New User Special Price Expires in

Let's log you in.

Sign in with Facebook


Don't have a StudySoup account? Create one here!


Create a StudySoup account

Be part of our community, it's free to join!

Sign up with Facebook


Create your account
By creating an account you agree to StudySoup's terms and conditions and privacy policy

Already have a StudySoup account? Login here

ASB222 Exam 3 Book Study Guide

Star Star Star Star
9 reviews
by: Phoebe Chang

ASB222 Exam 3 Book Study Guide ASB 222

Phoebe Chang
GPA 4.28

Preview These Notes for FREE

Get a free preview of these Notes, just enter your email below.

Unlock Preview
Unlock Preview

Preview these materials now for free

Why put in your email? Get access to more of this material and other relevant free materials for your school

View Preview

About this Document

In Small Things Forgotten Chapter 6 and Chapter 7
Buried Cities and Lost Tribes
Study Guide
50 ?




Star Star Star Star
2 reviews
Star Star Star Star Star
Collin Sheridan
Star Star Star Star Star

Popular in Buried Cities and Lost Tribes

Popular in anthropology, evolution, sphr

This 6 page Study Guide was uploaded by Phoebe Chang on Wednesday November 11, 2015. The Study Guide belongs to ASB 222 at Arizona State University taught by Perreault in Fall 2015. Since its upload, it has received 540 views. For similar materials see Buried Cities and Lost Tribes in anthropology, evolution, sphr at Arizona State University.


Reviews for ASB222 Exam 3 Book Study Guide

Star Star Star Star Star

-Collin Sheridan

Star Star Star Star Star


Star Star Star Star Star

-Kelaiah Dillard

Star Star Star Star Star

-Chengyuan Peng

Star Star Star Star Star

-alexis cruikshank

Star Star Star Star Star

-Jon Howell

Star Star Star Star

-Luiz Cossio

Star Star Star Star



-Sammy McKee VI


Report this Material


What is Karma?


Karma is the currency of StudySoup.

You can buy or earn more Karma at anytime and redeem it for class notes, study guides, flashcards, and more!

