Archaeology 7th Edition

1.Mosthistoriansascribethelabeloffirstarchaeologistto: a.Petrarch. b.CiriacodePizzicolli. c.Nabonidus. d.BoucherdePerthes. ANSWER: cREFERENCES: IntroductionLEARNINGOBJECTIVES:ARCH.KELL.17.01.03-Howwastheriseofarchaeologyconnectedtothediscoveryofhumanitysdeepantiquity?OTHER: PICKUP ANSWER: cREFERENCES: IntroductionLEARNINGOBJECTIVES:ARCH.KELL.17.01.03-Howwastheriseofarchaeologyconnectedtothediscoveryofhumanitysdeepantiquity?OTHER: PICKUP ANSWER: c REFERENCES: Introduction LEARNINGOBJECTIVES:ARCH.KELL.17.01.03-Howwastheriseofarchaeologyconnectedtothe discoveryofhumanitysdeepantiquity? OTHER: PICKUP 2.ThelastkingoftheNeo-BabylonianEmpire,Nabonidus,isfrequentlyknownasthefirstarchaeologistbecause: a.hewasthefirstdocumentedprehistoricindividualtoshowaninterestinthepast. b.hetriedtoanswerquestionsaboutthepastbylookingatthephysicalremainsofthepast. c.heemployedmodernarchaeologicalfieldtechniquesinhisexcavations. d.heworkedwithinanexplicittheoreticalparadigm. ANSWER: bREFERENCES: IntroductionLEARNINGOBJECTIVES:ARCH.KELL.17.01.03-Howwastheriseofarchaeologyconnectedtothediscoveryofhumanitysdeepantiquity?OTHER: PICKUP ANSWER: bREFERENCES: IntroductionLEARNINGOBJECTIVES:ARCH.KELL.17.01.03-Howwastheriseofarchaeologyconnectedtothediscoveryofhumanitysdeepantiquity?OTHER: PICKUP ANSWER: b REFERENCES: Introduction LEARNINGOBJECTIVES:ARCH.KELL.17.01.03-Howwastheriseofarchaeologyconnectedtothe discoveryofhumanitysdeepantiquity? OTHER: PICKUP 3.PetrarchisconsideredperhapsthemostinfluentialindividualoftheearlyRenaissancebecausehe: a.traveledextensivelytoexoticlandsandconductedmeticulousexcavations,increasingpublicinterestinthe past. b.consideredtheremotepastanidealofperfection,andarguedthatmoralphilosophycouldbefoundwithin ancientclassicalcivilizations. c.arguedthattheconceptofGodhadbecomeincreasinglyirrelevanttoexplanationsofthenaturalworld. d.discoveredancientPaleolithichandaxesinassociationwithextinctmammalskeletons,therebyestablishing theantiquityofhumanity. ANSWER: bREFERENCES: IntroductionLEARNINGOBJECTIVES:ARCH.KELL.17.01.03-Howwastheriseofarchaeologyconnectedtothediscoveryofhumanitysdeepantiquity?OTHER: PICKUP ANSWER: bREFERENCES: IntroductionLEARNINGOBJECTIVES:ARCH.KELL.17.01.03-Howwastheriseofarchaeologyconnectedtothediscoveryofhumanitysdeepantiquity?OTHER: PICKUP ANSWER: b REFERENCES: Introduction LEARNINGOBJECTIVES:ARCH.KELL.17.01.03-Howwastheriseofarchaeologyconnectedtothe discoveryofhumanitysdeepantiquity? OTHER: PICKUP CopyrightCengageLearning.PoweredbyCognero.Page1 CopyrightCengageLearning.PoweredbyCognero.Page1 CopyrightCengageLearning.PoweredbyCognero.Page1 4.TheabbreviationADreferringtoageinanarchaeologicalorhistoriccontextmeans: a.intheyearofthelord. b.afterdeath. c.approximatedeath. d.nothingthereisnoliteraltranslation. ANSWER: aREFERENCES: IntroductionLEARNINGOBJECTIVES:ARCH.KELL.17.01.01-Whatmakesanarchaeologistanarchaeologist?OTHER: PICKUP ANSWER: aREFERENCES: IntroductionLEARNINGOBJECTIVES:ARCH.KELL.17.01.01-Whatmakesanarchaeologistanarchaeologist?OTHER: PICKUP ANSWER: a REFERENCES: Introduction LEARNINGOBJECTIVES:ARCH.KELL.17.01.01-Whatmakesanarchaeologistanarchaeologist? OTHER: PICKUP 5.Today,mostarchaeologistsfeelmorecomfortableusingthefollowingabbreviationwhenprovidingadate: a.BC. b.BP. c.AD. d.BCE. ANSWER: bREFERENCES: IntroductionLEARNINGOBJECTIVES:ARCH.KELL.17.01.01-Whatmakesanarchaeologistanarchaeologist?OTHER: PICKUP ANSWER: bREFERENCES: IntroductionLEARNINGOBJECTIVES:ARCH.KELL.17.01.01-Whatmakesanarchaeologistanarchaeologist?OTHER: PICKUP ANSWER: b REFERENCES: Introduction LEARNINGOBJECTIVES:ARCH.KELL.17.01.01-Whatmakesanarchaeologistanarchaeologist? OTHER: PICKUP 6.Anantiquarianissomeonewhoisinterestedin: a.reconstructingthelifewaysofcommonersinclassicalancientcivilizationssuchasGreeceandRome. b.detaileddocumentationofthecontextinwhichprehistoricartifactsarefound. c.ancientobjectsstrictlyfortheirartisticvalue,ratherthanfortheinformationtheyprovideaboutthepeopleor culturethatproducedthem. d.everythingthatartifactscantellusaboutthepast. ANSWER: cREFERENCES: TheDiscoveryofDeepTimeLEARNINGOBJECTIVES:ARCH.KELL.17.01.04-Whoweretheantiquarians,andwhyincludetheminahistoryofarchaeology?OTHER: PICKUP ANSWER: cREFERENCES:

1.Bioarchaeologistsstudy: a.macrobotanicalremainsfromarchaeologicalsitesinordertointerpretpastinteractionsbetweenhuman populationsandplants. b.faunalassemblagesfromarchaeologicalsitesinordertodeterminepastinteractionsbetweenhuman populationsandanimals. c.thehumanbiologicalcomponentofthearchaeologicalrecord. d.Alloftheanswersbioarchaeologistsstudyallaspectsofancientlife(plant,animal,andhuman)in archaeologicalcontexts. ANSWER: cREFERENCES: IntroductionLEARNINGOBJECTIVES:ARCH.KELL.17.10.01-Howdobioarchaeologistscontributetoastudyofthepast?OTHER: PICKUP ANSWER: cREFERENCES: IntroductionLEARNINGOBJECTIVES:ARCH.KELL.17.10.01-Howdobioarchaeologistscontributetoastudyofthepast?OTHER: PICKUP ANSWER: c REFERENCES: Introduction LEARNINGOBJECTIVES:ARCH.KELL.17.10.01-Howdobioarchaeologistscontributetoastudyofthe past? OTHER: PICKUP 2.Thebestplaceforabioarchaeologisttolooktodeterminethesexofhumanskeletalremainsisthe: a.skull. b.pelvis. c.sacrum. d.dentition. ANSWER: bREFERENCES: SkeletalAnalysis:TheBasicsLEARNINGOBJECTIVES:ARCH.KELL.17.10.02-Howdobioarchaeologistsdetermineageandsexforaskeleton?OTHER: PICKUP ANSWER: bREFERENCES: SkeletalAnalysis:TheBasicsLEARNINGOBJECTIVES:ARCH.KELL.17.10.02-Howdobioarchaeologistsdetermineageandsexforaskeleton?OTHER: PICKUP ANSWER: b REFERENCES: SkeletalAnalysis:TheBasics LEARNINGOBJECTIVES:ARCH.KELL.17.10.02-Howdobioarchaeologistsdetermineageandsexfor askeleton? OTHER: PICKUP 3.Howdoesthesciaticnotchoffemalesdifferfromthatofmales? a.Itisnarrowerinfemalesandwiderinmales. b.Itiswiderinfemalesandnarrowerinmales. c.Itismoresensitivetoperiodsofphysiologicalstressinfemalesthaninmales. d.Itismoresensitivetomechanicalstressesinfemalesthaninmales. ANSWER: bREFERENCES: SkeletalAnalysis:TheBasicsLEARNINGOBJECTIVES:ARCH.KELL.17.10.02-Howdobioarchaeologistsdetermineageandsexforaskeleton?OTHER: PICKUP ANSWER: bREFERENCES: SkeletalAnalysis:TheBasicsLEARNINGOBJECTIVES:ARCH.KELL.17.10.02-Howdobioarchaeologistsdetermineageandsexforaskeleton?OTHER: PICKUP ANSWER: b REFERENCES: SkeletalAnalysis:TheBasics LEARNINGOBJECTIVES:ARCH.KELL.17.10.02-Howdobioarchaeologistsdetermineageandsexfor askeleton? OTHER: PICKUP CopyrightCengageLearning.PoweredbyCognero.Page1 CopyrightCengageLearning.PoweredbyCognero.Page1 CopyrightCengageLearning.PoweredbyCognero.Page1 4.Thefirstthingabioarchaeologistwoulddowhenanalyzingahumanskeletalassemblagewouldbeto: a.confirmthatallthebonesintheassemblagewerehuman. b.calculateMNIandNISP. c.determinethesexandageatdeathoftheindividualsrepresented. d.determineanypaleopathologypresentintheindividualsrepresented. ANSWER: aREFERENCES: SkeletalAnalysis:TheBasicsLEARNINGOBJECTIVES:ARCH.KELL.17.10.01-Howdobioarchaeologistscontributetoastudyofthepast?OTHER: PICKUP ANSWER: aREFERENCES: SkeletalAnalysis:TheBasicsLEARNINGOBJECTIVES:ARCH.KELL.17.10.01-Howdobioarchaeologistscontributetoastudyofthepast?OTHER: PICKUP ANSWER: a REFERENCES: SkeletalAnalysis:TheBasics LEARNINGOBJECTIVES:ARCH.KELL.17.10.01-Howdobioarchaeologistscontributetoastudyofthe past? OTHER: PICKUP 5.Whatcouldabioarchaeologistlookattodeterminetheageatdeathofamaturehumanskeleton(>30yearsold)? a.Tootheruptionpatterns b.Patternsofbonefusion c.Paleopathologiessuchasosteoarthritisandenamelhypoplasias d.Patternsofwearonthepubicsymphysis ANSWER: dREFERENCES: SkeletalAnalysis:TheBasicsLEARNINGOBJECTIVES:ARCH.KELL.17.10.02-Howdobioarchaeologistsdetermineageandsexforaskeleton?OTHER: PICKUP ANSWER: dREFERENCES: SkeletalAnalysis:TheBasicsLEARNINGOBJECTIVES:ARCH.KELL.17.10.02-Howdobioarchaeologistsdetermineageandsexforaskeleton?OTHER: PICKUP ANSWER: d REFERENCES: SkeletalAnalysis:TheBasics LEARNINGOBJECTIVES:ARCH.KELL.17.10.02-Howdobioarchaeologistsdetermineageandsexfor askeleton? OTHER: PICKUP 6.Whyisitpossibletoassessageatdeathfromtootheruptionpatternsinjuvenilehumanskeletons? a.Becausethepatternandtimingofcrownformationandtootheruptionisconsistentamonghuman populations. b.Becausealthoughthetimingofcrownformationandtootheruptionvariesamonghumanpopulations,itvaries atknownrates. c.Itisonlypossibleifthesexoftheindividualisalsoknown,becausetootheruptionpatternsdifferbetween malesandfemales. d.Noneoftheanswersarecorrect. ANSWER: aREFERENCES: SkeletalAnalysis:TheBasicsLEARNINGOBJECTIVES:ARCH.KELL.17.10.02-Howdobioarchaeologistsdetermineageandsexforaskeleton?OTHER: PICKUP ANSWER: aREFERENCES:

1.Anthropologistsrefertotherulesandstructuresthatgovernrelationswithinagroupofinteractingpeopleas: a.residencepatterns. b.socialorganization. c.residencerules d.kinshipsystems. ANSWER: bREFERENCES: IntroductionLEARNINGOBJECTIVES:ARCH.KELL.17.11.01-Whatconceptshelparchaeologistsreconstructpastsocialandpoliticalorganizations?OTHER: PICKUP ANSWER: bREFERENCES: IntroductionLEARNINGOBJECTIVES:ARCH.KELL.17.11.01-Whatconceptshelparchaeologistsreconstructpastsocialandpoliticalorganizations?OTHER: PICKUP ANSWER: b REFERENCES: Introduction LEARNINGOBJECTIVES:ARCH.KELL.17.11.01-Whatconceptshelparchaeologistsreconstructpast socialandpoliticalorganizations? OTHER: PICKUP 2.Politicalorganizationcanbedefinedas: a.theculturallyprescribedbehaviorassociatedwithmenandwomenwhichcanvaryfromsocietytosociety. b.therulesandstructuresthatgovernrelationswithinagroupofinteractingpeople. c.asocietysformalandinformalinstitutionsthatregulateapopulationscollectiveacts. d.anetworkofrelationshipsthroughwhichindividualsarerelatedtooneanotherbytiesofdescent. ANSWER: cREFERENCES: IntroductionLEARNINGOBJECTIVES:ARCH.KELL.17.11.01-Whatconceptshelparchaeologistsreconstructpastsocialandpoliticalorganizations?OTHER: PICKUP ANSWER: cREFERENCES: IntroductionLEARNINGOBJECTIVES:ARCH.KELL.17.11.01-Whatconceptshelparchaeologistsreconstructpastsocialandpoliticalorganizations?OTHER: PICKUP ANSWER: c REFERENCES: Introduction LEARNINGOBJECTIVES:ARCH.KELL.17.11.01-Whatconceptshelparchaeologistsreconstructpast socialandpoliticalorganizations? OTHER: PICKUP 3.Ifyouliveinasocietyinwhichtwoormorelocalgroupsareorganizedunderasinglehighlyrankedindividual,you liveina(n): a.egalitariansociety. b.patrilinealsociety. c.chiefdom. d.Anyoralloftheanswersarecorrect. ANSWER: cREFERENCES: IntroductionLEARNINGOBJECTIVES:ARCH.KELL.17.11.01-Whatconceptshelparchaeologistsreconstructpastsocialandpoliticalorganizations?OTHER: PICKUP ANSWER: cREFERENCES: IntroductionLEARNINGOBJECTIVES:ARCH.KELL.17.11.01-Whatconceptshelparchaeologistsreconstructpastsocialandpoliticalorganizations?OTHER: PICKUP ANSWER: c REFERENCES: Introduction LEARNINGOBJECTIVES:ARCH.KELL.17.11.01-Whatconceptshelparchaeologistsreconstructpast socialandpoliticalorganizations? OTHER: PICKUP CopyrightCengageLearning.PoweredbyCognero.Page1 CopyrightCengageLearning.PoweredbyCognero.Page1 CopyrightCengageLearning.PoweredbyCognero.Page1 4.MargaretConkeyandJanetSpectorpointedoutwhichofthefollowingbiasesinarchaeology? a.Thefactthatplantremainsarerarelypreservedatarchaeologicalsiteswhileanimalbonesandstonetools areoftenabundant,leadingarchaeologiststooverestimatetheimportanceofmeatinprehistoricdiets. b.Thefactthatwhenarchaeologistsonlystudyprojectilepointsandignoreassociateddebitage,ordebris,from themanufactureofstonetools,theyendupwithabiasedviewofprehistorictechnologicalorganization. c.Thefactthatarchaeologiststendtoimposethecurrentpoliticalorganizationoftheircultureontoprehistoric politicalorganizationswithoutsufficientdatatojustifytheirinferences. d.Thefactthatarchaeologistsonceviewedtheworldlargelyintermsofmensactivitiesandperceptions,while thecontributionsofwomenweredownplayedthisviewwasprojectedintoprehistory,resultinginastrong androcentricbiasinarchaeology. ANSWER: dREFERENCES: ArchaeologyandGenderLEARNINGOBJECTIVES:ARCH.KELL.17.11.01-Whatconceptshelparchaeologistsreconstructpastsocialandpoliticalorganizations?OTHER: PICKUP ANSWER: dREFERENCES: ArchaeologyandGenderLEARNINGOBJECTIVES:ARCH.KELL.17.11.01-Whatconceptshelparchaeologistsreconstructpastsocialandpoliticalorganizations?OTHER: PICKUP ANSWER: d REFERENCES: ArchaeologyandGender LEARNINGOBJECTIVES:ARCH.KELL.17.11.01-Whatconceptshelparchaeologistsreconstructpast socialandpoliticalorganizations? OTHER: PICKUP 5.Berdacheswere: a.recognizedbytheirculturalgroupasathirdgender. b.menwhochosetoliveaswomen,performingwomenstraditionalroles. c.alsoknownastwo-spiritsinsomePlainsIndiansocieties. d.Alloftheanswersarecorrect. ANSWER: dREFERENCES: ArchaeologyandGenderLEARNINGOBJECTIVES:ARCH.KELL.17.11.01-Whatconceptshelparchaeologistsreconstructpastsocialandpoliticalorganizations?OTHER: PICKUP ANSWER: dREFERENCES: ArchaeologyandGenderLEARNINGOBJECTIVES:ARCH.KELL.17.11.01-Whatconceptshelparchaeologistsreconstructpastsocialandpoliticalorganizations?OTHER: PICKUP ANSWER: d REFERENCES: ArchaeologyandGender LEARNINGOBJECTIVES:ARCH.KELL.17.11.01-Whatconceptshelparchaeologistsreconstructpast socialandpoliticalorganizations? OTHER: PICKUP 6.Thedifferencebetweengenderrolesandgenderideologiesis: a.genderrolesaretheculturallyprescribedbehaviorsassociatedwithmenandwomen,whilegender ideologiesaretheculturallyprescribedvaluesassignedtothetasksandstatusofmenandwomen. b.genderrolesarehighlyvariableamongcultures,whilegenderideologiesareconstantamongallcultures. c.genderrolesareconstantamongallcultures,whilegenderideologiesarehighlyvariable. d.Noneoftheanswersthetermsareinterchangeable. ANSWER: aREFERENCES: ArchaeologyandGenderLEARNINGOBJECTIVES:ARCH.KELL.17.11.01-Whatconceptshelparchaeologistsreconstructpastsocialandpoliticalorganizations?OTHER: PICKUP ANSWER: aREFERENCES:

1.Processualarchaeologyisappealingtosomearchaeologistsbecauseit: a.isconcernedwithdiscoveringandinterpretingsymbolicrelationshipsbetweenmaterialcultureandthehuman mind. b.emphasizesthevalues,ideas,andbeliefsthatmakepeoplehuman,andislessconcernedwiththematerial conditionsofexistence. c.placespriorityontheverythingsthatarchaeologistsaremostconfidentinrecoveringfromarchaeological sites,suchasenvironment,technology,andeconomy. d.Alloftheanswersarecorrect. ANSWER: cREFERENCES: IntroductionLEARNINGOBJECTIVES:ARCH.KELL.17.12.01-Whatisthecentralchallengeofcognitivearchaeology?OTHER: PICKUP ANSWER: cREFERENCES: IntroductionLEARNINGOBJECTIVES:ARCH.KELL.17.12.01-Whatisthecentralchallengeofcognitivearchaeology?OTHER: PICKUP ANSWER: c REFERENCES: Introduction LEARNINGOBJECTIVES:ARCH.KELL.17.12.01-Whatisthecentralchallengeofcognitive archaeology? OTHER: PICKUP 2.Whichofthefollowingistrueofcognitivearchaeology? a.Itisappealingtoculturalmaterialistswhoarelessconcernedwithinterpretingsymbolicrelationshipsthan withreconstructingthematerialconditionsoflife. b.Itisthestudyofallthoseaspectsofancientculturethatareaproductofthehumanmind. c.Itisbasedmoreintheprocessualthaninthepostprocessualparadigm. d.Hypothesesgeneratedwithincognitivearchaeologycannotbetested,andarethereforeunscientific. ANSWER: bREFERENCES: IntroductionLEARNINGOBJECTIVES:ARCH.KELL.17.12.01-Whatisthecentralchallengeofcognitivearchaeology?OTHER: PICKUP ANSWER: bREFERENCES: IntroductionLEARNINGOBJECTIVES:ARCH.KELL.17.12.01-Whatisthecentralchallengeofcognitivearchaeology?OTHER: PICKUP ANSWER: b REFERENCES: Introduction LEARNINGOBJECTIVES:ARCH.KELL.17.12.01-Whatisthecentralchallengeofcognitive archaeology? OTHER: PICKUP 3.Anobjectoractthatbyculturalconventionstandsforsomethingelsewithwhichithasnonecessaryconnectionis a(n): a.symbol. b.sign. c.icon. d.artifact. ANSWER: aREFERENCES: WhatsaSymbol?LEARNINGOBJECTIVES:ARCH.KELL.17.12.01-Whatisthecentralchallengeofcognitivearchaeology?OTHER: PICKUP ANSWER: aREFERENCES: WhatsaSymbol?LEARNINGOBJECTIVES:ARCH.KELL.17.12.01-Whatisthecentralchallengeofcognitivearchaeology?OTHER: PICKUP ANSWER: a REFERENCES: WhatsaSymbol? LEARNINGOBJECTIVES:ARCH.KELL.17.12.01-Whatisthecentralchallengeofcognitive archaeology? OTHER: PICKUP CopyrightCengageLearning.PoweredbyCognero.Page1 CopyrightCengageLearning.PoweredbyCognero.Page1 CopyrightCengageLearning.PoweredbyCognero.Page1 4.Whichofthefollowingistrueofsymbolsandsymbolicbehavior? a.Theabilitytousesymbolsliesattheheartofwhatitmeanstobehumanuniquelyhumanattributes,suchas language,aremadepossiblebytheabilitytousesymbols. b.Symbolshavenonecessaryconnectiontotheirculturallyassignedmeaningsthismeansthatthesame symbolscandifferinmeaningcross-culturally,andthatsymbolicbehaviorisdifficulttostudy archaeologically. c.Thesamesymbolcancarrydifferentmeaningsindifferentcontextswithinthesameculture. d.Alloftheanswersarecorrect. ANSWER: dREFERENCES: WhatsaSymbol?LEARNINGOBJECTIVES:ARCH.KELL.17.12.01-Whatisthecentralchallengeofcognitivearchaeology?OTHER: PICKUP ANSWER: dREFERENCES: WhatsaSymbol?LEARNINGOBJECTIVES:ARCH.KELL.17.12.01-Whatisthecentralchallengeofcognitivearchaeology?OTHER: PICKUP ANSWER: d REFERENCES: WhatsaSymbol? LEARNINGOBJECTIVES:ARCH.KELL.17.12.01-Whatisthecentralchallengeofcognitive archaeology? OTHER: PICKUP 5.Thedifferencebetweenasymbolandasignis: a.asymbolhasconnectiontowhatitsignifies,whileasigndoesnot. b.asignhasaconnectiontowhatitsignifies,whileasymboldoesnot. c.symbolisanarchaeologicaltermthatreferstoprehistoricbehavior,whilesignisanethnographictermthat referstothebehavioroflivingpeople. d.thereisnodifferencebetweenthemsymbolandsignaretermsthatareuseinterchangeably. ANSWER: bREFERENCES: WhatsaSymbol?LEARNINGOBJECTIVES:ARCH.KELL.17.12.01-Whatisthecentralchallengeofcognitivearchaeology?OTHER: PICKUP ANSWER: bREFERENCES: WhatsaSymbol?LEARNINGOBJECTIVES:ARCH.KELL.17.12.01-Whatisthecentralchallengeofcognitivearchaeology?OTHER: PICKUP ANSWER: b REFERENCES: WhatsaSymbol? LEARNINGOBJECTIVES:ARCH.KELL.17.12.01-Whatisthecentralchallengeofcognitive archaeology? OTHER: PICKUP 6.MaryDouglas,asymbolicanthropologist,hasarguedthatwhichofthefollowingexplainsNearEasternfood taboossuchastheprohibitionagainsteatingpork? a.Prohibitedanimalsarethosethatviolateculturalideasabouttheorderofcreation. b.Anyfoodwillbetabooedwhenthecostofproducingitoutweighsitsvalue(incaloriesornutrients). c.Animalsincludedinfoodtaboosarealwaysthosethatdonotoccurnaturallyinthegeographicregionofthe tabooeithertheanimalneverlivedintheregion,ortheylivedthereonceandarenoextinct. d.Alloftheanswersarecorrect. ANSWER: aREFERENCES: IntroductionLEARNINGOBJECTIVES:ARCH.KELL.17.12.01-Whatisthecentralchallengeofcognitivearchaeology?OTHER: PICKUP ANSWER: aREFERENCES:

