BIOLOGICAL ANTHROPOLOGY
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The Natural History of Humankind
Fourth Edition
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CRAIG STANFORD
University of Southern California
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JOHN S. ALLEN
University of Southern California
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SUSAN C. ANTÓN
New York University
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Pearson
Boston Columbus Indianapolis New York San Francisco
Amsterdam Cape Town Dubai London Madrid Milan Munich
Paris Montreal Toronto Delhi Mexico City Sao Paulo Sydney
Hong Kong Seoul Singapore Taipei Tokyo
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TABLE OF CONTENTS
Introduction: What Is Biological Anthropology? 1
Chapter 1 Origins of Evolutionary Thought 5
Chapter 2 Genetics: Cells and Molecules 12
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Chapter 3 Genetics: From Genotype to Phenotype 18
Chapter 4 The Forces of Evolution and the Formation of Species 26
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Chapter 5 Human Variation: Evolution, Adaptation, and Adaptability 33
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Chapter 6 The Primates 42
Chapter 7 Primate Behavior 49
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Chapter 8 Fossils in Geological Context 55
Chapter 9 Origin of Primates 62
Chapter 10 Early Hominins 70
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Chapter 11 Origin and Evolution of the Genus Homo 78
Chapter 12 Archaic Homo Sapiens and Neandertals 86
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Chapter 13 The Emergence and Dispersal of Homo Sapiens 95
Chapter 14 Evolution of the Brain and Language 103
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Chapter 15 Biomedical Anthropology 110
Chapter 16 The Evolution of Human Behavior 118
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Chapter 17 Bioarchaeology and Forensic Anthropology 125
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INTRODUCTION
WHAT IS BIOLOGICAL ANTHROPOLOGY?
LEARNING OBJECTIVES
Based on thorough reading and careful consideration of the Introduction, students should be able to:
● I.1: Describe the subfields of anthropology and the role of biological anthropology in them.
● I.2: Describe the subfields within biological anthropology.
● I.3: Summarize the origins of modern biological anthropology.
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LEARNING OBJECTIVE SUMMARY
ANTHROPOLOGY AND ITS SUBFIELDS
I.1: Describe the subfields of anthropology and the role of biological anthropology in them.
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• Cultural Anthropology
• Archaeology
• Linguistic Anthropology
• Biological Anthropology
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THE SCOPE OF BIOLOGICAL ANTHROPOLOGY
I.2: Describe the subfields within biological anthropology.
• Paleoanthropology
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• Forensic Anthropology
• Skeletal Biology/Osteology
• Primatology
• Paleopathology
• Human Biology
THE ROOTS OF MODERN BIOLOGICAL ANTHROPOLOGY
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I.3: Summarize the origins of modern biological anthropology.
• Biological Anthropology’s roots are in Physical Anthropology—the study of skeletons by amateur anatomists.
• The rise of modern evolutionary genetics and also of primatology
• The incorporation of genetics and primatology into modern biological anthropology
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LECTURE OUTLINE
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I. Introduction
A. Links between biologists in different subfields
B. Biological anthropologists try to understand details of evolution
1. How do they shape who we are today?
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2. Debzhansky: “Nothing in biology makes sense except in the light of evolution.”
C. The evolutionary process is slow and inefficient.
II. Anthropology and Its Subfields
A. Anthropology is the study of humankind in all its forms.
1. Distinguished by its cross-cultural, holistic nature
2. Culture: the sum total of learned traditions of a group of people (e.g. language)
3. Debate over interplay of biology and culture
B. Other subfields of anthropology
1. Cultural anthropology: the study of human societies in a cross-cultural perspective
a. Ethnology: a subfield of cultural anthropology, the study of behavior within
human societies
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2. Linguistic anthropology: the study of the form, function, and social context of language
3. Archaeology: the study of how people used to live, based on artifacts they left behind
a. Historical archaeologists study past civilizations that left a written record.
III. The Scope of Biological Anthropology
A. Paleoanthropology: the study of the fossil record for humankind
1. Includes fossilized remains with the most direct physical evidence of human ancestry
2. Famous examples include Lucy or the Peking Man
3. Discovery of new human fossils every decade or so
4. Research takes place in the field as well as in museums and laboratories
5. Comparisons between extinct and living forms (e.g. presence of canine teeth)
6. Tree with many branches has replaced linear view of human evolution
B. Skeletal biology and human osteology
1. Osteology: study of the skeleton
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2. Identify what sort of animal the fossil/fragment was in life
3. Keen spatial sense of how jigsaw puzzle-like array fits together
4. Among the first generation of biological anthropologists
5. Relationship between genetics, human growth and stature, and geographic variation
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6. Skeletal anthropology: includes patterns and processes of human growth, physiology, and
development
C. Paleopathology and bioarchaeology: the study of disease in ancient human populations
1. Goes hand-in-hand with the study of human remains in archaeological context
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2. Study effects of trauma, epidemics, nutritional deficiencies, and infectious diseases
D. Forensic anthropology: study of the identification of skeletal remains
1. Includes means by which an individual died
2. Applications in historical study and criminal investigations
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E. Primatology: study of the anatomy, physiology, behavior, and genetics of both living and extinct
monkeys, apes, and prosimians
1. Best known through the work of Jane Goodall and Dian Fossey
2. Desire to learn more about patterns of behavior
3. Learn about how evolution molded the human species
F. Human biology: study of human growth and development, adaptations to environmental extremes,
and human genetics
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1. Nutritional anthropologists study diet, culture, and evolution
2. Biological and cultural forces
3. Human variation gives clues to migrations of earlier peoples
4. Biocultural anthropology and biomedical anthropology: expressions of human diseases
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5. Molecular anthropology: genetic approach to human evolutionary science
IV. The Roots of Modern Biological Anthropology
A. Evolutionary perspective made many old debates about human origins irrelevant
1. Result of interrelations of genetics and environment
B. Physical anthropology appeared as discipline in second half of the nineteenth century
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C. Not simply shot and dissected: synthesis of genetics, anatomy, ecology, and behavior
D. New dating techniques spurred paleoanthropology
E. Today, a wide variety of approaches
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LECTURE AND DISCUSSION TOPICS
Each of these topics is intended to generate ideas for a lecture/recitation format or discussion in the classroom. For
most topics, students should be able to respond and participate in discussions based solely on reading the text. For
others, you may need to provide further reading or other forms of information so that students can develop some
personal perspective and become equipped to make independent decisions about the topics.
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