Instructor’s Manual and Test Bank

for

Campbell, Loy, and Cruz-Uribe

Humankind Emerging

Ninth Edition

prepared by

Linda D. Wolfe East Carolina University

Ricky Knight

Corey S. Pressman

Mt. Hood Community College

Boston New York San Francisco Mexico City Montreal Toronto London Madrid Munich Paris

Hong Kong Singapore Tokyo Cape Town Sydney

Copyright © 2006 Pearson Education, Inc. All rights reserved. The contents, or parts thereof, may be reproduced with Humankind Emerging, Ninth Edition, by Bernard G. Campbell, James D. Loy, and Kathryn Cruz-Uribe, provided such reproductions bear copyright notice, but may not be reproduced in any form for any other purpose without written permission from the copyright owner. To obtain permission(s) to use the material from this work, please submit a written request to Allyn and Bacon, Permissions Department, 75 Arlington Street, Boston, MA 02116 or fax your request to 617-848-7320. ISBN 0-205-47632-5 Printed in the United States of America 10 9 8 7 6 5 4 3 2 1 09 08 07 06 05

CONTENTS PART I EVOLUTION

Chapter 1: The Search for Human Origins 1

Chapter 2: Evolutionary Mechanisms 5

PART II THE ORIGIN OF HUMANKIND

Chapter 3: Humans Among the Primates 9

Chapter 4: The Behavior of Living Primates 13

Chapter 5: Apes and other Ancestors: Prehominin Evolution 17

Chapter 6: The South African Hominins 21

Chapter 7: East Africa and the Sahel: A Multitide of Australopiths 25

Chapter 8: East Africa: The Advent of Homo 29

Chapter 9: The Evolution of Hominin Behavior 33

PART III THE EVOLUTION OF HUMANKIND

Chapter 10: Discovering Homo erectus 37

Chapter 11: Environment, Technology, and Society of Homo erectus 41

Chapter 12: Homo heidelburgensis and the Hunting Way of Life 45

Chapter 13: The Evolution of Language and the Brain 49

PART IV MODERN HUMANITY

Chapter 14: The Neanderthal Enigma 53

Chapter 15: The Final Transformation: The Evolution of Modern Humans 57

Chapter 16: The Advent of Modern Culture 61

Chapter 17: The Human Condition 65

SAMPLE SYLLABUS 69

INTRODUCTION TO THE INSTRUCTOR’S MANUAL

This instructor’s manual provides a sample syllabus, list of learning objectives, key terms, classroom activities. Also included are up-to-date internet links, discussion topics, and reading suggestions. We hope this study guide helps you as both a student and instructor of anthropology.

CHAPTER 1 The Search for Human Origins

Overview 2

Prescientific Theories of Human Origins 2

Early Naturalists Begin to Question Human Antiquity 3

Geology Comes of Age: The Theory of Deep Time 5

Comte de Buffon 5

James Hutton and the World Machine 5

Georges Cuvier and Catastrophism 6

Charles Lyell and Uniformitarianism 8

The Advent of Evolutionary Theories 8

Lamarck 8

Charles Darwin 9

The Basis of Darwin’s Theory 12

Current Issue: The Relevance of Paleoanthropology 15

Gregor Mendel and the Problem of Heredity 16

The Experiements 17

Mendel’s Hereditary Principles 18

Turn of the Century: Mendel Rediscovered, Natural Selection Out of Favor 19

Hugo De Vries and the Mutationists 19

The Emergence of the Modern Synthesis 20

Summary 21

Postscript 21

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LEARNING OBJECTIVES 1. To provide a background understanding of the influence the creation story as told in the Bible

exerted on the beliefs of Western thinkers in the 17th, 18th, and 19th centuries. 2. To understand the contributions made by C. Darwin, A. R. Wallace, J. Hutton, C. Lyell and other

scholars of the latter part of the1800’s and early 1900’s to our basic understanding of the process of evolution.

3. To understand Gregor Mendel’s research into the principles of heredity and its importance to the

development of the modern synthetic theory of evolution. KEY TERMS Archaeology Catastrophism Conspecifics Cultural Anthropology The Descent of Man Dominant Evolution Fossil Genotype Heterozygous Homozygous Independent Assortment Macromutation Mimicry Mutation Natural Selection On the Origin of Species Paleoanthropology Phenotype Principles of Geology Recessive Particulate Heredity Segregation Uniformitarianism

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KEY PEOPLE Comte de Buffon Isaac de la Peyrere Boucher de Perthes Georges Cuvier Charles Darwin Hugo De Vries Ronald Fisher John Frere James Hutton Julian Huxley Thomas Huxley Jean Baptiste Lamarck John Lubbock Charles Lyell Thomas Malthus Gregor Mendel John Ray James Ussher Alfred Russel Wallace DISCUSSION TOPICS 1. Show videos #9 (on the lives of Darwin and Wallace) and the first half of #12 (the life of Gregor

Mendel) of the Ascent of Man series. Discuss the impact of the culture of the times on the research and lives of these men.