1.Theparadigmknownasunilinealculturalevolution: a.arguesthathumansocietieshaveevolvedalongasingledevelopmentaltrajectory,withwesterncivilizationas themostadvancedevolutionarystage. b.arguesthatculturescanonlybeunderstoodintheirownterms,andcannotbeusefullycomparedtoother cultures. c.arguesagainstethnocentrism,stressingtheequalityofallcultures,withnonesuperiortoanyother. d.hasprovenextremelyusefulforunderstandingculturalchangemostanthropologistsoperatewithinthis paradigmtoday. ANSWER: aREFERENCES: EvolutionaryStudiesLEARNINGOBJECTIVES:ARCH.KELL.17.13.01-Whatisunilinealevolution,andwhydidanthropologydiscardit?OTHER: PICKUP ANSWER: aREFERENCES: EvolutionaryStudiesLEARNINGOBJECTIVES:ARCH.KELL.17.13.01-Whatisunilinealevolution,andwhydidanthropologydiscardit?OTHER: PICKUP ANSWER: a REFERENCES: EvolutionaryStudies LEARNINGOBJECTIVES:ARCH.KELL.17.13.01-Whatisunilinealevolution,andwhydidanthropology discardit? OTHER: PICKUP 2.ThepositionheldbyFranzBoas,whichmaintainedthateachcultureistheproductofitsownuniquesequenceof developmentsandinwhichchanceplaysamajorroleinbringingaboutchangeiscalled: a.unilinealevolution. b.culturalrelativism. c.SocialDarwinism. d.historicalparticularism. ANSWER: dREFERENCES: EvolutionaryStudiesLEARNINGOBJECTIVES:ARCH.KELL.17.13.01-Whatisunilinealevolution,andwhydidanthropologydiscardit?OTHER: PICKUP ANSWER: dREFERENCES: EvolutionaryStudiesLEARNINGOBJECTIVES:ARCH.KELL.17.13.01-Whatisunilinealevolution,andwhydidanthropologydiscardit?OTHER: PICKUP ANSWER: d REFERENCES: EvolutionaryStudies LEARNINGOBJECTIVES:ARCH.KELL.17.13.01-Whatisunilinealevolution,andwhydidanthropology discardit? OTHER: PICKUP 3.Whiletodaythecomparativemethodreferstothetestingofhypothesesagainstarangeofhumansocieties,inthe 19thcenturythecomparativemethod: a.testedhypothesesonlywithinthesametypesofsocietiesinotherwords,onlyegalitarianhunter-gatherersof arcticenvironments,oronlystratifieddesertagriculturalistswouldbeexamined. b.wasapoliticaltoolusedtoargueagainsttheracistideathatsomelivingpeopleshadmadeitfurtherupthe evolutionaryladderofprogressthanothers. c.translatedculturaldiversityintoanevolutionarysequenceinwhichdifferentlivingpeoplesrepresented differentstagesinhumanitysmarchtowardsprogress. d.referredtothesamethingtherehasbeenlittlechangeinhowthecomparativemethodisusedsincethe19th century. ANSWER: cREFERENCES: EvolutionaryStudiesLEARNINGOBJECTIVES:ARCH.KELL.17.13.01-Whatisunilinealevolution,andwhydidanthropologydiscardit?OTHER: PICKUP ANSWER: cREFERENCES: EvolutionaryStudiesLEARNINGOBJECTIVES:ARCH.KELL.17.13.01-Whatisunilinealevolution,andwhydidanthropologydiscardit?OTHER: PICKUP ANSWER: c REFERENCES: EvolutionaryStudies LEARNINGOBJECTIVES:ARCH.KELL.17.13.01-Whatisunilinealevolution,andwhydidanthropology discardit? OTHER: PICKUP CopyrightCengageLearning.PoweredbyCognero.Page1 CopyrightCengageLearning.PoweredbyCognero.Page1 CopyrightCengageLearning.PoweredbyCognero.Page1 4.Unilinealculturalevolutionandthecomparativemethodwererootedin: a.renaissancephilosophy. b.enlightenmentphilosophy. c.SocialDarwinism. d.processualism. ANSWER: bREFERENCES: EvolutionaryStudiesLEARNINGOBJECTIVES:ARCH.KELL.17.13.01-Whatisunilinealevolution,andwhydidanthropologydiscardit?OTHER: PICKUP ANSWER: bREFERENCES: EvolutionaryStudiesLEARNINGOBJECTIVES:ARCH.KELL.17.13.01-Whatisunilinealevolution,andwhydidanthropologydiscardit?OTHER: PICKUP ANSWER: b REFERENCES: EvolutionaryStudies LEARNINGOBJECTIVES:ARCH.KELL.17.13.01-Whatisunilinealevolution,andwhydidanthropology discardit? OTHER: PICKUP 5.Oneeffectofthe19thcenturycomparativemethodwas: a.indigenouspeopleswereviewedfromtheirownhistoricalperspective,ratherthanagrandsequenceof humanevolution. b.thedominationofprimitivepeoplesbyEuropeanswaslegitimizedbecauseitwasseenasthenaturalorder ofthings. c.scientificproofthathumanitywasimprovingbiologically,culturally,intellectually,andspiritually. d.Alloftheanswersarecorrect. ANSWER: bREFERENCES: EvolutionaryStudiesLEARNINGOBJECTIVES:ARCH.KELL.17.13.01-Whatisunilinealevolution,andwhydidanthropologydiscardit?OTHER: PICKUP ANSWER: bREFERENCES: EvolutionaryStudiesLEARNINGOBJECTIVES:ARCH.KELL.17.13.01-Whatisunilinealevolution,andwhydidanthropologydiscardit?OTHER: PICKUP ANSWER: b REFERENCES: EvolutionaryStudies LEARNINGOBJECTIVES:ARCH.KELL.17.13.01-Whatisunilinealevolution,andwhydidanthropology discardit? OTHER: PICKUP 6.Theprocessthroughwhichsomeindividualssurviveandreproduceathigherratesthanothersbecauseoftheir geneticheritageisknownas: a.naturalselection. b.SocialDarwinism. c.unilinealculturalevolution. d.biologicalevolution. ANSWER: aREFERENCES: EvolutionaryStudiesLEARNINGOBJECTIVES:ARCH.KELL.17.13.01-Whatisunilinealevolution,andwhydidanthropologydiscardit?OTHER: PICKUP ANSWER: aREFERENCES:

1.Theearliestexplorationsinhistoricalarchaeologywereconductedto: a.disprovethevalidityofdocumentarysourcesandshowthatarchaeologicalexcavationwastheonlywayto trulyunderstandthepast. b.understandhowearlyEuropeansettlersinteractedwithexistingNativeAmericanpopulations. c.understandmoreabouttheinvestigatorsownpasts. d.justifycolonialexpansionandracisttreatmentofNativeAmericans. ANSWER: cREFERENCES: IntroductionLEARNINGOBJECTIVES:ARCH.KELL.17.14.01-Whoneedsarchaeologywhenwealreadyhaveeyewitnessaccountsandhistoricalrecords?OTHER: PICKUP ANSWER: cREFERENCES: IntroductionLEARNINGOBJECTIVES:ARCH.KELL.17.14.01-Whoneedsarchaeologywhenwealreadyhaveeyewitnessaccountsandhistoricalrecords?OTHER: PICKUP ANSWER: c REFERENCES: Introduction LEARNINGOBJECTIVES:ARCH.KELL.17.14.01-Whoneedsarchaeologywhenwealreadyhave eyewitnessaccountsandhistoricalrecords? OTHER: PICKUP 2.Thestudyofhumanbehaviorthroughmaterialremains,forwhichwrittenhistoryinsomewayaffectsits interpretation,is: a.prehistoricandhistoricalarchaeology. b.historicalarchaeology. c.processualarchaeology. d.postprocessualarchaeology. ANSWER: bREFERENCES: IntroductionLEARNINGOBJECTIVES:ARCH.KELL.17.14.01-Whoneedsarchaeologywhenwealreadyhaveeyewitnessaccountsandhistoricalrecords?OTHER: PICKUP ANSWER: bREFERENCES: IntroductionLEARNINGOBJECTIVES:ARCH.KELL.17.14.01-Whoneedsarchaeologywhenwealreadyhaveeyewitnessaccountsandhistoricalrecords?OTHER: PICKUP ANSWER: b REFERENCES: Introduction LEARNINGOBJECTIVES:ARCH.KELL.17.14.01-Whoneedsarchaeologywhenwealreadyhave eyewitnessaccountsandhistoricalrecords? OTHER: PICKUP 3.Writtenrecordsdocumentthehistoricpast.Sowhydoarchaeologistsdohistoricalarchaeology? a.Documentarysourcescanbeselectiveandbiasedtowardtheinterestsofparticularcultural,political,or ethnicgroups. b.Documentarysourcesdonotexistformostofthehistoricpast. c.Archaeologicalexcavationscandemonstratethathistoricalrecordsarewrong,andthususelessforinferring anythingaboutthepast. d.Noneoftheanswersifwrittenrecordsexist,archaeologistsdonotbotherwithhistoricalarchaeology. ANSWER: aREFERENCES: WhatsthePointofHistoricalArchaeology?LEARNINGOBJECTIVES:ARCH.KELL.17.14.01-Whoneedsarchaeologywhenwealreadyhaveeyewitnessaccountsandhistoricalrecords?OTHER: PICKUP ANSWER: aREFERENCES: WhatsthePointofHistoricalArchaeology?LEARNINGOBJECTIVES:ARCH.KELL.17.14.01-Whoneedsarchaeologywhenwealreadyhaveeyewitnessaccountsandhistoricalrecords?OTHER: PICKUP ANSWER: a REFERENCES: WhatsthePointofHistoricalArchaeology? LEARNINGOBJECTIVES:ARCH.KELL.17.14.01-Whoneedsarchaeologywhenwealreadyhave eyewitnessaccountsandhistoricalrecords? OTHER: PICKUP CopyrightCengageLearning.PoweredbyCognero.Page1 CopyrightCengageLearning.PoweredbyCognero.Page1 CopyrightCengageLearning.PoweredbyCognero.Page1 4.Whichofthefollowingistrueofhistoricalarchaeologytoday? a.Theresearchinterestsofhistoricalarchaeologyarefairlylimited,focusingonplantations. b.Historicalarchaeologyishighlyspecialized,withitsownjournalsandprofessionalorganizations,andabroad rangeofresearchinterests. c.Duetorecentchangesinculturalresourcemanagementlegislation,historicalarchaeologyisnolonger requiredbythefederalgovernment. d.Historicalarchaeologyisrapidlygrowinginpopularity. ANSWER: dREFERENCES: WhatsthePointofHistoricalArchaeology?LEARNINGOBJECTIVES:ARCH.KELL.17.14.01-Whoneedsarchaeologywhenwealreadyhaveeyewitnessaccountsandhistoricalrecords?OTHER: PICKUP ANSWER: dREFERENCES: WhatsthePointofHistoricalArchaeology?LEARNINGOBJECTIVES:ARCH.KELL.17.14.01-Whoneedsarchaeologywhenwealreadyhaveeyewitnessaccountsandhistoricalrecords?OTHER: PICKUP ANSWER: d REFERENCES: WhatsthePointofHistoricalArchaeology? LEARNINGOBJECTIVES:ARCH.KELL.17.14.01-Whoneedsarchaeologywhenwealreadyhave eyewitnessaccountsandhistoricalrecords? OTHER: PICKUP 5.Howdoescontemporaryhistoricalarchaeologydifferfromitsprehistoriccounterpart? a.Modernhistoricalarchaeologyoftenhasapostprocessualslanttoit,addressinghumanisticandideological concerns. b.Historicalarchaeologiststendnottostudylarge-scaleprocessesthehighdegreeoftemporalresolutionin historicsitesoftenleadsinvestigatorstofocusonspecificeventsorindividuals. c.Becausehistoricalarchaeologydealswiththerelativelyrecentpast,andallthecultural,political,andethical challengestherein,itisoftenemotionallycharged. d.Alloftheanswersarecorrect. ANSWER: dREFERENCES: WhatsthePointofHistoricalArchaeology?LEARNINGOBJECTIVES:ARCH.KELL.17.14.01-Whoneedsarchaeologywhenwealreadyhaveeyewitnessaccountsandhistoricalrecords?OTHER: PICKUP ANSWER: dREFERENCES: WhatsthePointofHistoricalArchaeology?LEARNINGOBJECTIVES:ARCH.KELL.17.14.01-Whoneedsarchaeologywhenwealreadyhaveeyewitnessaccountsandhistoricalrecords?OTHER: PICKUP ANSWER: d REFERENCES: WhatsthePointofHistoricalArchaeology? LEARNINGOBJECTIVES:ARCH.KELL.17.14.01-Whoneedsarchaeologywhenwealreadyhave eyewitnessaccountsandhistoricalrecords? OTHER: PICKUP 6.Whichofthefollowingisnotamajorthemeofresearchinhistoricalarchaeologytoday? a.Thestudyofhistoricallydisenfranchisedgroupswhosehistorieswereincompletelyrecorded,recordedina biasedmanner,orstillsometimesignored. b.Attemptstoresolvedisputesoverthenatureofkeyhistoricalevents. c.Attemptstolocateanddescribetheoldest,largest,ormosthistoricallysignificantsitesinordertoensure theirprotection. d.ThenatureofEuropeancolonialism,thedevelopmentofcapitalism,andtheireffectsonindigenouspeoples. ANSWER: cREFERENCES: WhatsthePointofHistoricalArchaeology?LEARNINGOBJECTIVES:ARCH.KELL.17.14.02-Whatarethethreemajorareasofhistoricalarchaeologicalresearchtoday?OTHER: PICKUP ANSWER: cREFERENCES:

1.Thefieldthatconductsactivitiesrelatedtocompliancewithlegislationthatprotectsculturalresourcesis: a.academicarchaeology. b.historicarchaeology. c.culturalresourcemanagement. d.naturalresourcemanagement. ANSWER: cREFERENCES: IntroductionLEARNINGOBJECTIVES:ARCH.KELL.17.15.01-Whatfederalpolicieshelpprotectculturalresources,includingarchaeologicalsites?OTHER: PICKUP ANSWER: cREFERENCES: IntroductionLEARNINGOBJECTIVES:ARCH.KELL.17.15.01-Whatfederalpolicieshelpprotectculturalresources,includingarchaeologicalsites?OTHER: PICKUP ANSWER: c REFERENCES: Introduction LEARNINGOBJECTIVES:ARCH.KELL.17.15.01-Whatfederalpolicieshelpprotectculturalresources, includingarchaeologicalsites? OTHER: PICKUP 2.AconcernwithhistoricpreservationintheUnitedStatescanbetracedto: a.thelate18thcentury,whensocietieswereformedtoensuretheprotectionofhistoricallysignificant properties. b.theearly20thcentury,whenindustrialdevelopmentbegantothreatensignificantsites. c.the1960sand1970s,coincidentwithmorebroadlybasedenvironmentalpreservationmovements. d.NoneoftheanswerstheoverwhelmingattitudeintheUnitedStatesis,andhasalwaysbeen,alackof concernforhistoricpreservationwhiledevelopmentisallowedtorunrampantnomatterwhatthecost. ANSWER: aREFERENCES: TheDevelopmentofCulturalResourceManagementLEARNINGOBJECTIVES:ARCH.KELL.17.15.01-Whatfederalpolicieshelpprotectculturalresources,includingarchaeologicalsites?OTHER: PICKUP ANSWER: aREFERENCES: TheDevelopmentofCulturalResourceManagementLEARNINGOBJECTIVES:ARCH.KELL.17.15.01-Whatfederalpolicieshelpprotectculturalresources,includingarchaeologicalsites?OTHER: PICKUP ANSWER: a REFERENCES: TheDevelopmentofCulturalResourceManagement LEARNINGOBJECTIVES:ARCH.KELL.17.15.01-Whatfederalpolicieshelpprotectculturalresources, includingarchaeologicalsites? OTHER: PICKUP 3.The1906AntiquitiesAct: a.requiredafederalpermitbeforeexcavatingorcollectingartifactsfromfederalland. b.requiredtribalconsultationonallarchaeologicaldiscoverieslocatedonfederallands. c.requiredtherepatriationofallNativeAmericanskeletalmaterialandassociatedgravegoodsfoundon federalortriballandstoculturallyaffiliatedtribes. d.Alloftheanswersarecorrect. ANSWER: aREFERENCES: TheDevelopmentofCulturalResourceManagementLEARNINGOBJECTIVES:ARCH.KELL.17.15.02-Whataretheimportantelementsofthe1906AntiquitiesAct,the1966NationalHistoricPreservationAct,andthe1979ArchaeologicalResourcesProtectionAct?OTHER: PICKUP ANSWER: aREFERENCES: TheDevelopmentofCulturalResourceManagementLEARNINGOBJECTIVES:ARCH.KELL.17.15.02-Whataretheimportantelementsofthe1906AntiquitiesAct,the1966NationalHistoricPreservationAct,andthe1979ArchaeologicalResourcesProtectionAct?OTHER: PICKUP ANSWER: a REFERENCES: TheDevelopmentofCulturalResourceManagement LEARNINGOBJECTIVES:ARCH.KELL.17.15.02-Whataretheimportantelementsofthe1906 AntiquitiesAct,the1966NationalHistoricPreservationAct,andthe1979 ArchaeologicalResourcesProtectionAct? OTHER: PICKUP CopyrightCengageLearning.PoweredbyCognero.Page1 CopyrightCengageLearning.PoweredbyCognero.Page1 CopyrightCengageLearning.PoweredbyCognero.Page1 4.Thepresidentwasgiventheauthoritytocreatenationalmonumentsunderwhichofthefollowing? a.TheNationalEnvironmentalPolicyAct b.TheArchaeologicalResourcesProtectionAct c.TheNationalHistoricPreservationAct d.TheAntiquitiesAct ANSWER: dREFERENCES: TheDevelopmentofCulturalResourceManagementLEARNINGOBJECTIVES:ARCH.KELL.17.15.02-Whataretheimportantelementsofthe1906AntiquitiesAct,the1966NationalHistoricPreservationAct,andthe1979ArchaeologicalResourcesProtectionAct?OTHER: PICKUP ANSWER: dREFERENCES: TheDevelopmentofCulturalResourceManagementLEARNINGOBJECTIVES:ARCH.KELL.17.15.02-Whataretheimportantelementsofthe1906AntiquitiesAct,the1966NationalHistoricPreservationAct,andthe1979ArchaeologicalResourcesProtectionAct?OTHER: PICKUP ANSWER: d REFERENCES: TheDevelopmentofCulturalResourceManagement LEARNINGOBJECTIVES:ARCH.KELL.17.15.02-Whataretheimportantelementsofthe1906 AntiquitiesAct,the1966NationalHistoricPreservationAct,andthe1979 ArchaeologicalResourcesProtectionAct? OTHER: PICKUP 5.Thefirstnationalparkcreatedexplicitlyforitsarchaeologicalratherthanenvironmentalsignificancewas: a.DevilsTower. b.Yellowstone. c.MesaVerde. d.MontezumasCastle. ANSWER: cREFERENCES: TheDevelopmentofCulturalResourceManagementLEARNINGOBJECTIVES:ARCH.KELL.17.15.02-Whataretheimportantelementsofthe1906AntiquitiesAct,the1966NationalHistoricPreservationAct,andthe1979ArchaeologicalResourcesProtectionAct?OTHER: PICKUP ANSWER: cREFERENCES: TheDevelopmentofCulturalResourceManagementLEARNINGOBJECTIVES:ARCH.KELL.17.15.02-Whataretheimportantelementsofthe1906AntiquitiesAct,the1966NationalHistoricPreservationAct,andthe1979ArchaeologicalResourcesProtectionAct?OTHER: PICKUP ANSWER: c REFERENCES: TheDevelopmentofCulturalResourceManagement LEARNINGOBJECTIVES:ARCH.KELL.17.15.02-Whataretheimportantelementsofthe1906 AntiquitiesAct,the1966NationalHistoricPreservationAct,andthe1979 ArchaeologicalResourcesProtectionAct? OTHER: PICKUP 6.WhichofthefollowingwasnotcreatedbytheNationalHistoricPreservationAct? a.TheNationalRegisterofHistoricPlaces b.Steepmonetarypenaltiesandmandatoryjailtimeforthelootingofarchaeologicalsitesonfederalortribal lands c.StateHistoricPreservationOffices d.TheAdvisoryCouncilonHistoricPreservation ANSWER: bREFERENCES: TheNationalHistoricPreservationActLEARNINGOBJECTIVES:ARCH.KELL.17.15.02-Whataretheimportantelementsofthe1906AntiquitiesAct,the1966NationalHistoricPreservationAct,andthe1979ArchaeologicalResourcesProtectionAct?OTHER: PICKUP ANSWER: bREFERENCES:

1.Thedifferencebetweenpurescienceandappliedscienceis: a.purescienceisresearchtoacquiretheknowledgenecessarytosolveaspecific,recognizedproblem,while appliedscienceissystematicresearchdirectedtowardacquisitionofknowledgeforitsownsake. b.purescienceissystematicresearchdirectedtowardacquisitionofknowledgeforitsownsake,whileapplied scienceisresearchtoacquiretheknowledgenecessarytosolveaspecific,recognizedproblem. c.purescienceissystematicresearchdirectedtowardacquisitionofknowledgeforitsownsake,whileapplied scienceistheapplicationofscientificknowledgeforlegalpurposes. d.puresciencehasnohiddenpoliticalagenda,whileappliedsciencedoes. ANSWER: bREFERENCES: ArchaeologicalScience:PureorApplied?LEARNINGOBJECTIVES:ARCH.KELL.17.16.01-Doesarchaeologyhavepracticalvalueintheworldtoday?OTHER: PICKUP ANSWER: bREFERENCES: ArchaeologicalScience:PureorApplied?LEARNINGOBJECTIVES:ARCH.KELL.17.16.01-Doesarchaeologyhavepracticalvalueintheworldtoday?OTHER: PICKUP ANSWER: b REFERENCES: ArchaeologicalScience:PureorApplied? LEARNINGOBJECTIVES:ARCH.KELL.17.16.01-Doesarchaeologyhavepracticalvalueintheworld today? OTHER: PICKUP 2.Whichofthefollowingactivitieswouldanappliedanthropologistbeleastlikelytobeinvolvedin? a.Evaluatingdomesticsocialprogramslookingforwaystoimprovethem b.Helpingcorporationsimprovecorporateworkingconditions c.Conductingresearchtobetterunderstandhowandwhythemajorsocialinstitutionsevolved d.Helpingtodevelopculturallyappropriatemethodsofdeliveringhealthcare ANSWER: cREFERENCES: ArchaeologicalScience:PureorApplied?LEARNINGOBJECTIVES:ARCH.KELL.17.16.01-Doesarchaeologyhavepracticalvalueintheworldtoday?OTHER: PICKUP ANSWER: cREFERENCES: ArchaeologicalScience:PureorApplied?LEARNINGOBJECTIVES:ARCH.KELL.17.16.01-Doesarchaeologyhavepracticalvalueintheworldtoday?OTHER: PICKUP ANSWER: c REFERENCES: ArchaeologicalScience:PureorApplied? LEARNINGOBJECTIVES:ARCH.KELL.17.16.01-Doesarchaeologyhavepracticalvalueintheworld today? OTHER: PICKUP 3.Appliedarchaeology: a.bringsthetechniquesofarchaeologytonon-traditionalvenues. b.appliesourknowledgeofthehumanpasttoconcreteeconomicorsocialproblems. c.canmakearchaeologyrelevanttothemodernworld. d.Alloftheanswersarecorrect. ANSWER: dREFERENCES: ArchaeologicalScience:PureorApplied?LEARNINGOBJECTIVES:ARCH.KELL.17.16.01-Doesarchaeologyhavepracticalvalueintheworldtoday?OTHER: PICKUP ANSWER: dREFERENCES: ArchaeologicalScience:PureorApplied?LEARNINGOBJECTIVES:ARCH.KELL.17.16.01-Doesarchaeologyhavepracticalvalueintheworldtoday?OTHER: PICKUP ANSWER: d REFERENCES: ArchaeologicalScience:PureorApplied? LEARNINGOBJECTIVES:ARCH.KELL.17.16.01-Doesarchaeologyhavepracticalvalueintheworld today? OTHER: PICKUP CopyrightCengageLearning.PoweredbyCognero.Page1 CopyrightCengageLearning.PoweredbyCognero.Page1 CopyrightCengageLearning.PoweredbyCognero.Page1 4.TheGarbageProjectwasstartedinTucson,Arizonain1973by: a.EmilHaury. b.WilliamRathje. c.WilsonHughes. d.CleaKoff. ANSWER: bREFERENCES: TheGarbageProjectLEARNINGOBJECTIVES:ARCH.KELL.17.16.01-Doesarchaeologyhavepracticalvalueintheworldtoday?OTHER: PICKUP ANSWER: bREFERENCES: TheGarbageProjectLEARNINGOBJECTIVES:ARCH.KELL.17.16.01-Doesarchaeologyhavepracticalvalueintheworldtoday?OTHER: PICKUP ANSWER: b REFERENCES: TheGarbageProject LEARNINGOBJECTIVES:ARCH.KELL.17.16.01-Doesarchaeologyhavepracticalvalueintheworld today? OTHER: PICKUP 5.AsdemonstratedbytheGarbageProjectsresearchintolandfills,thebulkofAmericanlandfillsarecomprisedof: a.plastic. b.paper. c.constructionmaterials. d.aluminum. ANSWER: bREFERENCES: TheGarbageProjectLEARNINGOBJECTIVES:ARCH.KELL.17.16.01-Doesarchaeologyhavepracticalvalueintheworldtoday?OTHER: PICKUP ANSWER: bREFERENCES: TheGarbageProjectLEARNINGOBJECTIVES:ARCH.KELL.17.16.01-Doesarchaeologyhavepracticalvalueintheworldtoday?OTHER: PICKUP ANSWER: b REFERENCES: TheGarbageProject LEARNINGOBJECTIVES:ARCH.KELL.17.16.01-Doesarchaeologyhavepracticalvalueintheworld today? OTHER: PICKUP 6.WhydidRathjeresorttorootingthroughpeoplesgarbageratherthansimplyaskingthemquestionsabouttheir consumptionbehavior? a.Becausepeopledonotalwaysanswerquestionnairesaccuratelyandhonestly. b.Becausethedistributionofhouseholdsmadeitimpossibletoconductarandomsamplesurvey. c.Becauseonlygarbageassociatedwithabandonedhousescouldlegallybeexamined,andtherewastherefore noonetoask. d.Becausesomanyhouseholdswereincludedinthestudy,havingpeoplerespondtoquestionnaireswould havebeenanenormousandcostlytask. ANSWER: aREFERENCES: TheGarbageProjectLEARNINGOBJECTIVES:ARCH.KELL.17.16.01-Doesarchaeologyhavepracticalvalueintheworldtoday?OTHER: PICKUP ANSWER: aREFERENCES:

1.Manydisciplinesareinvolvedinthestudyofhumanity.Whatmakesanthropologyuniquefromotherdisciplinesthat studyhumans? a.Anthropologyarguesthatthebestunderstandingofthehumanconditioncomesfromaglobal,comparative, andholisticperspective. b.Anthropologyexaminesonlyoneaspectofthehumancondition,butdoessoingreatdetail. c.Anthropologyexaminesthesocialandculturalaspectsofhumanity,butleavesthebiologicalaspectof humanstootherdisciplines. d.Anthropologyfocusesonlyonexoticpeoplesandcultures,whileotherdisciplinesaremoreapttostudy AmericanorEuropeansociety. ANSWER: aREFERENCES: WhatsAnAnthropologicalApproach?LEARNINGOBJECTIVES:ARCH.KELL.17.02.01-Whatisananthropologicalapproach?OTHER: PICKUP ANSWER: aREFERENCES: WhatsAnAnthropologicalApproach?LEARNINGOBJECTIVES:ARCH.KELL.17.02.01-Whatisananthropologicalapproach?OTHER: PICKUP ANSWER: a REFERENCES: WhatsAnAnthropologicalApproach? LEARNINGOBJECTIVES:ARCH.KELL.17.02.01-Whatisananthropologicalapproach? OTHER: PICKUP 2.Anthropologyisthestudyof: a.pasthumanbehavior. b.allaspectsofhumankind. c.humansasbiologicalorganisms. d.humansasculturalorganisms. ANSWER: bREFERENCES: WhatsAnAnthropologicalApproach?LEARNINGOBJECTIVES:ARCH.KELL.17.02.01-Whatisananthropologicalapproach?OTHER: PICKUP ANSWER: bREFERENCES: WhatsAnAnthropologicalApproach?LEARNINGOBJECTIVES:ARCH.KELL.17.02.01-Whatisananthropologicalapproach?OTHER: PICKUP ANSWER: b REFERENCES: WhatsAnAnthropologicalApproach? LEARNINGOBJECTIVES:ARCH.KELL.17.02.01-Whatisananthropologicalapproach? OTHER: PICKUP 3.Whichofthefollowingisnotoneofthemainsubfieldsofanthropology? a.Biologicalanthropology b.Archaeology c.Culturalanthropology d.Bioarchaeology ANSWER: dREFERENCES: WhatsAnAnthropologicalApproach?LEARNINGOBJECTIVES:ARCH.KELL.17.02.01-Whatisananthropologicalapproach?OTHER: PICKUP ANSWER: dREFERENCES: WhatsAnAnthropologicalApproach?LEARNINGOBJECTIVES:ARCH.KELL.17.02.01-Whatisananthropologicalapproach?OTHER: PICKUP ANSWER: d REFERENCES: WhatsAnAnthropologicalApproach? LEARNINGOBJECTIVES:ARCH.KELL.17.02.01-Whatisananthropologicalapproach? OTHER: PICKUP CopyrightCengageLearning.PoweredbyCognero.Page1 CopyrightCengageLearning.PoweredbyCognero.Page1 CopyrightCengageLearning.PoweredbyCognero.Page1 4.Aspecialistfromwhichofthefoursubfieldsofanthropologywouldbemostlikelytostudyritualandkinshipamong peopleincontemporarysocieties? a.Archaeology b.Culturalanthropology c.Linguisticanthropology d.Biologicalanthropology ANSWER: bREFERENCES: WhatsAnAnthropologicalApproach?LEARNINGOBJECTIVES:ARCH.KELL.17.02.01-Whatisananthropologicalapproach?OTHER: PICKUP ANSWER: bREFERENCES: WhatsAnAnthropologicalApproach?LEARNINGOBJECTIVES:ARCH.KELL.17.02.01-Whatisananthropologicalapproach?OTHER: PICKUP ANSWER: b REFERENCES: WhatsAnAnthropologicalApproach? LEARNINGOBJECTIVES:ARCH.KELL.17.02.01-Whatisananthropologicalapproach? OTHER: PICKUP 5.Participantobservationis: a.anarchaeologicalteachingstrategywherestudentsareintroducedtoexcavationtechniquesbyparticipating inrealarchaeologicaldigs. b.aresearchstrategyemployedbylinguisticanthropologiststohelprevivedyinglanguages. c.theprimarystrategyofculturalanthropologistsinwhichdataaregatheredbyquestioningandobserving peoplewhiletheobserverlivesintheirsociety. d.aresearchstrategymostlyemployedbybiologicalanthropologistswhilestudyinghumanbiologicalvariation. ANSWER: cREFERENCES: WhatsAnAnthropologicalApproach?LEARNINGOBJECTIVES:ARCH.KELL.17.02.01-Whatisananthropologicalapproach?OTHER: PICKUP ANSWER: cREFERENCES: WhatsAnAnthropologicalApproach?LEARNINGOBJECTIVES:ARCH.KELL.17.02.01-Whatisananthropologicalapproach?OTHER: PICKUP ANSWER: c REFERENCES: WhatsAnAnthropologicalApproach? LEARNINGOBJECTIVES:ARCH.KELL.17.02.01-Whatisananthropologicalapproach? OTHER: PICKUP 6.Archaeologycanbestbedefinedasthestudyof: a.humansinalltimesandplaces. b.thebiologicalaspectofhumans. c.thepastthroughthesystematicrecoveryandanalysisofmaterialremains. d.pastandpresenthumanculturesthroughwrittenrecordsandoralhistory. ANSWER: cREFERENCES: WhatsAnAnthropologicalApproach?LEARNINGOBJECTIVES:ARCH.KELL.17.02.01-Whatisananthropologicalapproach?OTHER: PICKUP ANSWER: cREFERENCES:

1.Anarchaeologicalsiteisanyplacewhere: a.materialevidenceaboutthehumanpastexistsinaburiedcontext. b.artifactsexistalongsidemoresubstantialarchaeologicalremains,suchasstructures. c.aconcentrationofmaterialevidenceexistsaboutthehumanpast. d.materialevidenceaboutthehumanpasthasbeendiscoveredbysystematicarchaeologicalsurvey. ANSWER: cREFERENCES: GoodOldGumshoeSurveyLEARNINGOBJECTIVES:ARCH.KELL.17.03.01-Whydoarchaeologistssurvey?OTHER: PICKUP ANSWER: cREFERENCES: GoodOldGumshoeSurveyLEARNINGOBJECTIVES:ARCH.KELL.17.03.01-Whydoarchaeologistssurvey?OTHER: PICKUP ANSWER: c REFERENCES: GoodOldGumshoeSurvey LEARNINGOBJECTIVES:ARCH.KELL.17.03.01-Whydoarchaeologistssurvey? OTHER: PICKUP 2.ThediscoveryofGatecliffShelterinNevadawasinpartaresultof: a.old-fashionedgumshoesurvey. b.thedetailedknowledgeofthelandscapethatmanyofthecrewmemberspossessed. c.thefactthattheshelterwasalocalattraction,well-knownbythepeopleofAustin. d.oraltraditionsthathadpasseddownthroughthegenerations. ANSWER: aREFERENCES: GoodOldGumshoeSurveyLEARNINGOBJECTIVES:ARCH.KELL.17.03.01-Whydoarchaeologistssurvey?OTHER: PICKUP ANSWER: aREFERENCES: GoodOldGumshoeSurveyLEARNINGOBJECTIVES:ARCH.KELL.17.03.01-Whydoarchaeologistssurvey?OTHER: PICKUP ANSWER: a REFERENCES: GoodOldGumshoeSurvey LEARNINGOBJECTIVES:ARCH.KELL.17.03.01-Whydoarchaeologistssurvey? OTHER: PICKUP 3.Gumshoesurveyisagoodwayto: a.findrareorspectacularsites. b.findcommonsitessuchassmalllithicorpotsherdscatters. c.providethecontextnecessaryforinterpretingrareorspectacularsites. d.obtaina100%reconnaissanceofaparticularregion. ANSWER: aREFERENCES: GoodOldGumshoeSurveyLEARNINGOBJECTIVES:ARCH.KELL.17.03.02-Whatisthemainprincipleofsurvey?Whydoesthismatter?OTHER: PICKUP ANSWER: aREFERENCES: GoodOldGumshoeSurveyLEARNINGOBJECTIVES:ARCH.KELL.17.03.02-Whatisthemainprincipleofsurvey?Whydoesthismatter?OTHER: PICKUP ANSWER: a REFERENCES: GoodOldGumshoeSurvey LEARNINGOBJECTIVES:ARCH.KELL.17.03.02-Whatisthemainprincipleofsurvey?Whydoesthis matter? OTHER: PICKUP 4.Archaeologistsemploysystematicregionalsurveysmainlyto: a.discovergoodplacestoexcavate. b.arriveataccuratedescriptionsoftherangeofarchaeologicalmaterialacrossalandscape. c.verifythatextensivegeographicregionswereunoccupiedprehistorically. d.maintaintheirfundingfromacademicinstitutions. ANSWER: bREFERENCES: SurfaceArchaeologyintheCarsonDesertLEARNINGOBJECTIVES:ARCH.KELL.17.03.02-Whatisthemainprincipleofsurvey?Whydoesthismatter?OTHER: PICKUP ANSWER: bREFERENCES: SurfaceArchaeologyintheCarsonDesertLEARNINGOBJECTIVES:ARCH.KELL.17.03.02-Whatisthemainprincipleofsurvey?Whydoesthismatter?OTHER: PICKUP ANSWER: b REFERENCES: SurfaceArchaeologyintheCarsonDesert LEARNINGOBJECTIVES:ARCH.KELL.17.03.02-Whatisthemainprincipleofsurvey?Whydoesthis matter? OTHER: PICKUP CopyrightCengageLearning.PoweredbyCognero.Page1 CopyrightCengageLearning.PoweredbyCognero.Page1 CopyrightCengageLearning.PoweredbyCognero.Page1 5.Asettlementpatternisthe: a.distributionofarchaeologicalsitesacrossaregion. b.movementsandactivitiesofaprehistoricpopulation,inferredfromthedistributionofarchaeologicalsites acrossaregion. c.samethingasaseasonalround. d.patternofartifactswithinanarchaeologicalsitethatresultsfromthesettlementofaprehistoricpopulationat thatsite. ANSWER: aREFERENCES: TheFallacyoftheTypicalSiteLEARNINGOBJECTIVES:ARCH.KELL.17.03.04-Whatislandscapearchaeology?OTHER: PICKUP ANSWER: aREFERENCES: TheFallacyoftheTypicalSiteLEARNINGOBJECTIVES:ARCH.KELL.17.03.04-Whatislandscapearchaeology?OTHER: PICKUP ANSWER: a REFERENCES: TheFallacyoftheTypicalSite LEARNINGOBJECTIVES:ARCH.KELL.17.03.04-Whatislandscapearchaeology? OTHER: PICKUP 6.Ifanarchaeologistexcavatesonearchaeologicalsite,andmakesgeneralizationsabouttheprehistoricsocietyasa wholefromwhatheorshefindsatthatonesite,thenthegeneralizationswillmostlikelybe: a.applicabletothesocietyasawholeaslongastheexcavatedsitewasatypicalsite. b.applicabletothesocietyasawholeaslongasthesocietyconsistedofhunter-gatherersratherthan agriculturalists. c.applicabletothesocietyasawholeaslongasthesocietyconsistedofagriculturalistsratherthanhunter- gatherers. d.biased,representingonlypartoftherangeofactivitiesthatthesocietywasinvolvedin. ANSWER: dREFERENCES: TheFallacyoftheTypicalSiteLEARNINGOBJECTIVES:ARCH.KELL.17.03.02-Whatisthemainprincipleofsurvey?Whydoesthismatter?OTHER: PICKUP ANSWER: dREFERENCES:

1.Anartifactsprovenienceis: a.thegeologicsourceoftherawmaterialfromwhichtheartifactwasmanufactured. b.theartifactslocationrelativetoasystemofspatialdatacollection. c.thefacilitywheretheartifactiscurrentlystored. d.howtheartifactwasusedintheprehistoricpast. ANSWER: bREFERENCES: IntroductionLEARNINGOBJECTIVES:ARCH.KELL.17.04.01-Whydoescontextmatter?Howisitrecorded?OTHER: PICKUP ANSWER: bREFERENCES: IntroductionLEARNINGOBJECTIVES:ARCH.KELL.17.04.01-Whydoescontextmatter?Howisitrecorded?OTHER: PICKUP ANSWER: b REFERENCES: Introduction LEARNINGOBJECTIVES:ARCH.KELL.17.04.01-Whydoescontextmatter?Howisitrecorded? OTHER: PICKUP 2.Itisessentialthatarchaeologiststakeabundant,accurate,anddetailedfieldnotesduringexcavationsbecause: a.archaeologydestroysdataasitisgatheredonceasiteisexcavateditcannotbere-excavated. b.federallegislationmandatesabundant,accurate,anddetailedfieldnotes. c.archaeologystudentsgenerallylearnfieldtechniquesfromthesenotes. d.noneoftheaboveitisnotessentialbecausearchaeologistscanalwaysgobackandreconstructthe excavationlater. ANSWER: aREFERENCES: IntroductionLEARNINGOBJECTIVES:ARCH.KELL.17.04.01-Whydoescontextmatter?Howisitrecorded?OTHER: PICKUP ANSWER: aREFERENCES: IntroductionLEARNINGOBJECTIVES:ARCH.KELL.17.04.01-Whydoescontextmatter?Howisitrecorded?OTHER: PICKUP ANSWER: a REFERENCES: Introduction LEARNINGOBJECTIVES:ARCH.KELL.17.04.01-Whydoescontextmatter?Howisitrecorded? OTHER: PICKUP 3.TheFolsomsiteinNewMexicowasdiscoveredby: a.GeorgeMcJunkin,anex-slaveandrancher. b.JesseFiggins,directoroftheColoradoMuseumofNatureandScience. c.BoucherdePerthes,aFrenchcustomsofficialandnaturalist. d.A.V.Kidder,FounderofAnthropologicalArchaeology. ANSWER: aREFERENCES: IntroductionLEARNINGOBJECTIVES:ARCH.KELL.17.04.01-Whydoescontextmatter?Howisitrecorded?OTHER: PICKUP ANSWER: aREFERENCES: IntroductionLEARNINGOBJECTIVES:ARCH.KELL.17.04.01-Whydoescontextmatter?Howisitrecorded?OTHER: PICKUP ANSWER: a REFERENCES: Introduction LEARNINGOBJECTIVES:ARCH.KELL.17.04.01-Whydoescontextmatter?Howisitrecorded? OTHER: PICKUP CopyrightCengageLearning.PoweredbyCognero.Page1 CopyrightCengageLearning.PoweredbyCognero.Page1 CopyrightCengageLearning.PoweredbyCognero.Page1 4.TheFolsomsiteisimportantinthehistoryofAmericanarchaeologybecause: a.itwasthefirstsitethatwasexcavatedusingthestratigraphicmethod,abreakthroughinarchaeological techniquethatallowedforchronologicalcontrol. b.itfinallydisprovedtheMythoftheMoundbuilders,establishingthatNativeAmericanshadindeedbuiltthe earthworksoftheeasternUnitedStates. c.itprovedtheextentofhumanantiquityintheAmericas. d.atatimewhenmostAmericanarchaeologistswereconcentratingonAmericanprehistory,itdemonstrated theimportanceofhistoricarchaeology. ANSWER: cREFERENCES: IntroductionLEARNINGOBJECTIVES:ARCH.KELL.17.04.01-Whydoescontextmatter?Howisitrecorded?OTHER: PICKUP ANSWER: cREFERENCES: IntroductionLEARNINGOBJECTIVES:ARCH.KELL.17.04.01-Whydoescontextmatter?Howisitrecorded?OTHER: PICKUP ANSWER: c REFERENCES: Introduction LEARNINGOBJECTIVES:ARCH.KELL.17.04.01-Whydoescontextmatter?Howisitrecorded? OTHER: PICKUP 5.WhichofthefollowingistrueaboutthePleistocene? a.Itwasageologicperiodlastingfrom2millionto10thousandyearsago. b.Itwascharacterizedbyperiodsofextensiveglaciation. c.ManyspeciesofnowextinctfaunaexistedduringthePleistocene. d.Alloftheanswersarecorrect. ANSWER: dREFERENCES: IntroductionLEARNINGOBJECTIVES:ARCH.KELL.17.04.01-Whydoescontextmatter?Howisitrecorded?OTHER: PICKUP ANSWER: dREFERENCES: IntroductionLEARNINGOBJECTIVES:ARCH.KELL.17.04.01-Whydoescontextmatter?Howisitrecorded?OTHER: PICKUP ANSWER: d REFERENCES: Introduction LEARNINGOBJECTIVES:ARCH.KELL.17.04.01-Whydoescontextmatter?Howisitrecorded? OTHER: PICKUP 6.Ifanartifactissaidtobeinsitu,itis: a.missing. b.inplace. c.intheprocessofbeinganalyzed. d.embeddedinananimalbone. ANSWER: bREFERENCES: Excavation:WhatDeterminesPreservation?LEARNINGOBJECTIVES:ARCH.KELL.17.04.01-Whydoescontextmatter?Howisitrecorded?OTHER: PICKUP ANSWER: bREFERENCES:

1.Archaeologicalsiteformationrefersto: a.thehumanactionsresponsibleforthecreationofanarchaeologicalsite. b.thenaturalactionsresponsibleforthecreationofanarchaeologicalsite. c.thehumanandnaturalactionsresponsibleforthecreationofanarchaeologicalsite. d.Noneoftheanswersarecorrect. ANSWER: cREFERENCES: TheLawofSuperpositionLEARNINGOBJECTIVES:ARCH.KELL.17.05.01-Whatisgeoarchaeology?OTHER: PICKUP ANSWER: cREFERENCES: TheLawofSuperpositionLEARNINGOBJECTIVES:ARCH.KELL.17.05.01-Whatisgeoarchaeology?OTHER: PICKUP ANSWER: c REFERENCES: TheLawofSuperposition LEARNINGOBJECTIVES:ARCH.KELL.17.05.01-Whatisgeoarchaeology? OTHER: PICKUP 2.Whatcouldaccountforchronologicallyolderartifactsbeingfoundaboveyoungerartifactsinastratigraphic sequence? a.Faunalturbation(e.g.,rodentburrows) b.Culturaldisturbance(e.g.,prehistoricdiggingofahearthorpit) c.Graviturbation d.Alloftheanswersarecorrect. ANSWER: dREFERENCES: SiteFormationProcesses:HowGoodSitesGoBadLEARNINGOBJECTIVES:ARCH.KELL.17.05.02-Whatisthelawofsuperstition?Howcanitbeviolated?OTHER: PICKUP ANSWER: dREFERENCES: SiteFormationProcesses:HowGoodSitesGoBadLEARNINGOBJECTIVES:ARCH.KELL.17.05.02-Whatisthelawofsuperstition?Howcanitbeviolated?OTHER: PICKUP ANSWER: d REFERENCES: SiteFormationProcesses:HowGoodSitesGoBad LEARNINGOBJECTIVES:ARCH.KELL.17.05.02-Whatisthelawofsuperstition?Howcanitbe violated? OTHER: PICKUP 3.TheLawofSuperpositionstatesthat,inanypileofsedimentaryrocksthathavenotbeendisturbedbyfoldingor overturning: a.stratigraphiclayerscannotbeusedtodatearchaeologicalsites. b.stratigraphiclayersatthebottomareyoungerthanstratigraphiclayersatthetop. c.stratigraphiclayersatthebottomareolderthanstratigraphiclayersatthetop. d.soildepthprovidesameasureoftheabsoluteageofastratum. ANSWER: cREFERENCES: TheLawofSuperpositionLEARNINGOBJECTIVES:ARCH.KELL.17.05.02-Whatisthelawofsuperstition?Howcanitbeviolated?OTHER: PICKUP ANSWER: cREFERENCES: TheLawofSuperpositionLEARNINGOBJECTIVES:ARCH.KELL.17.05.02-Whatisthelawofsuperstition?Howcanitbeviolated?OTHER: PICKUP ANSWER: c REFERENCES: TheLawofSuperposition LEARNINGOBJECTIVES:ARCH.KELL.17.05.02-Whatisthelawofsuperstition?Howcanitbe violated? OTHER: PICKUP CopyrightCengageLearning.PoweredbyCognero.Page1 CopyrightCengageLearning.PoweredbyCognero.Page1 CopyrightCengageLearning.PoweredbyCognero.Page1 4.Inanundisturbeddeposit,astonetoolfoundinastratumoverlyingastratumcontainingpotsherdsismostlikely: a.olderthanthepotsherds. b.youngerthanthepotsherds. c.thesameageasthepotsherds. d.impossibletodeterminewhetherthestonetoolisolderoryoungerthanthepotsherds. ANSWER: bREFERENCES: TheLawofSuperpositionLEARNINGOBJECTIVES:ARCH.KELL.17.05.02-Whatisthelawofsuperstition?Howcanitbeviolated?OTHER: PICKUP ANSWER: bREFERENCES: TheLawofSuperpositionLEARNINGOBJECTIVES:ARCH.KELL.17.05.02-Whatisthelawofsuperstition?Howcanitbeviolated?OTHER: PICKUP ANSWER: b REFERENCES: TheLawofSuperposition LEARNINGOBJECTIVES:ARCH.KELL.17.05.02-Whatisthelawofsuperstition?Howcanitbe violated? OTHER: PICKUP 5.NicolausStenoarguedinhisPreliminaryDiscoursetoaDissertationonaSolidBodyNaturallyContained withinaSolid(1669)thatfossilscametobelaiddowninsidesolidrockbecausethefossils: a.hadgrowninsidetherock,acommonopinionofthetime. b.wereoldertherockwasoriginallylaiddownasaliquid,solidifyingaroundthefossils. c.wereyoungertheybecametrappedinsidetherockaftertherockhadalreadysolidifiedfromitsliquidstate. d.andtherockwerethesameage,bothformingtogetheratthesametime. ANSWER: bREFERENCES: TheLawofSuperpositionLEARNINGOBJECTIVES:ARCH.KELL.17.05.02-Whatisthelawofsuperstition?Howcanitbeviolated?OTHER: PICKUP ANSWER: bREFERENCES: TheLawofSuperpositionLEARNINGOBJECTIVES:ARCH.KELL.17.05.02-Whatisthelawofsuperstition?Howcanitbeviolated?OTHER: PICKUP ANSWER: b REFERENCES: TheLawofSuperposition LEARNINGOBJECTIVES:ARCH.KELL.17.05.02-Whatisthelawofsuperstition?Howcanitbe violated? OTHER: PICKUP 6.MaryLeakeysdiscoveryoffossilfootprintsinvolcanicashatLaetoliwasimportantbecause: a.itwarnedlocalsofthepresenceofanearbyactivevolcano. b.fossilanimalfootprintshadneverbeforebeendiscovered. c.thevolcanicashhadpreservedthefootprintsofatleasttwobipedalhominids. d.itprovedthathominidsmanufacturedandusedstonetoolspriortotheoriginofbipedalism. ANSWER: cREFERENCES: TheLawofSuperpositionLEARNINGOBJECTIVES:ARCH.KELL.17.05.01-Whatisgeoarchaeology?OTHER: PICKUP ANSWER: cREFERENCES:

1.Arelativedateis: a.adateexpressedasaspecificunitofscientificmeasurement,suchasdays,years,centuries,ormillennia. b.adateexpressedrelativetoanother(e.g.,earlier,later,morerecent,etc.)ratherthaninabsoluteterms. c.adatebasedontheoccurrenceofdistinctivefossilassemblagesindistinctstrata. d.nolongerusefulforarchaeologyabsolutedatesarenecessaryinordertoprovideameaningfulinterpretation ofanassemblage. ANSWER: bREFERENCES: RelativeDatingLEARNINGOBJECTIVES:ARCH.KELL.17.06.01-Whatisthedifferencebetweenrelativeandabsolutedating?OTHER: PICKUP ANSWER: bREFERENCES: RelativeDatingLEARNINGOBJECTIVES:ARCH.KELL.17.06.01-Whatisthedifferencebetweenrelativeandabsolutedating?OTHER: PICKUP ANSWER: b REFERENCES: RelativeDating LEARNINGOBJECTIVES:ARCH.KELL.17.06.01-Whatisthedifferencebetweenrelativeandabsolute dating? OTHER: PICKUP 2.Theindexfossilconcept: a.allowswidelyseparatedstratatobecorrelatedandassignedtothesametimeperiodiftheycontainthesame fossils. b.istheideathatstratacontainingsimilarfossilassemblagesareofsimilarages. c.enablesarchaeologiststocharacterizeanddatestratawithinsitesusingdistinctiveartifactformsthatresearch showstobediagnosticofaparticularperiodoftime. d.Alloftheanswersarecorrect. ANSWER: dREFERENCES: RelativeDatingLEARNINGOBJECTIVES:ARCH.KELL.17.06.02-Whatarethemajordatingtechniques,whatmaterialsdotheydate,andwhatistheirtimerange?OTHER: PICKUP ANSWER: dREFERENCES: RelativeDatingLEARNINGOBJECTIVES:ARCH.KELL.17.06.02-Whatarethemajordatingtechniques,whatmaterialsdotheydate,andwhatistheirtimerange?OTHER: PICKUP ANSWER: d REFERENCES: RelativeDating LEARNINGOBJECTIVES:ARCH.KELL.17.06.02-Whatarethemajordatingtechniques,whatmaterials dotheydate,andwhatistheirtimerange? OTHER: PICKUP 3.Theindexfossilconceptwasintroducedtoarchaeologyby: a.OscarMontelius. b.A.E.Douglas. c.WillardLibby. d.JeffreyDean. ANSWER: aREFERENCES: RelativeDatingLEARNINGOBJECTIVES:ARCH.KELL.17.06.02-Whatarethemajordatingtechniques,whatmaterialsdotheydate,andwhatistheirtimerange?OTHER: PICKUP ANSWER: aREFERENCES: RelativeDatingLEARNINGOBJECTIVES:ARCH.KELL.17.06.02-Whatarethemajordatingtechniques,whatmaterialsdotheydate,andwhatistheirtimerange?OTHER: PICKUP ANSWER: a REFERENCES: RelativeDating LEARNINGOBJECTIVES:ARCH.KELL.17.06.02-Whatarethemajordatingtechniques,whatmaterials dotheydate,andwhatistheirtimerange? OTHER: PICKUP CopyrightCengageLearning.PoweredbyCognero.Page1 CopyrightCengageLearning.PoweredbyCognero.Page1 CopyrightCengageLearning.PoweredbyCognero.Page1 4.Arelativedatingmethodthatordersartifactsbasedontheassumptionthatoneculturalstyleslowlyreplacesan earlierstyleovertimeis: a.dendrochronology. b.theindexfossilconcept. c.seriation. d.theLawofSuperposition. ANSWER: cREFERENCES: RelativeDatingLEARNINGOBJECTIVES:ARCH.KELL.17.06.01-Whatisthedifferencebetweenrelativeandabsolutedating?OTHER: PICKUP ANSWER: cREFERENCES: RelativeDatingLEARNINGOBJECTIVES:ARCH.KELL.17.06.01-Whatisthedifferencebetweenrelativeandabsolutedating?OTHER: PICKUP ANSWER: c REFERENCES: RelativeDating LEARNINGOBJECTIVES:ARCH.KELL.17.06.01-Whatisthedifferencebetweenrelativeandabsolute dating? OTHER: PICKUP 5.Seriationdiffersfromtheindexfossilconceptinthat: a.insteadofrelyingonthepresenceorabsenceofdistinctivekindsofartifacts,itreliesonchangesinthe frequenciesofartifactsorstyles. b.insteadofrelyingonchangesinthefrequenciesofartifactsorstyles,itreliesonthepresenceorabsenceof distinctivekindsofartifacts. c.seriationappliesonlytopotterystyles,whiletheindexfossilconceptcanapplytoallartifactfacts. d.Noneoftheanswersseriationisthesamethingastheindexfossilconcept. ANSWER: aREFERENCES: RelativeDatingLEARNINGOBJECTIVES:ARCH.KELL.17.06.02-Whatarethemajordatingtechniques,whatmaterialsdotheydate,andwhatistheirtimerange?OTHER: PICKUP ANSWER: aREFERENCES: RelativeDatingLEARNINGOBJECTIVES:ARCH.KELL.17.06.02-Whatarethemajordatingtechniques,whatmaterialsdotheydate,andwhatistheirtimerange?OTHER: PICKUP ANSWER: a REFERENCES: RelativeDating LEARNINGOBJECTIVES:ARCH.KELL.17.06.02-Whatarethemajordatingtechniques,whatmaterials dotheydate,andwhatistheirtimerange? OTHER: PICKUP 6.Ifyouwereinterestedinexaminingtrendsinpotterystylechangethroughtimewhichofthefollowingmethods wouldyouuse? a.Seriation b.Reversestratigraphy c.Potassium-argondating d.Argon-argondating ANSWER: aREFERENCES: RelativeDatingLEARNINGOBJECTIVES:ARCH.KELL.17.06.02-Whatarethemajordatingtechniques,whatmaterialsdotheydate,andwhatistheirtimerange?OTHER: PICKUP ANSWER: aREFERENCES:

1.Afterexcavation,recoveredartifactsmustbeconserved.Conservationcaninvolve: a.asimplecleaningoftheartifacts. b.stabilizationofartifactstopreventdecomposition. c.reconstructionofartifacts,suchasbrokenpotteryvessels. d.Alloftheanswersarecorrect. ANSWER: dREFERENCES: AftertheExcavation:ConservationandCatalogingLEARNINGOBJECTIVES:ARCH.KELL.17.07.01-Whataretheprinciplesofarchaeologicaltypology?OTHER: PICKUP ANSWER: dREFERENCES: AftertheExcavation:ConservationandCatalogingLEARNINGOBJECTIVES:ARCH.KELL.17.07.01-Whataretheprinciplesofarchaeologicaltypology?OTHER: PICKUP ANSWER: d REFERENCES: AftertheExcavation:ConservationandCataloging LEARNINGOBJECTIVES:ARCH.KELL.17.07.01-Whataretheprinciplesofarchaeologicaltypology? OTHER: PICKUP 2.Theclassificationofartifactsintotypesthatorganizeandsimplifyartifactvariabilityistermed: a.attributeanalysis. b.typology. c.phasedesignation. d.componentdesignation. ANSWER: bREFERENCES: ArchaeologicalClassificationLEARNINGOBJECTIVES:ARCH.KELL.17.07.01-Whataretheprinciplesofarchaeologicaltypology?OTHER: PICKUP ANSWER: bREFERENCES: ArchaeologicalClassificationLEARNINGOBJECTIVES:ARCH.KELL.17.07.01-Whataretheprinciplesofarchaeologicaltypology?OTHER: PICKUP ANSWER: b REFERENCES: ArchaeologicalClassification LEARNINGOBJECTIVES:ARCH.KELL.17.07.01-Whataretheprinciplesofarchaeologicaltypology? OTHER: PICKUP 3.Aclassofarchaeologicalartifactsdefinedbyaconsistentclusteringofcharacteristicsisa(n): a.type. b.attribute. c.component. d.phase. ANSWER: aREFERENCES: ArchaeologicalClassificationLEARNINGOBJECTIVES:ARCH.KELL.17.07.01-Whataretheprinciplesofarchaeologicaltypology?OTHER: PICKUP ANSWER: aREFERENCES: ArchaeologicalClassificationLEARNINGOBJECTIVES:ARCH.KELL.17.07.01-Whataretheprinciplesofarchaeologicaltypology?OTHER: PICKUP ANSWER: a REFERENCES: ArchaeologicalClassification LEARNINGOBJECTIVES:ARCH.KELL.17.07.01-Whataretheprinciplesofarchaeologicaltypology? OTHER: PICKUP 4.Whichofthefollowingistrueofarchaeologicaltypes? a.Archaeologicaltypesareassignedwiththegoalinmindofclassifyingobjectsinthesamewaythatprehistoric populationswouldhaveclassifiedthem. b.Archaeologicaltypesareabstractionsthesameobjectcouldbeclassifiedinmanydifferentways. c.Themostusefularchaeologicaltypesarebasedonsimilaritiesinmorphology. d.Themostusefularchaeologicaltypesarebasedonsimilaritiesinfunction. ANSWER: bREFERENCES: ArchaeologicalClassificationLEARNINGOBJECTIVES:ARCH.KELL.17.07.01-Whataretheprinciplesofarchaeologicaltypology?OTHER: PICKUP ANSWER: bREFERENCES: ArchaeologicalClassificationLEARNINGOBJECTIVES:ARCH.KELL.17.07.01-Whataretheprinciplesofarchaeologicaltypology?OTHER: PICKUP ANSWER: b REFERENCES: ArchaeologicalClassification LEARNINGOBJECTIVES:ARCH.KELL.17.07.01-Whataretheprinciplesofarchaeologicaltypology? OTHER: PICKUP CopyrightCengageLearning.PoweredbyCognero.Page1 CopyrightCengageLearning.PoweredbyCognero.Page1 CopyrightCengageLearning.PoweredbyCognero.Page1 5.Adescriptiveandabstractgroupingofindividualartifactswhosefocusisonoverallsimilarityratherthanfunctionor chronologicalsignificanceisa: a.temporaltype. b.functionaltype. c.morphologicaltype. d.stylistictype. ANSWER: cREFERENCES: ArchaeologicalClassificationLEARNINGOBJECTIVES:ARCH.KELL.17.07.01-Whataretheprinciplesofarchaeologicaltypology?OTHER: PICKUP ANSWER: cREFERENCES: ArchaeologicalClassificationLEARNINGOBJECTIVES:ARCH.KELL.17.07.01-Whataretheprinciplesofarchaeologicaltypology?OTHER: PICKUP ANSWER: c REFERENCES: ArchaeologicalClassification LEARNINGOBJECTIVES:ARCH.KELL.17.07.01-Whataretheprinciplesofarchaeologicaltypology? OTHER: PICKUP 6.YouareexcavatingasiteintheGreatBasinandyoufindastratumthatcontainsonlyElkopoints.Thisindicatesto youthatthestratumdatestoaparticularperiod.TheElkopoint,inthisexample,canbereferredtoasa(n): a.functionaltype. b.temporaltype. c.seriatedtype. d.morphologicaltype. ANSWER: bREFERENCES: ArchaeologicalClassificationLEARNINGOBJECTIVES:ARCH.KELL.17.07.01-Whataretheprinciplesofarchaeologicaltypology?OTHER: PICKUP ANSWER: bREFERENCES:

1.Ingeology,theprincipleofuniformitarianismassertsthat: a.theprocessesthatmodifiedtheearthssurfaceinthepastareunknowablebecausetheycannotbedirectly observed. b.theprocessesnowoperatingtomodifytheearthssurfacearethesameasthoseofthegeologicpast. c.theprocessesnowoperatingtomodifytheearthssurfacecannotsimplybeassumedtobethesameasthose ofthegeologicpast,butmustbedemonstratedtobethesame. d.geologicprocessesaredistinctfromarchaeologicalprocessesandthatuniformitarianismonlyappliesto geologicprocesses. ANSWER: bREFERENCES: Middle-LevelResearch:WhatIsIt?LEARNINGOBJECTIVES:ARCH.KELL.17.08.02-Whatistheprincipleofuniformitarianism?OTHER: PICKUP ANSWER: bREFERENCES: Middle-LevelResearch:WhatIsIt?LEARNINGOBJECTIVES:ARCH.KELL.17.08.02-Whatistheprincipleofuniformitarianism?OTHER: PICKUP ANSWER: b REFERENCES: Middle-LevelResearch:WhatIsIt? LEARNINGOBJECTIVES:ARCH.KELL.17.08.02-Whatistheprincipleofuniformitarianism? OTHER: PICKUP 2.Ageologistobservesglacialmorainesandstriationsinanareathatistodaynotglaciated.Thegeologistinterprets thosefeaturesasevidenceofpastglacialactivity.Heorsheisutilizing: a.middleleveltheory. b.theprincipleofuniformitarianism. c.arelationalanalogy. d.Alloftheanswersarecorrect. ANSWER: dREFERENCES: Middle-LevelResearch:WhatIsIt?LEARNINGOBJECTIVES:ARCH.KELL.17.08.01-Whatisthedifferencebetweenanalogyandmiddle-leveltheory?OTHER: PICKUP ANSWER: dREFERENCES: Middle-LevelResearch:WhatIsIt?LEARNINGOBJECTIVES:ARCH.KELL.17.08.01-Whatisthedifferencebetweenanalogyandmiddle-leveltheory?OTHER: PICKUP ANSWER: d REFERENCES: Middle-LevelResearch:WhatIsIt? LEARNINGOBJECTIVES:ARCH.KELL.17.08.01-Whatisthedifferencebetweenanalogyandmiddle- leveltheory? OTHER: PICKUP 3.Experimentalarchaeologyprovidesarchaeologistswithbridgingarguments,waystomakeinferencesaboutpast behaviorfrommaterialremains.Whichofthefollowingisnotanexampleofexperimentalarchaeology? a.UsingBritishschoolboystoseeiftheycouldmovestonessimilartothoseusedtobuildStonehenge. b.Usingastonetooltoscrapehideandthenexaminingmicrowearpresentonthetoolsedgetodeterminethe typeofwearcausedbyhide-scraping. c.Usingseriationtoconstructawaytodatearchaeologicalsitesbasedonpaintedpotterystyles. d.Throwinghaftedspearpointsintoelephantcarcassestodeterminetheircapacityforpenetration. ANSWER: cREFERENCES: ExperimentalArchaeologyLEARNINGOBJECTIVES:ARCH.KELL.17.08.03-Howdotaphonomy,experimentalarchaeology,andethnoarchaeologycontributetothestudyofthepast?OTHER: PICKUP ANSWER: cREFERENCES: ExperimentalArchaeologyLEARNINGOBJECTIVES:ARCH.KELL.17.08.03-Howdotaphonomy,experimentalarchaeology,andethnoarchaeologycontributetothestudyofthepast?OTHER: PICKUP ANSWER: c REFERENCES: ExperimentalArchaeology LEARNINGOBJECTIVES:ARCH.KELL.17.08.03-Howdotaphonomy,experimentalarchaeology,and ethnoarchaeologycontributetothestudyofthepast? OTHER: PICKUP CopyrightCengageLearning.PoweredbyCognero.Page1 CopyrightCengageLearning.PoweredbyCognero.Page1 CopyrightCengageLearning.PoweredbyCognero.Page1 4.Whichofthefollowingisanexampleofreasoningthroughuniformitarianprinciples,ratherthensimpleanalogy? a.EthnographicdataonthehuntingandgatheringShoshoneinNevadasuggestthatinthe19thcenturythe Shoshonelivedingroupsofabout25peoplethereforeprehistoricpeoplewholivedinthesameareawith thesameeconomyalsolivedingroupsofabout25. b.Ethnographicdatafromallovertheworldshowthathunter-gatherersliveingroupsofabout25people thereforeprehistorichunter-gatherersinthedesertsofNevadaalsolivedingroupsofabout25people. c.Ithasbeendemonstratedusingethnographicdatathatinavarietyofdifferentkindsofenvironmentsagroup ofhunter-gatherersofabout25peoplecontainsabout7activehuntersandthisnumberissufficienttoensure thatsomeonecomeshomewithgameeachdayincreasingthenumberofhuntersbeyond7increasesthe amountoffoodneededforthegroupbutdoesnotappreciablyincreasethechancethatsomehunterwill comehomewithgamethuswearguethatprehistorichunter-gatherersalsolivedingroupsofabout25 people. d.Ethnographicdataonhighlynomadichunter-gatherersindesertenvironmentswhodependheavilyonplants forfoodratherthanonanimalsshowthattheyliveingroupsofabout25peoplesinceprehistoricforagersin theGreatBasindesertswerehighlynomadicandheavilydependentonplantfoodswearguethatprehistoric peoplestherelivedingroupsof25people. ANSWER: cREFERENCES: Middle-LevelResearch:WhatIsIt?LEARNINGOBJECTIVES:ARCH.KELL.17.08.01-Whatisthedifferencebetweenanalogyandmiddle-leveltheory?OTHER: PICKUP ANSWER: cREFERENCES: Middle-LevelResearch:WhatIsIt?LEARNINGOBJECTIVES:ARCH.KELL.17.08.01-Whatisthedifferencebetweenanalogyandmiddle-leveltheory?OTHER: PICKUP ANSWER: c REFERENCES: Middle-LevelResearch:WhatIsIt? LEARNINGOBJECTIVES:ARCH.KELL.17.08.01-Whatisthedifferencebetweenanalogyandmiddle- leveltheory? OTHER: PICKUP 5.Asipapuis: a.asmallpitinakivalocatedalongthewalloppositetheventilatorshaft. b.theplacewheretheHopisaresaidtohaveemergedintothisworldfromtheunderworld. c.theplacethroughwhichHopicommunicationwiththesupernaturalworldtakesplace. d.Alloftheanswersarecorrect. ANSWER: dREFERENCES: Middle-LevelResearch:WhatIsIt?LEARNINGOBJECTIVES:ARCH.KELL.17.08.03-Howdotaphonomy,experimentalarchaeology,andethnoarchaeologycontributetothestudyofthepast?OTHER: PICKUP ANSWER: dREFERENCES: Middle-LevelResearch:WhatIsIt?LEARNINGOBJECTIVES:ARCH.KELL.17.08.03-Howdotaphonomy,experimentalarchaeology,andethnoarchaeologycontributetothestudyofthepast?OTHER: PICKUP ANSWER: d REFERENCES: Middle-LevelResearch:WhatIsIt? LEARNINGOBJECTIVES:ARCH.KELL.17.08.03-Howdotaphonomy,experimentalarchaeology,and ethnoarchaeologycontributetothestudyofthepast? OTHER: PICKUP CopyrightCengageLearning.PoweredbyCognero.Page2 CopyrightCengageLearning.PoweredbyCognero.Page2 CopyrightCengageLearning.PoweredbyCognero.Page2 6.Analogiesjustifiedonthebasisofcloseculturalcontinuitybetweenthearchaeologicalandethnographiccasesor similarityingeneralculturalformareknownas: a.formalanalogies. b.relationalanalogies. c.middle-rangeanalogies. d.uniformitariananalogies. ANSWER: bREFERENCES: Middle-LevelResearch:WhatIsIt?LEARNINGOBJECTIVES:ARCH.KELL.17.08.01-Whatisthedifferencebetweenanalogyandmiddle-leveltheory?OTHER: PICKUP ANSWER: bREFERENCES:

1.Afaunalassemblageconsistsof: a.animalbonesfromkillorbutcheringsites. b.bonesfromhuntedanimalsthatwerebroughtbacktocampsorvillages. c.animalbonesthataccumulatedatasiteduetonaturalprocesses(e.g.,broughtintothesitebycarnivoresor raptors). d.Anyoralloftheanswersarecorrect. ANSWER: dREFERENCES: StudyingAnimalRemainsFromArchaeologicalSitesLEARNINGOBJECTIVES:ARCH.KELL.17.09.01-Whatdoesazooarchaeologicalstudyinvolve?OTHER: PICKUP ANSWER: dREFERENCES: StudyingAnimalRemainsFromArchaeologicalSitesLEARNINGOBJECTIVES:ARCH.KELL.17.09.01-Whatdoesazooarchaeologicalstudyinvolve?OTHER: PICKUP ANSWER: d REFERENCES: StudyingAnimalRemainsFromArchaeologicalSites LEARNINGOBJECTIVES:ARCH.KELL.17.09.01-Whatdoesazooarchaeologicalstudyinvolve? OTHER: PICKUP 2.Archaeologistswhoanalyzefaunalassemblagesarecommonlyknownas: a.palynologists. b.zooarchaeologists. c.paleoecologists. d.paleoethnobotanists. ANSWER: bREFERENCES: StudyingAnimalRemainsFromArchaeologicalSitesLEARNINGOBJECTIVES:ARCH.KELL.17.09.01-Whatdoesazooarchaeologicalstudyinvolve?OTHER: PICKUP ANSWER: bREFERENCES: StudyingAnimalRemainsFromArchaeologicalSitesLEARNINGOBJECTIVES:ARCH.KELL.17.09.01-Whatdoesazooarchaeologicalstudyinvolve?OTHER: PICKUP ANSWER: b REFERENCES: StudyingAnimalRemainsFromArchaeologicalSites LEARNINGOBJECTIVES:ARCH.KELL.17.09.01-Whatdoesazooarchaeologicalstudyinvolve? OTHER: PICKUP 3.Themainpurposeofazooarchaeologicalcomparativecollectionisto: a.helpzooarchaeologistsidentifyarchaeofaunas. b.determinewhethercutmarksonanimalbonesweremadehistoricallyorprehistorically. c.distinguishbetweennaturalcarnivoretoothmarksandcutmarksmadebyhumans. d.identifythetypesoffaunalivingatandaroundasiteatthetimeitwasoccupiedprehistorically. ANSWER: aREFERENCES: page201LEARNINGOBJECTIVES:ARCH.KELL.17.09.01-Whatdoesazooarchaeologicalstudyinvolve?OTHER: PICKUP ANSWER: aREFERENCES: page201LEARNINGOBJECTIVES:ARCH.KELL.17.09.01-Whatdoesazooarchaeologicalstudyinvolve?OTHER: PICKUP ANSWER: a REFERENCES: page201 LEARNINGOBJECTIVES:ARCH.KELL.17.09.01-Whatdoesazooarchaeologicalstudyinvolve? OTHER: PICKUP 4.Ifyouareusingaskeletalcollectionofmodernfauna,ofbothsexesanddifferentages,toidentifyspecimensinan archaeofauna,youareusinga: a.macrobotanicalassemblage. b.palynologicalcollection. c.comparativecollection. d.phytolithassemblage. ANSWER: cREFERENCES: StudyingAnimalRemainsFromArchaeologicalSitesLEARNINGOBJECTIVES:ARCH.KELL.17.09.01-Whatdoesazooarchaeologicalstudyinvolve?OTHER: PICKUP ANSWER: cREFERENCES: StudyingAnimalRemainsFromArchaeologicalSitesLEARNINGOBJECTIVES:ARCH.KELL.17.09.01-Whatdoesazooarchaeologicalstudyinvolve?OTHER: PICKUP ANSWER: c REFERENCES: StudyingAnimalRemainsFromArchaeologicalSites LEARNINGOBJECTIVES:ARCH.KELL.17.09.01-Whatdoesazooarchaeologicalstudyinvolve? OTHER: PICKUP CopyrightCengageLearning.PoweredbyCognero.Page1 CopyrightCengageLearning.PoweredbyCognero.Page1 CopyrightCengageLearning.PoweredbyCognero.Page1 5.Whenanalyzingafaunalassemblage,zooarchaeologistsattempttoidentifyaspecimento: a.element. b.taxon. c.side. d.Alloftheanswersarecorrect. ANSWER: dREFERENCES: StudyingAnimalRemainsFromArchaeologicalSitesLEARNINGOBJECTIVES:ARCH.KELL.17.09.01-Whatdoesazooarchaeologicalstudyinvolve?OTHER: PICKUP ANSWER: dREFERENCES: StudyingAnimalRemainsFromArchaeologicalSitesLEARNINGOBJECTIVES:ARCH.KELL.17.09.01-Whatdoesazooarchaeologicalstudyinvolve?OTHER: PICKUP ANSWER: d REFERENCES: StudyingAnimalRemainsFromArchaeologicalSites LEARNINGOBJECTIVES:ARCH.KELL.17.09.01-Whatdoesazooarchaeologicalstudyinvolve? OTHER: PICKUP 6.Sizeclassescategorizefaunalremainstooneoffivecategoriesbasedonbodysize.Animalsassignedtoclassfive include: a.giraffes,hippos,andelephants. b.bisonandelk. c.wolfandpronghornantelope. d.rabbitsandrodents. ANSWER: aREFERENCES: StudyingAnimalRemainsFromArchaeologicalSitesLEARNINGOBJECTIVES:ARCH.KELL.17.09.01-Whatdoesazooarchaeologicalstudyinvolve?OTHER: PICKUP ANSWER: aREFERENCES: