is used to measure skulls, (to get the cephalic index) and other large round things like tree trunks*. For this online class, you do not need this. * A “cephalic index” is the same thing as a “cranial index”.
Fred’s cephalic (cranial) index:
Important: You can round up your index numbers to two decimal places (but for this lab you do not have to). For example, 48 or 48.49 are both good answers for Lab #1. The specific numbers 48 or 48.49 may not be the correct answers for any of the questions in Lab #1. They are just examples. Head width = euryon (eu) to euryon (eu) (p. 17) =122
Head length = glabella (g) to opisthocranion (op) (p. 18) = 165
Cephalic Index = (head width/head length) x 100 =
Fred’s cephalic index: ___________
Fred’s type of head shape __________
Fred’s nasal index:
Nasal width = alare (al) to alare (al) (p. 16) = 25
Nasal height = nasion (n) to nasospinale (n) (p. 17) = 45
Nasal Index = (nasal width/nasal height) x 100 =
Fred’s nasal index: ___________
Fred’s type of nose shape: __________
*in the Lab Manual to Accompany Anthropology 111: Laboratory in Human Biological Evolution, 6th Edition, by Brian Pierson, Rebecca Frank, and Philip L. Stein
Lab #1 Grading Rubric
2= Ex. 1.1 “The Scientific Method” (exercises on pages 9 & 10 )
2 = Ex. 1.2 “The Metric System” and “The Meaning of Indices” (exercises on page 12)
0 = Ex. 1.3 “The Metric Analysis of the Human Body” (there are no questions on pages 12-13)
2 = Ex. 1.4 “Taking Anthropometric Measurements” (exercises on page 14)
2 = Exercise 1.5 “Measuring the Human Skull” (exercise on page 15)
+ 2= Study Questions 1-13 (page 20 in the Lab Manual for Anth 111 (7th Edition)
10 points = Total maximum points that this lab is worth Important: You can round up your index numbers to two decimal places (but for this lab you do not have to). For example, 48 or 48.49 are both good answers for Lab #1.
How to submit your completed paper exercise pages online
Where: Turn in your completed lab exercises to this Canvas Assignment, by clicking on the red “Submit” button.
Turn in
Submission formats: Text or uploaded files (pdf,doc,docx,txt,jpg, png).
A. How to annotate (type on or edit) a PDF file online using your computer or tablet.
If you use a PDF file of the lab manual’s exercise pages, you can annotate (write on the file) using a free Chrome extension called Kami (Link: https://chromewebstore.google.com/detail/kami-for-google-chrome/ecnphlgnajanjnkcmbpancdjoidceilk?hl=en&pli=1Links to an external site.
If you have Adobe Acrobat DC (you can get the student version, which is cheaper), you can annodate a PDF file of the lab manual’s exercise pages and upload the pages to this lab’s Canvas Assignment.
Lab #10 is the online version of Exercise 10 “Comparative Anatomy of the Primate Skull” in the LAVC Anthro 111 Lab Manual for Human Biological Evolution (7th Edition) on pages 91-98.
As you know by now, Primates are an order of mammals with characteristics and behaviors that are different from other mammals including forward-facing eyes (“binocular vision”) with enclosed eye orbits and they have other anatomical adaptations for arboreal living and climbing with hands and/or feet (and sometimes tails) made for grasping. Humans (Homo sapiens) are classified as Primates. Knowing the anatomical differences between humans and non-human primates is an essential research skill that researchers need to identify fossils of our pre-human ancestors. Crime scene investigators like forensic anthropologists also need to know the difference between human and animal bones. This lab introduces you to the major differences between non-primate animals and primate skulls. And, it goes over the major differences between the skulls of different species of non-human primates and humans from an evolutionary perspective. The differences have evolved because they were adaptations to different environments and sources of food, which helped the animals’ ancestors survive and reproduce. In other words, “form follows function.” Each anatomical difference has evolved as an adaptation that helped that species survive. If you know about these anatomical differences, you can often infer the behaviors of the animals when they were alive. It is useful to figure out how our now-extinct ancestral species lived and how to tell the differences between ape and hominin fossils by observing the differences in similar extant species. Some non-primate skulls
