Solved by verified expert:Watch the film and fill out the worksheet, each question requires 200 + words. Total 9 questions. Each question requires 200+ words.need to watch this film, then fill out the worksheet, film link: https://search-alexanderstreet-com.libproxy.uorego…Login name: ichen3Password: Cyy09876Need citation from the following material, define concept from the lecture:Lecture 3 for questions 1, define complex resource extraction:Lecture 6 for question 2, define: cooperative acquisition:
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ANTH 330 SS Week 4 Lab Worksheet: “Cree Hunters of Mistassini”
Instructions: The questions on this worksheet refer to the film assigned for this week,
and address some important topics covered in this week’s lesson: prolonged childhood,
cultural transmission, and the knowledge it takes to make a living by hunting and
gathering. I highly recommend that you answer the questions while watching the film
(i.e., don’t rely on memory when completing the worksheet). Your answers should
demonstrate that you understand the behavior or phenomenon and can identify it when
you see it. This is a writing assignment: you must answer in complete sentences
organized into a cohesive paragraph. Each question is worth 20 points.
1. Identify and describe three different capture techniques shown in the film (different
techniques, not different species). Identify and describe one food preservation
technique shown or referenced in the film. Identify and describe one example of
tool/clothing manufacture shown in the film. Pick one of these and explain how it is an
example of complex resource extraction (as defined in Lecture 3).
2. Explain how the building of the lodge can be seen as an example of cooperative
acquisition (Lecture 6) and division of labor. Identify 4 different tasks involved in the
building of the lodge. Identify the age and gender class that performs each task (e.g.,
adult males, adolescent females, small children, etc.).
3. How many logs did it take to build the lodge? What was the farthest distance that the
logs had to be hauled? In light of the article on Martu children’s foraging, do you think
size (“growing”), experience (“knowing”), or both prevent children from participating in
this task? Explain your answer.
4. According to the film, how do Cree children learn? According to the film, what
specifically does a Cree mother teach her daughter? Explain whether or not these
observations support Hewlett & Cavalli-Sforza’s findings on how Aka children learn daily
5. In the Blurton Jones et al. (1994) article, we saw that !Kung children’s foraging is
sharply limited by their habitat. Although the Cree environment is very different from that
of the !Kung, it nevertheless presents barriers to children’s foraging. Identify two
different features of the Cree environment that might limit children’s foraging, and
explain how these features might limit their foraging.
6. About 22 minutes into the film, we are told that the families are experiencing
subsistence stress. What is the environmental fluctuation that causes their subsistence
stress? What primary resources have been affected by this fluctuation (that is, what
game are they not able to catch)? What coping strategy do the families use in response
to the failure of these primary resources?
7. Last week we looked at the use of prescribed burning to control resource availability
and reduce the chances of subsistence stress. However, burning is not the only means
that foragers use to manage their environment. What resource management technique
do the Mistassini Cree use? Is it used primarily to control the quantity, timing, and/or
location of resources? What resource(s) is this technique used to manage?
8. About 30 minutes into the film, we see Sam Blacksmith teaching his son Malick how
to hunt beaver. Identify one piece of information he presents about each of the
A vegetation cue-Other beaver sign—
A capture technique—
9. About 13 minutes into the film, the hunters travel to check one of their bear traps.
How long does this trip take them, in both time and distance? How many portages do
they make? Discuss the constraints on children’s foraging (referenced in the readings
and Lecture 18) that might explain why no children are taken on this trip.
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