2. Give your students some examples of how the scientific methods works. Do this by distributing and

discussing two or three articles from recent professional journals that show (A) hypothesis construction, (B) data collection and analysis, (C) hypothesis falsification or support, and (D) theory modification or support.

3. Have your students visit a natural history museum and write a report on the fossils observed in the

museum. 4. Describe one of your research projects and how you used the scientific method to reach your

conclusions. SUGGESTED FURTHER READING Browne, Janet. Charles Darwin: The Power of Place. New York, Knopf, 2002. Browne, Janet. Charles Darwin: Voyaging. New York, Knopf, 1995. Darwin, Charles. On the Origin of Species. Cambridge (MA), Harvard University Press,

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1964. (First published in 1859) Grayson, Donald. The Establishment of Human Antiquity. New York, Academic Press, 1983. Larson, Edward. Evolution. New York, Modern Library, 2004. Mayr, Ernst. One Long Argument. Cambridge (MA), Harvard University Press, 1991. Mayr, Ernst. The Growth of Biological Thought: Diversity, Evolution, and Inheritance. Cambridge (MA), Harvard University Press, 1982. Numbers, Ronald. The Creationists. New York, Knopf, 1992. Price, Peter. Biological Evolution. Forth Worth, Saunders College Publishing, 1996. INTERNET RESOURCES UCMP Exhibition Halls: Evolution www.ucmp.Berkeley.edu/history/evolution.html This web site provides biological sketches of several scientists who contributed to “deep time” and/or evolutionary theories. Welcome to Mendelweb www.mendelweb.org Information about the life and work of Gregor Mendel and the origins of classical genetics. Mendel Museum www.Mendel-museum.org Excellent site maintained by the Mendel Museum at the Abbey of St. Thomas, Brno. The site includes biographical information about Mendel, as well as animated descriptions of his botanical experiments. National Center for Science Education www.natcenscied.org Information about the continuing controversy over teaching evolution and “creation science” in the public schools. Victorian Science: An Overview www. victorianweb.org/science/sciov.html Part of the Victorian Web, this site provides background information about Charles Darwin and other nineteenth-century scientists. Evolution Change: Deep Time www.pbs.org/wgbh/evolution/change/deeptime This site includes an animated introduction to deep time and links to related geological and evolutionary topics.

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CHAPTER 2 Evolutionary Mechanisms

Overview 25

Levels of Selection and Change 25

Microevolution: Genes, Genotypes, and Gene Pools 26

Phenotypes and Collective Phenotypes 28

Genes, DNA, and RNA 28

Sources of Genetic and Phenotypic Variation 32

Mutations 32

The Upside and Downside of Genetics Research 33

Meiosis and Crossing-Over 34

Populations and Species 36

Darwinian Evolution: How Natural Selection Shapes Populations 37

Sexual Selection 40

Three Examples of Natural Selection at Work 41

Non-Darwinian Evolutionary Mechanisms 43

Polymorphism and Genetic Load 45

The Hardy-Weinberg Theorem 47

Measures of Fitness 49

Macroevolution: Speciation 49

Macroevolution: Extinction 52

Progress in Evolution 53

Some Thoughts on Evolution and Progress 54

Summary 55

Postscript 55

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LEARNING OBJECTIVES 1. To understand the science of genetic and the mechanisms of evolutionary change within the framework of the modern synthetic theory of evolution. 4. To show the relationship between individual survival and subsequent characteristics of the

population. 5. To describe the chemistry (DNA and RNA) of the genes and its role in protein synthesis. 6. To examine non-Darwinian evolution (gene flow, founder effect and genetic drift). 7. To understand the concept of the species and the processes of speciation and extinction. 8. To comprehend the Hardy-Weinberg theorem. KEY TERMS Adaptation Alleles Allopatric Speciation Assortative Mating Balanced Polymorphism Bioethicists Biological Species Chromosomes Cladogenesis Codon Collective Phenotype Crossing-over Deme Diploid Number Directional selection DNA Ecological Niche Extinction Fitness Founder Effect Gamete Gene Gene Flow Gene Pool Genetic Drift Genetic Load Haploid Number Hardy-Weinberg Theorem Heritability

Locus Meiosis Mitochondria Natural Selection Phyletic Transformation Point Mutation RNA Sexual Selection Species Stabilizing Selection Sympatric Speciation

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KEY PEOPLE G. H. Hardy Ernst Mayr W. Weinberg DISCUSSION TOPICS 1. To establish the fact of assortative mating have your students interview ten couples as to their level of

education, place of birth, hair color, eye color, height and weight. Have the students present and discuss their results in class.

2. Anthropology is a good way to get students to think about genes and inheritance. Have the students work in pairs and score each other for the following traits: • Hair Whorl Pattern: Clockwise is dominant to counterclockwise. • Earlobe Attachment: Free earlobes are dominant to attached earlobes. • Tongue Rolling: The ability to roll the tongue into a U shape is dominant to the lack of the ability to

roll the tongue upward. • PTC Tasting: Have students taste PTC test paper which can be purchased from a biological supply

company. Tasting is dominant to nontasting. When the students have finished, have them work out their genotypes and share the information by writing it on the board. 3. Pre-prepared slides can be purchased from biological supply companies. Have the students look

through a microscope and view slides of mitosis and sickled red blood cells. The students should describe and discuss what they see.