Date Created: 11/11/15
ASB222 Book#3StudyGuide Chapter 6 1. How did dining practices change over time and what archaeological evidence support this? a. 16th century i. In England • The use of chair by simple folk • Chairs are rare; associated with leadership and authority ii. In America • Chairs a. Diverse varieties within a household b. Classical furniture traditions with Georgian architectural style, chairs were made in matched sets, as were plates. c. The chairs were located in the hall • Bedsteads a. Also not universal • Chests a. Carved and painted b. Ones for Connecticut are easily distinguished from those made in Plymouth colony b. 17th century i. In England • Knives used to eat had blades with pointed ends; Italian invention • Fork appeared afterwards ii. In America • Used round-ended knife • Governor Winthrop of Massachusetts owned a fork • 1721- Marshfield; Plymouth Colony area probate inventories 1 • “European uses their forks upside down”- they’re the one who’s using it upside down though • Spoon a. intermediate utensil b. could cut food and transfer it to the bowl c. fork is similar to spoon c. 18th Century i. In England • Medieval cookery- combining all manner of foodstuffs into stews, pottages and other exotic mixtures- organic and corporate in form ii. In America • Ideal American meal: meat, potato, vegetable- very mechanical • Sudden change occurred in method of cutting up the carcass of an animal into portions that can be cooked a. Earlier quartering method- no closest control over the size of the portions nor small cuts production b. Renewed quartering method- The use of saws to divide up animal; controlled size of the meat 2. Why is garbage an excellent source of information about the past? How does it differ from historical texts? a. One of the most unconscious act; no bias while disposition unlike diaries or court clerk records b. Before mid eighteenth century (1750) — Refuse-disposal pattern; hardship because the artifacts are repeated disturbed by kids or animals c. After mid eighteenth century — Square pits, deep as 7ft contain artifacts and food remains; way better preservation; recovered large amount of fully restorable bottles, plates, cups, saucers d. Such change is due to population increases and concentration 2 3. What role did isolation from English culture play in the development of a specifically American culture? How did this affect American music? a. Brother-sister incest marriage i. To strengthen the solidarity of the local community and contribute to social isolation b. Virginia people (Appalachian highlands and west) i. Carried the old way of English life; so were their music ii. English ballads (a capella) and tunes • “Barbara Allen”; “Butcher’s Boy” — British Isles ballads • “Soldier’s Joy”; “Devil’s Dream” — British Isles tunes iii. Fiddle- main musical instrument • Double stopping • Two strings are bowed at the same time with one acting as a drone string (a single sustained note without change) • Played against the chest instead of beneath the chin (more traditional) iv. Dulcimer- main musical instrument • Characterized by drone strings • A derivative of German instrument (Scheitholt) • Used with ballads c. After isolated i. Banjo — five strings instrument (fifth as a drone); Adaptation to mountain music, played to parallel the melodic line of the fiddle identically ii. Banjo-fiddle music — used to accompany social dancing (held with house raisings, husking bees, harvest activities); no breaks when performed (10-15 mins); some had words yet most likely random if the musician felt like to sing (one verse only) d. After electricity i. Riados with industry ii. Influences from black music (jazz and blues) iii. Bluegrass music (1940s) • Scruggs picking — Uses three fingers • Instruments — guitar, banjo, fiddle, mandolin, acoustic bass fiddle • E.g. The beatles, reggae, Duke Ellington 3 4. How does Deetz describe the general philosophies and ways of life in sixteenth, seventeenth and eighteenth century America? a. 16th Century i. Social distance grew between individuals ii. The world was perceived as increasingly complex and chaotic iii. People struggled to maintain control over where they have direct access iv. Identical house fronts were a way to maintain a comfortable anonymity combined with stability b. 17th Century i. Religion provided a logical and comfortable accounting for a person’s place within the world and the universe beyond it both in life and in the hereafter ii. The Great Chain of Being • A tenet of all Protestant religion • One’s place in the hereafter was foreordained at birth • There was nothing that one could do to alter it c. 18th Century i. The Copernican universe theory is discovered (before 1650) ii. Religion become less and less as a central factor of life iii. The change in character of New England society from religious to mercantile not only reflects the secularization of life but the new legitimacy of wealth and person possession • The artisan were fixed into a social niche • Rapid breakdown is a result of rising importance of individuals who found a more promising way of life in mercantile system • In such condition, people can accumulate the material possessions that attested to their status in life 4 Chapter 7 1. How can archaeology to the understanding of the lives of oppressed peoples like American black slaves? a. Fragmentary written records i. Partial picture; lacking in important details ii. Examples • 1818 applied for ​ pension​ based on reduced circumstances — 27$ worth property • Inventory​ when he died — 61.82½ worth • Military Reports​— Date joined, discharged, if they gain freedom afterwards b. Excavating the site i. Parting Ways ii. Named for the fork of the road: Plymouth to Plympton or Carver iii. Cato Howe (a black veteran) lived there till he died (1824) iv. Four black families called New Guinea (Used over much of Anglo-America for separate black settlements) v. After they all died, the property belongs to the town government; on sale once “formerly occupied by man of color” 2. What material evidence indicates that American black slaves were blending their West African traditions with Anglo-American ones? a. Creole languages i. Hybrid language ​ — Haitian Creole incorporates a French vocab while Dominican Creole employs a modified English vocab, but two share not lexicon but grammar, which in both examples is West African b. Folk house building i. Anglo-American set of rules can govern the combination of a diverse set of stylistic elements; more African American c. Burr house — Rectangular Pit (18 inch deep/ 12 x 9 ft) i. Mud-wall-and-post construction is for West African building methods; it occurred in Anglo-American tradition at earlier time 5 3. How does Deetz’s use the unusual finding of a high-quality stoneware jar in a cellar of a low status individual to better understand the life of slaves in America? a. Two concentrations (both produced ​ terminus post quem​ in 1840s) i. No architectural materials or bone and shell were found but window glass, two nails and two bricks ii. Therefore they are not the result of domestic trash disposal nor the remains of a building of any kind iii. They are objects used by African Americans to decorate graves iv. Northerly one • Consisted of two sugar jar, a stoneware jar, miscellaneous pressed glass objects and a variety of bottles • One of the sugar jars had a hole broken through the base v. Southerly one • Consisted of English white earthenware and a few glass objects 6


Buy Material

Are you sure you want to buy this material for

50 Karma

Buy Material

BOOM! Enjoy Your Free Notes!

We've added these Notes to your profile, click here to view them now.


You're already Subscribed!

Looks like you've already subscribed to StudySoup, you won't need to purchase another subscription to get this material. To access this material simply click 'View Full Document'

Why people love StudySoup

Jim McGreen Ohio University

"Knowing I can count on the Elite Notetaker in my class allows me to focus on what the professor is saying instead of just scribbling notes the whole time and falling behind."

Janice Dongeun University of Washington

"I used the money I made selling my notes & study guides to pay for spring break in Olympia, Washington...which was Sweet!"

Steve Martinelli UC Los Angeles

"There's no way I would have passed my Organic Chemistry class this semester without the notes and study guides I got from StudySoup."

Parker Thompson 500 Startups

"It's a great way for students to improve their educational experience and it seemed like a product that everybody wants, so all the people participating are winning."

Become an Elite Notetaker and start selling your notes online!

Refund Policy


All subscriptions to StudySoup are paid in full at the time of subscribing. To change your credit card information or to cancel your subscription, go to "Edit Settings". All credit card information will be available there. If you should decide to cancel your subscription, it will continue to be valid until the next payment period, as all payments for the current period were made in advance. For special circumstances, please email


StudySoup has more than 1 million course-specific study resources to help students study smarter. If you’re having trouble finding what you’re looking for, our customer support team can help you find what you need! Feel free to contact them here:

Recurring Subscriptions: If you have canceled your recurring subscription on the day of renewal and have not downloaded any documents, you may request a refund by submitting an email to

Satisfaction Guarantee: If you’re not satisfied with your subscription, you can contact us for further help. Contact must be made within 3 business days of your subscription purchase and your refund request will be subject for review.

Please Note: Refunds can never be provided more than 30 days after the initial purchase date regardless of your activity on the site.