Alligator skull, lateral view, with an un-enclosed eye orbit and teeth that are the same size and shapeBobcat skull, anterior view, with huge canines and narrow incisors with un-enclosed eye orbitsCalifornia sea lion skull, lateral view, with a huge sagittal crest, narrow sharp pointed teeth, and unenclosed eye orbits.Horse skull, lateral view, with wide sharp incisors, tiny canines, and flat and wide molars, and with enclosed eye orbits that are open towards to the posterior. Some primates and their skulls
Strepsirrhine (Ring-Tail Lemur)Haplorrhine (Tarsier)Haplorrhine > Platyrrhine (Capuchin Monkey)Haplorrhine > Catarrhine >Cercopithecoidea (Mandrill)Haplorrhine > Catarrhine > Hominoidea (Gorilla)Haplorrhine > Catarrhine > Hominoidea (Human)
Above are photographs of different categories of primates. However, the photographs are not accurate portrayals of each primate’s size relative to the other species pictured on this page. For example, a 400-pound adult male Western Lowland Gorilla is just a wee bit larger than a 5-ounce bug-eating tarsier. One pound = 16 ounces. Resources
My lecture slides (saved as a PDF file): 10PrimateSkulls111Kirwin2023.pdf Download 10PrimateSkulls111Kirwin2023.pdf Exercise 10 “Comparative Anatomy of the Primate Skull” (PDF): Anth111Manual7Ex10PrimateSkulls.pdf Download Anth111Manual7Ex10PrimateSkulls.pdf Pre-recorded and captioned video lecture “Comparative Anatomy of Primate Skulls”: Zoom pre-recorded lecture: Lab #10 (Ex. 10) Identifying Primate Skulls
Notes: (1) Disregard the Lab Manual’s instructions that say “primate number” printed in the lab manual for this online class. (2) Use the skull measurements on this Canvas Assignment to complete the exercises. See below. (3) You do not need skulls at home to complete these lab exercises. Directions
Complete the following exercises in the lab manual, using the above resources, according to the directions here for this online class:
Ex. 10.1 “Recognizing the Primate Skull” (pages 91-92) Skip the question at the bottom of page 91.
Ex. 10.2 “Recognizing the Strepsirrhine Skull” (pages 92-93)
Ex. 10.3 “Recognizing the Haplorrhine Skull” (pages 93-94)
Ex. 10.4 “Recognizing the Platyrrhine Skull” (pages 94-95) Skip this exercise.
Ex. 10.5 “Recognizing the Old World Monkey and Ape [Catarrhine] Skull” (page 96) There are no questions to answer. Skip this. Ex. 10.6 “Comparing the Ape and Human Skulls” (pages 96-97)
Use the 360° images at the links below to complete the chart on page 97:
• 360° view of an ape (Chimpanzee (Pan troglodyte)) skull: https://www.dlt.ncssm.edu/tiger/360views/Hominid_Skull-Chimpanzee_1200x900/index.htmlLinks to an external site.
• 360° view of a human (Combe Capelle 7575 BC (Homo sapiens)) skull: https://www.dlt.ncssm.edu/tiger/360views/Hominid_Skull-Homo_sapiens_CombeCapelle_1200x900/index.htmlLinks to an external site.
Use the following measurements to calculate the Condylar Index and the Palatal Index for the ape and human skulls:Ape: Chimpanzee (Pan troglodyte) male skull measurementsCranial Index = cranial breadth/cranial length) x100
Chimpanzee cranial breadth = 91
Chimpanzee cranial length = 131
Condylar Index = Foramen magnum to back of the skull (basion to opisthocranion) / Forman magnum to the front of the skull (basion to prosthion) x 100Chimpanzee basion to opisthocranion = 58
Chimpanzee basion to prosthion = 150
Palatal Index = Palatal width (two points outside of M2 (subscript)) / Palatal length (Prosthion to point at the midpoint of the line between posterior of M3 (subscript)) x 100Chimpanzee Palatal width = 38.4
Chimpanzee Palatal length = 58.8
Human: Human (Homo sapiens) male skull measurements
Cranial Index = cranial breadth/cranial length) x100Human cranial breadth =132
Human cranial length = 169
Condylar Index = Foramen magnum to back of the skull (basion to opisthocranion) / Forman magnum to the front of the skull (basion to prosthion) x 100Human basion to opisthocranion = 92
Human basion to prosthion = 94
Palatal Index = Palatal width (two points outside of M2 (subscript)) / Palatal length (Prosthion to point at the midpoint of the line between posterior of M3 (subscript)) x 100Human Palatal width = 35.5
Human Palatal length = 41.1
Ex. 10.7 “The Primate Skull: A Review” (page 98) Complete the chart on page 98.
