HIGHER EDUCATION PROGRAMMES
MEMORANDUM
Academic Year 2024: July-December
Formative Assessment 1: Introduction to Anthropology
(HANT130-1)
NQF level, Credits: 5, 10
Weighting: 20%
Assessment Type: Short and Long Essay Questions
Educator: TBC
Examiner: Rayhaana Sedick
Due Date: 13 September 2024
Total: 100 Marks
Instructions:
• This paper consists of four (4) questions.
• It is based on Units 1-4 of your study guide.
• All questions are compulsory.
• Your assessment must be typed using:
o Font: Arial
o Font size: 12
o Line spacing: 1.5
• A Copyleaks Report will be issued via ColCampus once the assignment is
submitted. Please ensure that you follow the correct steps when uploading your
assignment, to ensure that the Copyleaks Report is correctly issued. You should
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be working towards a similarity/plagiarism score of 30% or less. Currently, for this
assessment (FA1), no marks will be deducted for a similarity/plagiarism score that
exceeds 30%.
The following Learning Outcomes are assessed in this assessment:
Unit 1:
• Outline the key points which describe the development of the discipline of
anthropology.
• Outline the key points which describe the development of the discipline of
anthropology.
• Explain why anthropologists use the scientific method to develop and test their ideas
about the world.
• Explain why anthropologists use the scientific method to develop and test their ideas
about the world.
• Explain why anthropologists use the scientific method to develop and test their ideas
about the world.
• Describe and provide examples regarding the impact of globalization.
Unit 2:
• Compare the theory of evolution with creation stories.
• Compare the theory of evolution with creation stories.
• Explain the molecular basis of evolution and the four evolutionary processes:
mutation, gene flow, genetic drift, and adaptation.
• Describe how evolutionary processes account for the diversity of life on Earth.
Unit 3:
• Distinguish the artefacts that can be used to provide insight into our ancestors’
behavior.
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• Critically discuss the relationship between cultural change and biological change
throughout the course of human evolutionary history.
• Critically discuss the relationship between cultural change and biological change
throughout the course of human evolutionary history.
• Unit 4:
• Define civilization, cities, and states, and identify their global origins.
• Examine the four major cultural changes that mark the transition from the Neolithic
period to life in urban centers.
• Compare the theories of the development of states.
• Identify the problems that accompany the development of cities and states.
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Question 1 [20 Marks]
1.1. Define the term Anthropology from your own perspective. (2 Marks)
Solution: Unit 1, Page 2
• Anthropology is broadly defined as “the scientific study of human beings as social
organisms interacting with each other in their environment” (Haviland et al. 2012).
√
• It particularly focuses on the dynamics of human experiences in all physical spaces.
√
The following Learning Outcomes are assessed in this question:
• Unit 1:
• Discuss the key underpinning principles of the term “anthropology”.
1.2. Explain the two main aims of Anthropology. (4 marks)
Solution: Unit 1, Page 6
• To study all humans√ - Anthropologists agree that to fully understand the complexity
of human behavior, all humans, in any location and time, ought to be studied√.
• To study humans from a culturally diverse and long-term evolutionary perspective√-
Anthropologists agree that a culturally diverse and long-term evolutionary
approach guards against culture-bound theories or personal bias √.
The following Learning Outcomes are assessed in this question:
• Unit 1:
• Outline the key points which describe the development of the discipline of
anthropology.
1.3. Discuss how Anthropologists address the influence of their own biases and personal
beliefs when conducting research. (5 Marks)
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Solution: Unit 1, Pages 6-7
• On account of the fact that anthropologists come from different backgrounds, they
need to be aware of the influences of their own biases. √
• They, therefore, need to carefully consider the influence of their personal beliefs. √
• In their searches for a consistent and thorough method of studying human life, they
emerged with an approach that centralizes science (Ingold, 2003). √
• For anthropologists, science is a respected way of producing knowledge for the
following reasons:
o It reveals and explains the underlying logic of our world, and √
o It seeks assessable explanations for analyzed occurrences. √
The following Learning Outcomes are assessed in this question:
• Unit 1:
• Explain why anthropologists use the scientific method to develop and test their
ideas about the world.
