Instructions: The exam format is the same as it was for the midterm exam. Respon

Instructions: The exam format is the same as it was for the midterm exam. Responses should be based primarily on course materials. The best responses will include direct citations from the course readings and/or other course content. Identify the specific sources from course content that you refer to in the exam. You can use “Blackboard content week #” for material from the weekly modules on Blackboard. You may also use audiovisual materials, properly cited. If you’re using the exact wording from an AV source identify the meter marking where it occurs.
Once you’ve addressed the prompts using course content you may add supplementary material, properly cited. As with the term paper, exam responses will be run through the SafeAssign app to screen for plagiarism. Students who are still presenting the work of others as your own will receive a score of 0 on the exam. If this happens to you then please follow up by email as soon as semester grades are posted. So, if you’re using outside sources then you’ll need to submit a properly formatted list of sources or bibliography at the end of the exam response. There’s no need to include course readings and/or audiovisual sources in your bibliography.
Aim for 450 words per response. Each of the two responses is worth 10% of semester grades (see syllabus).
Respond to both of the following. Respond to all parts of the questions in order to be eligible for full credit:
1) Outline Napolean Chagnon’s hypothesis regarding what he saw as strikingly high rates of violence among the Yanomami. What did Chagnon consider to be the root cause of Yanomami violence, and in what way(s) did two or more of his critics disagree with Chagnon’s hypothesis? Contextualize the disagreement regarding Yanomami violence between 1) Chagnon on the one hand, and 2) nearly everyone else on the other in terms of the ongoing debate over nature (biology) v. nurture (culture) as determinants of human behavior.
2) The three African populations we’ve studied in this course – the Ju/’hoansi, Azande, and Nuer – in that order, suggest a timeline of how we can understand historical changes in the cultural patterns of our ancestors. In that order, the three populations suggest “progress” in a material sense – but not in any meaningful sense. For example, Ju/’hoansi women were generally better off than Nuer women in terms of social standing and autonomy. Share your thoughts based on two or three of these populations and where we find ourselves today.

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