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\pard \qc 
{\plain \b Ethnohistory Second Examination}{\plain \par
}\pard \qc 
{\plain Anthropology 155\par
}{\plain November 12, 2003\par
}\pard 
{\plain \par
}{\plain \b Instructions: Choose }{\plain \b\ul three}{\plain \b  essay questions from those below to answer.  Please write as 
legibly as possible.}{\plain \par
}{\plain \par
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{\pntext\pard 1.\tab}
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{\plain In your opinion, why does the written word have such formidable power over the oral 
transmission of information?  In our own society, what kinds of information are mostly 
reserved for oral transmission?  Are there relationships between those kinds of 
information and gender, class, ethnicity?\par
}\pard {\*\pn \pnlvlcont}
{\plain \par
}{\pntext\pard 2.\tab}
\pard \s1\fi-720\li720\tx720 {\*\pn \pnlvlbody\pndec\pnstart1\pnindent1\pnhang{\pntxta .}}

{\plain Distinguish between oral history and oral transmission.  What role(s) does memory play 
in each?  What are the political implications of the point Vansina is trying to make by 
treating oral transmission as history?\par
}\pard {\*\pn \pnlvlcont}
{\plain \par
}{\pntext\pard 3.\tab}
\pard \s1\fi-720\li720\tx720 {\*\pn \pnlvlbody\pndec\pnstart1\pnindent1\pnhang{\pntxta .}}

{\plain How do Climo and Cattell define Social Memory?  Why would social memory have 
important political implications?  Give an example of how \'91forgetting\'92 could be as 
powerful as \'91remembering\'92 in the political history of a nation-state.\par
}\pard {\*\pn \pnlvlcont}
{\plain \par
}{\pntext\pard 4.\tab}
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{\plain In Lee Smith\'92s }{\plain \i Oral History}{\plain  the landscape is as important as many of the characters.  
Which parts of her story are \'91told\'92 by reference to elements of the landscape?  Can you 
think of another novel that allows a landscape to convey important plot elements?\par
}\pard {\*\pn \pnlvlcont}
{\plain \par
}{\pntext\pard 5.\tab}
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{\plain Lee Smith\'92s }{\plain \i Oral History}{\plain  paints a powerful picture of mountain society using language, 
customs, and tales.  What are the ethical dilemmas facing authors who wish to use such 
techniques?  How might offense to ethnic or other groups be avoided in their portrayal?  
In other words, where does ethnography stop and stereotyping begin?\par
}\pard {\*\pn \pnlvlcont}
{\plain \par
}{\pntext\pard 6.\tab}
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{\plain What was the role of \'91props\'92 in the two speeches by Richard Nixon?  What do the two 
clips, recorded nearly 25 years apart, say about the use of the media in the presidency?  
Compare, in terms of \'91props\'92 and media savvy, the 1974 Nixon resignation speech with 
the televised speeches George W. Bush.  What is different?  What\'92s the same?\par
}\pard {\*\pn \pnlvlcont}
{\plain \par
}{\pntext\pard 7.\tab}
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{\plain }{\plain \i The Negro Soldier}{\plain  sought to convince prospective African American soldiers to join the 
Armed Services.  Name five specific elements (particular themes, camera angles, props, 
settings, etc) that were used to do this.  \par
}\pard {\*\pn \pnlvlcont}
{\plain \par
}{\pntext\pard 8.\tab}
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{\plain How did the documentary }{\plain \i Hearts and Minds}{\plain  convey the horror of Vietnam?  Discuss five 
specific tactics the film makers used.  What does a }{\plain \ul documentary film}{\plain  seek to do that other 
films (say, }{\plain \i The Negro Soldier}{\plain ) do not?\par
}\pard {\*\pn \pnlvlcont}
{\plain \par
}{\pntext\pard 9.\tab}
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{\plain At the periphery of our class discussions has been the contemporary issue of verification 
and falsification (remember the discussions of truth, bias, manipulation, etc).  How can 
information gained in this class allow us to be more discerning media consumers?\par
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{\plain \par
}{\pntext\pard 10.\tab}
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{\plain Explain how landscapes can be documents.  Is it possible to know something about the 
cognitive lives of prehistoric peoples armed only with information about how they 
modified their landscape? (This would include information from both excavation and 
archaeological survey; you may argue \'91yes\'92 or no\'92 but defend your position).\par
}\pard {\*\pn \pnlvlcont}
{\plain \par
}{\pntext\pard 11.\tab}
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{\plain In what way are museums and their exhibits and the nation-state linked?  Give two 
examples of American museums (or museum exhibits) that tell a story \'91on behalf\'92 of the 
nation-state.  What values would the Italians have emphasized in displaying the 
}{\plain \i Germania}{\plain  manuscript of Tacitus?  The Germans?\par
}\pard {\*\pn \pnlvlcont}
{\plain \par
}{\pntext\pard 12.\tab}
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{\plain Choose a profession in which documentary research is important (e.g., law, journalism) 
and (1) explain how research might ordinarily be pursued by practitioners in that field, 
then (2) how discussion and/or readings in this course suggest different or additional 
considerations.}}