1.4. Reflecting on the key obligations of Anthropologist, explain how choosing a scientific
methodology influences these key obligations. (4 Marks)
Solution: Unit 1, Page 7
• In essence, the scientific approach is based on the idea that in order to fully
comprehend another culture, one cannot merely analyze it; it should be
experienced as well. √
• The choice of a scientific methodology brings with it two key obligations on the part
of anthropologists:
o A commitment to scientific fieldwork and to the systematic collection of data.
√
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o A commitment to making observations or gathering data about human
beings using the senses and verifying these findings by others. This should
be practiced as an alternative to intuition or faith. √
• Although anthropologists’ methods are scientific, they always bear in mind that
human societies consist of men and women with emotions and aspirations that
require respect. √
The following Learning Outcomes are assessed in this question:
• Unit 1:
• Explain why anthropologists use the scientific method to develop and test
their ideas about the world.
1.5. Discuss the practices that underpin the work of Anthropologists as outlined by Ingold
(2003). (5 Marks)
Solution: Unit 1, Pages 7-8
Like other scientists, the following practices underpin the work of anthropologists (Ingold,
2003):
• They aim to develop reliable theories about the human species. This compels them
to support their interpretations or explanations for human behavior with bodies of
data. They are also compelled to demonstrate how recognized data or activities
may additionally yield surprising facts, events, or relationships. √
• Their research starts with a hypothesis. This could be a tentative explanation or
hunch about a relationship between certain factors. They then work at providing
supporting evidence for promising hypotheses. √
• They gather various types of data that appear to support their explanations and
emerge with a theory in which they provide a rational explanation supported by
dependable data. √
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• Data is usually gathered through fieldwork. This is a type of research in which
anthropologists use careful observation within a context in order to comprehend
its patterns and exceptions. √
• Anthropologists acknowledge that no scientific theory is beyond challenge. In other
words, anthropology depends on empirical evidence. √
The following Learning Outcomes are assessed in this question:
• Unit 1:
• Explain why anthropologists use the scientific method to develop and test their
ideas about the world.
Question 2 [19 Marks]
2.1. Between the two broad categories that are used to explain human’s appearance
on earth, Identify and discuss the explanation that you think is best suitable for
anthropologists to use to explain how various forms of life came to exist
(11 marks)
Note to grader: The below answer model consists of more than eleven (11) ticks,
however, please award a maximum of eleven (11) marks for correct answers
Answer: Unit 2, page 31,33 - 34
➢ Scientific explanations✓
• Theories of evolution differ from creation stories by their strong scientific basis.✓
• The characteristics which are summarised from Haviland et al. (2013) below,
reflect the scientific direction of evolution:
• It uses scientific language to describe the diverse forms of life.✓
• It uses hypothesis as a first step in developing theories.✓
• Hypotheses are tested before becoming evolutionary theory.✓
• Scientists conduct systematic forms of research to gather evidence and make
inferences.✓
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-Although scientific theories of evolution view humans as biological
organisms,✓ they also give focus to the factors of history and culture which are
believed to play a strong role in shaping theories of evolution (Haviland et al., 2013) ✓
An important question emerges - How did science move our understanding of life on
earth from the earlier context of belief systems?✓ Literature from this field argues that
the fact of evolution is reinforced by scientific scrutiny (Haviland et al., 2013).✓ In other
words, evolution has passed scientific tests applied to it. ✓ We are aware however,
that there are ongoing debates within the scientific community around the theories
that explain the evolution of life.✓
The following Learning Outcome is assessed in this question:
• Unit 2:
• Describe how evolutionary processes provide an explanation for the
diversity of life on Earth
2.2. Four evolutionary forces are accountable for the genetic changes underlying today's
biological variety in species: Mutation, genetic flow, genetic drift and selective
breeding.
Required:
Briefly discuss the variation between Genetic drift and Genetic flow. (8 Marks)
Note to grader: The below answer model serves as guidance for expected answers,
however, the students answers may be worded different. Please use your discretion.
Moreover, the model answer has more than eight (8) marks, however, award a maximum
of eight (8) marks for this question.