Notes: Memorize the meanings of the terms “simian shelf” and “mandibular protuberance” so you can complete the chart correctly:
• A simian shelf is a shelf of bone on the inside of the anterior of a mandible in non-human primates only. Humans do not have a simian shelf.
• A mandibular protubrance is chin (aka “mental eminence”). Only anatomically modern humans have chins. Study Questions: None for this lab. Skip this. 🙂
Lab #10 Grading Rubric
2 points: Ex. 10.1 “Recognizing the Primate Skull” (questions in the box on page 92) (Skip the question at the bottom of page 91.) 2 points: Ex. 10.2 “Recognizing the Strepsirrhine Skull” (questions in the box on page 93) 2 points: Ex. 10.3 “Recognizing the Haplorrhine Skull” (chart on page 94)
2 points: Ex. 10.6 “Comparing the Ape and Human Skulls” (chart on page 97)
2 points for Ex. 10.7 “The Primate Skull: A Review” (chart on page 98)
_+_____________________________________________
10 points: Maximum points possible
Ex. 10 “Primate Skull” key terms to know for Quiz #4
braincase
cranium
external auditory meatus (ear hole located on the temporal bone).
haplorrhine
interorbital breadth (the space between the eye orbits)
mandibular protuberance (aka “mental eminence”)
mandibular symphysis (suture that divides the mandible into left and right halves)
metopic suture (suture that divides the frontal bone into left and right halves)
nuchal crest (crest of bone on the occipital bone on the posterior side of the skull)
olfaction (sense of smell)
orbits (where your eyes go)
postorbital bar (bar of bone around each eye orbit with an opening)
postorbital septum (plate of bone around each eye orbit with no opening)
prognathism (degree of facial protrusion or snout)
sagittal crest (crest of bone along the sagittal suture)
simian shelf (shelf of bone on the mandible posterior to the row of bottom teeth)
strepsirrhine
supraorbital torus (brow ridge of bone over the eye orbits)
READ: Before attempting to complete this lab assignment, do this: (1) Read the directions on this Canvas Assignment, and then (2) watch the Zoom pre-recorded and captioned video instructions on how to complete the online version of Exericise 3 “Genetics: The Basics” in the Lab Manual to Accompany Anth 111 (7th Edition). Each lab exercise in this 100% online class is an online version of what is printed in the Lab Manual for Anth 111 with different instructions for some of the exercises. Each lab is based on experiential learning and is supposed to take 1-2 hours to complete–just like the lab assignments in the face-to-face classrooms at LAVC. Resources
Supplies: A pair of dice and two coins (to play heads or tails) and a permanent ink pen or piece of tape to write “M” on one coin and “F” on the other coin; an Internet connection, and the lab manual’s exercise pages (see below). Link to this lab’s exercise pages in the Lab Manual for Anth 111 (7th Ed) Exercise 3 “Genetics: The Basics” (pages 25-39) (PDF): Anth111Manual7Ex3Genetics.pdf Download Anth111Manual7Ex3Genetics.pdf Microsoft Word file of the Lab Manual for Anth 111 (7th Edition): LAVCLabManual7thEditionc2019Word.doc Download LAVCLabManual7thEditionc2019Word.doc
In this Word doc format, you can listen to its directions using an audio screen reader. You can also type your answers on its exercise questions. You can also copy-paste the questions and your typed answers onto a Google Doc or Microsoft Word doc and upload that file as your answers for this Canvas Assignment for Lab #1. ALWAYS read the directions on the lab’s Canvas Assignment page first. When the directions on a Canvas Assignment differ from the lab manual’s directions in the PDF or Word file, use the directions on the Canvas Assignment page. Some of the exercises in these labs have been modified from their original lab manual directions for this 100% online class. Pre-recorded and captioned video lecture for Lab #3: Zoom pre-recorded lecture: Lab #3 Genetics My lecture slides: 03_MendelianGenetics111Kirwin2023.pdf Download 03_MendelianGenetics111Kirwin2023.pdf
You don’t need these lecture slides. You can review these lecture slides if you think you need help answering some of the Study Questions that are based on what you were taught about genes, alleles, chromosomes, mitosis, and meiosis in Anth 101. Directions
Before beginning the lab exercises, you must follow the directions on this Assignment for the online version of this lab. Complete these exercisesComplete and answer the online versions of the following exercises in the Lab Manual to Accompany Anth 111 (6th Edition):
Exercise 3.1 “Gamete & Zygote Formation” Just read this section. There are no exercises on pages 25 – 27.
–>Just read these pages. There are no exercises.