SUGGESTED FURTHER READING Gould, Steven Jay. Full House. New York, Harmony Books, 1996. Levine, Joseph, and David Suzuki. The Secret of Life. Boston, WGBH Educational Foundation, 1993. Molnar, Stephen. Human Variation, 5th ed. Upper Saddle River (NJ), Prentice Hall, 2002. Orel, Vitezslav. Gregor Mendel: The First Geneticist. Oxford, Oxford University Press, 1996. Raup, David. Extinction: Bad Genes or Bad Luck? New York, W. W. Norton, 1991. Weiner, Jonathan. The Beak of the Finch. New York, Vintage Books, 1994.

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INTERNET RESOURCES Natural Selection http://en.wikipedia.org/wiki/Natural_selection Produced by the Wikipedia encyclopedia, this site describes the process of natural selection, as well as providing links to several other evolutionary mechanisms. The Origin of Species, Charles Darwin, Chapter 4 natural Selection www.literature.org/authors/Darwin-charles/the-origin-of-species/chapter-04.html Reprinted in its entirety is Charles Darwin’s chapter describing his primary evolutionary mechanism. The Talk.Origins Archive www.talkorigins.org Good starting point for material on genetics, evolutionary processes, speciation models, and extinction. Speciation http://users.rcn.com/jkimball.ma.ultranet/BiologyPages/S/Speciation.html This site describes the various speciation processes, illustrating allopatric speciation with Darwin’s finches in the Galapagos. Extinction www.peripatus.gen.nz/paleontology/extinction.html Produced by Peripatus, this website describes the processes that lead to extinction and identifies the several mass extinction events. DNA From The Beginning www.dnaftb.org/dnaftb Produced by the Cold Spring Harbor Laboratory, this site presents “an animated primer on the basics of DNA, genes, and heredity”.

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CHAPTER 3 Humans Among the Primates

Overview 59

Names and Classifications 59

The Primates 61

Strepsirhini 63

Haplorhini 71

Human Characteristics 77

Current Issue: Human Anatomical Imperfections 80

Vision 81

Hands 81

The Brain 83

Language and Speech 85

Culture Adaptation 86

Summary 86

Postscript 87

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LEARNING OBJECTIVES 1. To understand the behavioral and morphological differences and similarities among the subgroups of

primates, the prosimians, monkeys, apes and humans 2. To provide a background overview of primate evolution. 3. To understand the principles of taxonomy and the primate classification system. 4. To comprehend the role of life in the trees and an insectivorous diet in the original adaptations of

primates. 5. To explore the unique traits of human, bipedal locomotion, enlarged brains, language, and culture. KEY TERMS Anthropoidea Apes Arboreal Theory Bilophodonty Binomial Classification Bipedalism Brachiation Cebidea Cercopithecoidea Cladistic Classification Cla ssifications Systems Diurnal Heterodont Hominidae Hominoidea Monkey Nocturnal Opposability Panidae Phenetic Classification Phylogenetic Classification Pongidae Postorbital Bar Power Grip Precision Grip Primates Prehensile Prosimii Quadrupedalism Rhinarium Sister Group Taxonomy

Visual Predation Theory Y-5 pattern

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KEY PEOPLE Karl von Linne Matt Cartmill DISCUSSION TOPICS 1. Show videos with of primates and have the students take notes on the major features of the

behavior and morphology of the primates. Have the students report their observations. For videos try the Penn State Audio-Visual Services, the Teacher’s Video Company in Scottsdate, Arizona, and the Educational Video Network in Huntsville, Texas. You might try showing the videos with the sound turned off.

2. Have students examine skeletons of primates and note the major differences between each

subgroup of primates. Primate skeletons can be purchased from science supplies companies such as Carolina Biological Supply Company, Burlington, NC.

3. Have students get into small groups and map their folk taxonomy of a group of items such as

moving vehicles, cloths, or alcoholic drinks. Assign the whole class the same group of items. When they have completed their folk taxonomy, have two or three students put their taxonomies on the board and discuss the relationship between their folk taxonomies and biological taxonomic systems.

SUGGESTED FURTHER READING Cartmill, Matt. “New Views on Primate Origins”. Evolutionary Anthropology, 1:105-111, 1992. Cartmill, Matt. “Rethinking Primate Origins.” Science, 184:436-443, 1974. Falk, Dean. Primate Diversity. New York, W. W. Norton, 2000. Napier, John R. The Roots of Mankind. Washington D.C., Smithsonian Institution Press, 1970. Napier, John R., and Prue H. Napier. The Natural History of the Primates. Cambridge (MA), MIT Press, 1985. Sargis, Eric. “Primate Origins Nailed.” Science. 298:1564-1565, 2002. Schultz, Adolph. The Life of Primates. New York, Universe Books, 1969. Sussman, Robert. “Primate Origins and the Evolution of Angiosperms.” American Journal of Primatology, 23:209-223, 1991.

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