Answer Model: Unit 2, Page 42
Genetic Drift
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The concept of Genetic drift relates to the effects of random events on the gene pools of
populations.✓ Genetic drift is a shift in a population's gene variability over time. ✓ For
genetic drift to arise, this shift in gene variation must happen randomly. ✓ For instance,
blue or yellow flowers can be produced by some sort of plant. Several yellow flowers are
damaged after a fire - as a result, blue is the dominant allele.✓ The plant will reproduce
crops that generate only blue flowers.✓
Gene Flow
Gene flow is an exchange of genes between two distinct populations.✓
This is achieved mostly when animals or spores migrate to a fresh region. ✓ Gene flow
manifests whenever a gene is brought into a population where that specific gene did not
exist at one stage. ✓ Gene flows can form ecosystems and species and also alter
them. Social variables like mating laws, intergroup conflict, and our capacity to travel long
distances influence the flow of genes among humans. ✓ Variation within population
groups arise when gene flow is active. ✓
The following Learning Outcomes are assessed in this question:
• Unit 2:
• Explain the molecular basis of evolution and the four evolutionary processes:
mutation, gene flow, genetic drift and adaptation.
Question 3 [25 Marks]
3.1 Read the scenario below and answer the question that follows:
In the heart of the African savannah, archaeologists uncover a trove of artifacts. Among
the discoveries are tools. Through meticulous dating and comparative analysis,
archaeologists unravel the intricate evolution of tool-making techniques. Further
exploration uncovers a series of cave paintings. These paintings, dating back thousands
of years, depict a sense of daily life. These artistic endeavors not only serve as a
testament to the creativity and ingenuity of our ancestors but also provide valuable clues
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about their social structures, beliefs, and daily lives. As researchers continue to unearth
and analyse these artifacts, the story of Africa’s ancient inhabitants unfolds, revealing that
which has shaped the continent’s history for millennia.
Created by Examiner
3.1.1. Discuss how artifacts such as tools and paintings provide insights into the cultural
and cognitive development of early humans in Africa. (10 Marks)
Solution: Unit 3, Pages 71-72
Tools
• Archaeologists have recognized the growing variation in the styles of instruments
used by early humans. Paleolithic ("old stone"), Mesolithic ("middle stone"), and
Neolithic ("new stone") instruments demonstrate growing sophistication, from
rough rocks, through partially formed flints, to slightly chipped and refined flints. √√
• Some of the Paleolithic instruments and weapons were so primitive that many
doubted they were even modeled. √
• Now, with precise dating methods and thorough comparison between locations,
the detailed features of unique tool forms or methods can be described and
sequenced. (Hodder, 2012). √
Paintings
• From their bone fragments, the brain size of early humans can be evaluated, but
to comprehend their behaviors, we need to look at how they displayed certain
skills. √
• "Culture" is the generic term for variations of human knowledge, belief, and
behaviors that arise from the socialization process. √
• Some elements of culture are discovered in the production of instruments and
weapons. √
• Human culture, however, also refers to art and the growth of conceptual and
reflective thought. √
• This refers to generating items that seem to have a deep symbolic significance. √
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• The most evident depictions of early human culture are Europe's cave paintings,
including those that date back to 32,000 years ago. (Hodder, 2012). √
The following Learning Outcomes are assessed in this question:
• Unit 3:
• Distinguish the artefacts that can be used to provide insight into our ancestors’
behavior.
3.2. Access and watch the YouTube video below and answer the question that
follows:
A Day in History. 2022. A Brief History Of The Most Successful Human Species: Homo
Erectus. YouTube. [Video]. Retrieved from
https://www.youtube.com/watch?v=G25X4m1gPwc [Accessed 02 May 2024]
3.2.1. Drawing from the video, name and discuss the advancements that have contributed
to the success of Homo erectus as a species in diverse environments as highlighted in
your prescribed courseware. (15 Marks)
Note to grader: Award a maximum of fifteen (15) marks. Award one (1) mark for the
correct identification of the advancement and award two (2) marks for the relevant
discussions of each advancement. The below solution and how it is graded serves as
guidance.
Solution: Unit 3, Pages 74-76
Body dimensions: √
• Fossil evidence indicates that H. erectus had body size and proportions similar to
modern humans, though with heavier musculature. √
• Differences in body size between the sexes diminished considerably compared to
earlier bipeds, perhaps to facilitate successful childbirth. √
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• Their teeth were fully human, though relatively large by modern standards. √
• As expected, given their bigger brain size, H. erectus outshone their ancestors in
cultural abilities. √
Use of tools: √
• In Africa and most of Eurasia, more sophisticated hand axes replaced choppers,
probably serving as all-purpose implements for food procurement, food
processing, and for defence. H. erectus also developed cleavers and various
scrapers to process animal hides for bedding and clothing. √
• hey also relied on flake tools used “as is” to cut meat and process vegetables, or
refined by “retouching” into points and borers for drilling or punching holes in
materials. √
• H. erectus used raw materials more efficiently, making many smaller tools instead
of making a few large tools out of big pieces of stone. √
• Some of these tools continue to have practical value today. √
Making Fire: √
• Homo erectus may have developed the ability to use fire around 1 million years
ago. Fire had several benefits:
o It gave our ancestors more control over their environment, letting them
continue activities after dark and providing a means to frighten away
predators. √
o It supplied the warmth and light needed for cave dwelling. √
o It enabled our ancestors to cook their food. √
Cooking has several other benefits: √
• It detoxifies several poisonous plants. √
• It allows for the absorption of important vitamins, minerals, and proteins that would
otherwise pass unused through the body. √
• It makes high-energy complex carbohydrates, such as starch, digestible. √
• Without controlled use of fire, early humans were incapable of successfully moving
near areas where temperatures frequently decreased below 10 degrees Celsius in
winter. Modern human studies show that most individuals can stay relatively
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comfortable up until 10 degrees Celsius with minimal apparel as long as they stay
active. Under the heat, hands and legs decrease in temperature to the point of
pain. When our human ancestors learned to use fire, they could spread into
northern China, the high rising mountain plains of central Asia, and most of Europe,
as they did some 780,000 years ago.
Organised Hunting: √
• With H. erectus, the first evidence of organized hunting appeared as the means for
procuring meat, animal hides, horns, bones, and sinew. √
• This includes 400,000-year-old wooden spears discovered in a swamp land in
northern Germany. √
• Prehistoric sites such as Ambrona in Spain preserve evidence of increased
organizational ability: fires were used to drive a variety of large animals into a
swamp for killing. √
The following Learning Outcomes are assessed in this question:
• Unit 3:
• Critically discuss the relationship between cultural change and biological
change throughout the course of human evolutionary history.
Question 4 [36 Marks]
4.1. Outline the key components of civilization as discussed by Taylor (1889) as well as
from an Anthropological perspective. (6 Marks)
Solution: Unit 4, Page 86
• The word civilization comes from the Latin civis, meaning “an inhabitant of a city,”
and civitas, “the urban community in which one dwells.” (Tylor, 1889) √
• In everyday usage, civilization suggests two things:
o refinement√
o progress√
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• From an anthropological perspective, civilization refers to a large amount of people
who:
o reside in cities√
o are classified according to social categories√
o are overseen by a centrally governed political system√
The following Learning Outcomes are assessed in this question:
• Unit 4:
• Define civilization, cities and states, and identify their global origins
4.2 Assess the image below and answer the questions that follow:
Source: Fajalah Kinara. [website]. Mesopotamia – Mesopotamian Agriculture. Retrieved from
https://fajalahkinaralanggen.blogspot.com/2017/01/mesopotamia-mesopotamian-agriculture.html [Accessed 04 July 2024].
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4.2.1. Drawing on the image above, identify and explain the changes in farming methods
that occurred in early urban centres. (4 Marks)
Solution: Unit 4, Page 89
• Methods of farming differentiated early city life from Neolithic village life. √
• For instance, the ancient Sumerians constructed a comprehensive system of dikes,
canals and reservoirs to irrigate their farms and managed larger herds of animals.
√
• Irrigation improved crop yield and allowed farmers, freed from cyclical rain cycles,
to produce more crops annually. √
• The increase in crop production, in turn, contributed to higher population densities
(Marcuse, 2012). √
The following Learning Outcomes are assessed in this question:
• Unit 4:
• Examine the four major cultural changes that mark the transition from the
Neolithic period to life in urban centers.
4.2.2. Reflecting on your answer to Question 4.2.1, summarise the impact of the
diversification of labour practices. (8 Marks)
Solution: Unit 4, Page 89-90
• Diversified labour activity also characterized early civilizations. √
• In Neolithic villages every member of the family engaged in growing plants without
irrigation plough farming. √
• Larger yields of crops and increased population allowed more individuals to
undertake non-agricultural operations on a full-time basis. √
• Ancient documents in the public records indicate various specialized workers.
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• Mention was made of coppersmiths, silversmiths, sculptors, merchants, potters,
tanners, engravers, butchers, carpenters, spinners, barbers, cabinet-makers,
bakers, clerks, and brewers. √
• New methods were needed to make and do things. The Bronze Age was a time
that saw an increased development of tools, artefacts and weapons made from
bronze. √
• It started in Eurasia and Africa. √
• Trade systems were set up to acquire the raw materials that were needed. √
• Boats were utilized to provide faster and less costly entry to trade centers,
compared to land transport (Marcuse, 2012). √
The following Learning Outcomes are assessed in this question:
• Unit 4:
• Examine the four major cultural changes that mark the transition from the
Neolithic period to life in urban centers.
4.3. Read the following excerpt and answer the following question:
Anthropologists rely on conducting research, which is fieldwork, whereby the
participant of key knowledge holders is pivotal in order to achieve the
objectives/goals of their research and possibly provide solutions to the identified
problems in various communities. This is not only to benefit them but to contribute
to the development of their study areas as well as for needs analysis. However, it is
not always an easy task to access all the communities, let alone the key participants,
as rules and traditions of different communities are not the same, however need to
be adhered to in a proper, legal, and respectful manner
Examiner’s own work
4.3.1. From the content of your prescribed courseware and excerpt above, identify and
discuss four (4) advantages of the use of fieldwork for anthropologists. (11 marks)
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Answer Model: Unit 1, Page 8-9
➢ Detailed understanding ✓
- Through practicing their trade in the field, anthropologists can build the important
skills that are needed to obtain a unique perception of the subjects they are
studying.✓ This perception comes from an individual’s experiences in a
context. ✓ It is highly unlikely that the identical impact may be obtained from
studying such facts second hand. ✓
➢ Insider perspective✓
- For the anthropologist, it facilitates understanding and interpretation of situations
from an ‘insider’s perspective’. ✓
➢ A new look at the world.✓
- It can also be a thought-provoking process that could lead outsiders to view the
world in different ways (Ingold, 2003). ✓
➢ Understand a species in their wild habitat.✓
- It assists archaeologists’ whose research requires them to learn about a species
in their wild habitat.✓ Fieldwork provides a first-hand chance to study primates and
permits a larger appreciation of the behaviour of a species. ✓ Archaeology as a
subject also requires practitioners to go into the field to either excavate or learn
about a specific site.✓ If a site is excavated by a non-specialist, risk of artefact
damage could be incurred (Ingold, 2003).✓
The following Learning Outcome is assessed in this question:
• Unit 1:
• Explain why anthropologists use fieldwork to develop theories about the
human species.
4.3.2 Drawing from the video n Question 4.3, highlight the suggestion that the interviewee
made in order to combat gangsterism and violence in the community. State whether
you agree or disagree with her statement. Provide motivation for your answer.
(4 Marks)
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Note to grader: The interviewee's response, as well as a model answer, has been
provided. Students' motivation may differ. Use discretion when awarding marks.
Model Answer: eNCA. 2024.
“I like for law enforcement to operate here because law enforcement is not like the police.
Because most of the people likes law enforcement must be here when the gangsters are
on the rise, you know mos? Fighting and shooting. That, I like of law enforcement, they
work lekker together with the community. And secondly, I would like, I don’t know, how
can I say it? I would like, like a security, like during the day, the whole day, you know? By
schools, the primary school and the high school because when the kids walk down home,
its always a shooting so what they must do, they must run to the nearest place that they
see.” √√
Students’ motivation: May include but not limited to:
I agree with the interviewee as the functions of a state include attempts to suppress
internal disorder with police. √ The community depicted in the video is suffering at the
hands of gangsterism and the presence of law enforcement is a possible solution to
ensuring the safety of the community. √
The following Learning Outcomes are assessed in this question:
• Unit 4:
• Compare the theories of the development of states.
• Identify the problems that accompany the development of cities and states.
4.3.3. Reflecting on the video above, identify three (3) social issues that your community
faces. (3 Marks)
Note to grader: Award a maximum of three (3) marks. Students' answers should align
with the content of the prescribed courseware. Use your discretion when awarding marks.
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Example:
• Poverty√
• Unemployment√
• Gangsterism√
• Housing issues√
• Infrastructural issues (e.g.: lack of electricity, water, sewerage, roads) √
• Institutional issues (e.g.: lack of proper schooling structures and resources) √
The following Learning Outcomes are assessed in this question:
• Unit 4:
• Identify the problems that accompany the development of cities and states.
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