Skip Exercise 3.2 “Some Simple Genetic Traits” (pages 28 – 29) for “Tongue rolling” and “Earlobes” etc.
–>Just read these pages. There are no exercises. Skip Exercise 3.3 “PTC Polymorphism” (pages 29 – 30) –>Just read these pages. Do not do the “PTC Polymorphism” exercises (pages 35 -36). Exercise 3.4 “Sex-linked Traits” (pages 30 – 32) Just read this section. Exercise 3.5 “Cat Coat Color Genetics” (pages 32-33). Just read this section and use its information for Exercise 3.6 under “Cat Coat Genetics”, “Polygenic Traits Contributed by Alberto Vigil,” and the Study Questions. Exercise 3.6 “Polygenic Traits” (pages 33-38) Read this section carefully. You will use the information on pages 32-33 to help you complete the charts. The first chart and questions assigned are about the inheritance of colors and length of fur on cats and the second exercises that are assigned are about the nature of how a person’s height is inherited from their parents. Just ignore the directions to compare your results with your classmates. (1) Complete the exercises after the words “Cat Coat Genetics…” on pages 34-35. –> Do not do the “PTC Polymorphism” exercises (pages 35 -36). (2) Complete the exercises after the words “Polygenic Traits Contributed by Alberto Vigil” on pages 35-38. You will need two coins to “flip a coin” to determine the inheritance of different genes for height. There are hundreds of genes associated with human height by the way. Human height is also influenced by childhood nutrition and stress. This is a very simplified version of what happens in the real world. You do not have to graph the different heights. [updated 4/20/23]
Skip the Study Questions 1-9 (pages 39-40): You do not have to answer the study questions for this lab. Disregard the directions to answer the study questions in the pre-recorded Zoom video. They were for an earlier class and not your class. [updated 4/22/24]
Optional to read (nothing to do or submit): Curious about cat genetics? I found a scientific article with an electron scanning microscope image of a cat’s entire genome (called a karyotype) of 19 pairs of chromosomes (38 chromosomes total)! Our genome’s karyotype has 23 pairs of chromosomes (46 chromosomes). Link: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7152298/ Lab #3 Grading Rubric
Lab #3 consists of the following points for each exercise:
0 points: Exercise 3.1 “Gamete & Zygote Formation” (no exercises on pages 25 – 28)
10 points: Exercise 3.6 “Polygenic Traits” skip “PTC Polymorphism” on page 35 (exercises on pages 34-39)
+ 0 points: Study Questions 1-9 (questions on pages 39-40)
10 points: Maximum points possible
Additional Resources
My lecture slides with key term definitions and examples (PDF). Link:03_MendelianGenetics111Kirwin2023.pdfDownload 03_MendelianGenetics111Kirwin2023.pdf
Regarding Ex. 3.4: Cat Coat Color “S” and “s” alleles for the cats with white, tuxedo, or black coat colors:
Regarding Ex. 3.3 “Sex-linked Traits”: The X-chromosome-linked traits are caused by a recessive allele on sex chromosome X and include hemophilia and Red-Green color blindness, both affect men (almost always). A recessive allele (version of a gene) is written in a lowercase letter like “h” for the recessive X-lined gene for hemophilia for example. Since these diseases are caused by one recessive allele on the pair of sex chromosomes that are XY, men get these diseases but women rarely do since they have two X- chromosomes and the non-disease allele (written in an upper case letter like “H” for example) is dominant and cancels out the recessive disease gene (written in a lower case letter like “h” for hemophilia for example).
People who are heterozygous recessive carry the recessive allele for the disease on one X-chromosome (“h”) but the dominant non-disease allele (“H”) on their other X-chromosome, which “cancels it out” the recessive (“h”) version. Therefore women are typically carriers of the X-linked disease in their pair of sex chromosomes (XhXH) while mostly only men get these X-linked diseases since they have only one X-chromosome in their pair of sex chromosomes (XhY). If that man’s single X-chromosome has the hemophilia gene (“h”), he doesn’t have a normal second X-chromosome to cancel it out. They have a Y-chromosome instead. [“Meow”]
For a review of how genes are packaged on sections of DNA called chromosomes, and types of alleles (recessive and dominant), please read pages 29-30 in the Lab Manual for Anth 111, or listen to my recorded video lecture (uploaded to Canvas Tuesday, 2/23/21), before attempting these exercises. Note: Skip the Study Questions! (Page 41): You do not have to answer these for this lab.
SKIP THE STUDY QUESTIONS FOR THIS LAB ! 🙂 Key Terms to Know for Exercise 3 “Genetics: The Basics”:
Homologous chromosomes
alleles
homozygous
heterozygous
gametes
somatic cells
meiosis
genotypes
phenotypes
dominant (allele)
recessive (allele)
co-dominant (alleles)
Punnet Square
sex-linked traits
autosomes
sex chromosomes
Y-linked traits
X-linked traits
The topic chosen for me was gender, i have to Research and explain different manners in which gender is perceived across different cultures and how it is constructed in different societies. This may include how gender roles have changed over time, as well as variations in sexuality, including ideas taken from queer studies.
This research paper requires you to analyze one of the VICE news videos which are provided within various Chapter Modules. Although these videos are produced by HBO, most of them can be found for free on VICE’s YouTube channel. Note that other non-VICE videos provided in the modules are not eligible for this assignment.
Research papers should be written in your own words (use quotes sparingly, if at all) that use credible and/or academic sources. They should be written in a professional academic tone that is contextualized within course concepts. Assume the reader knows nothing about the subject, walk them through your thought process, and state your conclusions clearly and succinctly. Use and define key terms from the course.
If you’d like, you may submit a draft of your paper early and request feedback from the course SIA. Submissions will not be considered final until the deadline passes. You may also consult a GWC Librarian for research and citation advice or contact the GWC Reading & Writing Center for tips on improving your writing and/or paraphrasing skills.
Goal
Explore a real-world issue from the perspective of cultural anthropology.
Requirements and Point Values
Students will analyze the cultural component(s) of a VICE report from one of the required Canvas modules. These videos can be found under weekly Chapter Modules, Presentation, Chapter Videos. Only VICE reports will be accepted for this assignment. Other videos found in chapter video content videos that are not produced by VICE will not count for this assignment. The paper must be 4-5 pages (1000-1250 words) that are comprised of the titled sections outlined below. Students may lose up to 20 points for each page short of the minimum word count.
Template (5 points)
The paper format and required sections are already set up for you in the VICE Report Analysis Template (https://www.dropbox.com/s/3aup9hinvwbkd8c/VICE_Report_Analysis_Template.docx?e=1&dl=0), which you should download, save, complete (keep the headers as they are), and upload by the deadline.
Required Sections
Introduction (5 points)
Introduce your paper and give a brief overview of the contents.
Media Summary (15 points)
Briefly summarize your chosen VICE news report.
Current Status of the Issue (25 points)
Using credible sources, describe the current status of the issue covered in your chosen VICE news report. Have things improved, worsened, or stayed the same, and why? Are there any new developments, or are there other cultures experiencing something similar?
Cultural Analysis (30 points)
Using what you have learned about cultural anthropology from the course, discuss the issue from a culturally relative perspective. How might an anthropologist view this story? What components might be pointed out by an anthropologist? How does the issue relate to concepts you learned in class? What insights are gained by examining the issue through the lens (theories, methodologies, philosophies, etc.) of cultural anthropology? Is it valuable or beneficial to examine the issue from this perspective? Why or why not?
Conclusion (5 points)
Summarize your paper and provide any concluding remarks.
Formatting Requirements (5 points)
All assignments must be double spaced, Arial 12-point font, 1-inch margins, and submitted in .doc, .docx, or .pdf file formats. Completing assignments on smart phone or tablet devices is not recommended as this may cause formatting issues. If you do not have access to a computer at home, you may access the computers in the GWC or Public Libraries. Don’t forget to put your name, the date, the course, and title including the assignment number.
Reference Requirements (10 points)
You must cite sources used in a References section at the end of your assignment. This should include the course textbook, the story being analyzed, and whatever sources you use to support your real-world implications (e.g., news publications, recent scientific journal articles, etc.). Follow the citation guidelines outlined in the APA Style Guide(https://owl.purdue.edu/). (note that APA formatting applies only to the References section; you do not need to include a Title Page or Abstract). In-text citations are not required unless a direct quote or close paraphrase is used.
Paraphrasing and Plagiarism Notice
Assignments will be analyzed by the TurnItIn plagiarism checker. You must write in your own words, and use quotes sparingly, if at all. Plagiarized assignments will be given a 0 and reported to the college. If you need help paraphrasing or writing assignments, please contact the GWC Writing & Reading Center. or visit plagiarism.org.
Vice Video Options :
India’s Water Crisis
Water is a limited resource, and every country on earth is currently experiencing worsening water crises. In what ways does culture affect how people treat water in India? In what ways does your own culture affect how you treat water? Video starts at 17 minutes. (https://www.youtube.com/watch?v=mkBoVfkOWqQ&t=1018s)
City of Lost Children
How will the lifestyle of these children affect their biology, or perhaps their children’s biology? How might their current circumstances impact their socioeconomic prospects as adults? (https://www.youtube.com/watch?v=axwXhqKQzIs)
Course Textbook :
Essentials of Cultural Anthropology
A Toolkit for a Global Age, 4th edition
by Kenneth J Guest (Author, Baruch College – City University of New York)
Just research these websites and at least for 6 of these websites use this note-taking template. The topic for my essay is uncovering the roots of racial injustice if that helps.
Completed note-taking template
– Argument/Thesis – What are the main arguments, main ideas, and/or key concepts?
– Questions – What research questions does the author ask?
– Methodology (How) – What methods or approaches does the author/researcher use to answer their questions? What kinds of data are they collecting? (What, when and where)
– Evidence – Which data or examples seem most important and support their argument?
– Significance – Why is this reading important for your research (in relation to other readings)? What is particularly interesting to YOU?
Baker, Lee D. “The Racist Anti-Racism of American Anthropology.” Transforming
Anthropology 29, no. 2 (2021): 127–42. https://doi.org/10.1111/traa.12222
Banaji, Mahzarin R, Susan T Fiske, and Douglas S Massey. “Systemic Racism:
Individuals and Interactions, Institutions and Society.” Cognitive Research:
Principles and Implications 6, no. 1 (2021): 82. https://doi.org/10.1186/s41235-021-00349-3
Christian, Michelle. “A Global Critical Race and Racism Framework: Racial
Entanglements and Deep and Malleable Whiteness.” Sociology of Race and
Ethnicity 5, no. 2 (July 9, 2018): 169–85. https://doi.org/10.1177/2332649218783220
Christopher, Gail C. “Addressing Racism and Its Deeply Entrenched
Dynamics: A 21st Century Imperative.” Health Equity 7, no. 1 (2023):
19–23. https://doi.org/10.1089/heq.2022.29018.gcc
Ma, Jennifer. “Racialization, Colonialism, and Imperialism: A Critical
Autoethnography on the Intersection of Forced Displacement and Race in a
Settler Colonial Context.” Frontiers in Sociology, 2023. https://www.frontiersin.org/articles/10.3389/fsoc.2023.1171008
Rosa, Jonathan, and Vanessa Díaz. “Raciontologies: Rethinking
Anthropological Accounts of Institutional Racism and Enactments of White
Supremacy in the United States.” American Anthropologist 122, no. 1
(March 1, 2020): 120–32. https://doi.org/https://doi.org/10.1111/aman.13353
Ross, Tara. “Media and Stereotypes.” In The Palgrave Handbook of
Ethnicity, edited by Steven Ratuva, 1–17. Singapore: Springer Singapore,
2019. https://doi.org/10.1007/978-981-13-0242-8_26-1
Schram, Sanford F. “Neoliberal Relations of Poverty and the Welfare
State.” In The Relational Nordic Welfare State. Cheltenham, UK: Edward
Elgar Publishing, 2019. https://doi.org/10.4337/9781788974653.00008
Skinner-Dorkenoo,
Allison L, Meghan George, James E 3rd Wages, Sirenia Sánchez, and Sylvia P
Perry. “A Systemic Approach to the Psychology of Racial Bias within Individuals
and Society.” Nature Reviews
Psychology, May 2023, 1–15. https://doi.org/10.1038/s44159-023-00190-z
The book review will have a maximum of 900 words. A good way of approaching this writing
project is by thinking that the audience is an average New Yorker who reads the NY Times and
wants to know more about the text’s subject matter. Your objective is to make intelligible some;mes abstract no;ons of academic texts to a non-academic public.
In terms of structure, do the following First, a review gives the reader a concise summary of the content. This includes a
relevant description of the topic and its overall perspective, argument, or
purpose.
• Second, and more importantly, a review offers a critical assessment of the
content. This involves your reactions to the work under review: what strikes you as
noteworthy, whether or not it was effective or persuasive, and how it enhanced
your understanding of the issues at hand.
• Finally, in addition to analyzing the work, a review often suggests whether or not
the audience would appreciate it
The assignment instructions are in the midterm exam attachment. There are 5 questions to answer and they should cumulatively result in 8-10 pages. Not all the attached readings need to be used. Thank you.