Anth Assignment 1

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Anth 363

Anderson 1992 reading essay

25 points

Due Monday, April 20th, before 11:55p

Learning outcome #2- Statistics are a powerful way to evaluate differences between groups (in this case

graves and their contents) to see whether differences between groups are due to some real social factor, or

simply random chance. If random chance can be ruled out, statistical comparisons provide powerful

evidence of status difference or other social factors.

For this assignment, you are asked to compose a 2-4 page double-spaced essay that examines some of

the archaeological data presented in this reading;

Anderson, W.

1992 Badarian Burials: Evidence of Social Inequality in Middle Egypt During the Early Predynastic

Era. Journal of the American Research Center in Egypt, vol. 29, pp. 51-66.

In this paper, Anderson evaluates the distribution of grave goods across 262 graves from seven Badarian

cemeteries. Anderson reports 2955 grave goods were recovered from the graves in these seven

cemeteries.

Anderson uses χ2 (chi-squared) analysis to determine whether the goods distributed across the 262 graves

show patterning indicating different classes or statuses for the people buried in the graves. The basis of χ2

is to assume a null model wherein every grave good has an equal chance of turning up in every grave.

If the null model is confirmed, then there is no evidence of status difference. However, if there are

significant differences between observed (the actual data) and expected (estimate derived from the χ2

model) counts, that indicates non-random patterning, which in turn indicates status difference.

To test the null model, observed counts of grave goods by sex and age are compared to expected counts,

calculated from the data using χ2. The “expected” model are the counts that should result if every grave

good has an equal chance of turning up in every grave.

Big differences between the observed and expected counts means that the difference is not simply due to

chance. In other words, large differences are more likely to result from real social factors driving status

differences.

For this essay, I want you to focus on two of Anderson’s chi-square comparisons listed in Table 4 and

Table 7. Your essay will summarize the information presented in these tables. You will then be asked to

more generally reflect on the results presented in those tables.

Table 4. Badari cemeteries: grave goods by sex of grave occupant

Table 7. Badari cemeteries: grave goods and age status

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Part I: Introduction

Generally summarize why Anderson undertook this analysis (see particularly p. 54).

Part 2: Analysis

Answer each question in about 1-2 paragraphs.

1. Compare the observed versus expected values for Table 4. Are there big differences between the observed vs expected values (more than 3)?

Do males and females exhibit status differences based on these data?

2. Compare the observed versus expected values for Table 7. Are there big differences between the observed and expected values (more than 3) for…

Subadults- significant / not significant

Adults- significant / not significant

Old- significant / not significant

Part 3: Conclusions

Write 2 or 3 paragraphs summarizing your thoughts on the information presented in Anderson 1992.

Given these results, what is the nature of the burial differentiation described by Anderson? Is it simply

haves and have nots? Or are there other kinds of divisions indicated by the nature and distribution of the

burial goods at Badari?

What other factors besides economic differences might be driving the distribution of grave goods?

Citation guidelines

Follow these citation guidelines when citing information from the reading. When citing specific material

or quoting from a reading, include the page number (Author date:pp), or (Anderson 1992:445).

Please include the complete text reference at the end of the paper, e.g.

Anderson, W.

1992 “Badarian Burials: Evidence of Social Inequality in Middle Egypt During the Early Predynastic

Era,” Journal of the American Research Center in Egypt, vol. 29, pp 51-66.

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Grading rubric

25-22 points

Content- Student is able to clearly and comprehensively summarize what the authors are attempting to

demonstrate within the context of the provided background material.

Organization- Student organizes the essay using paragraphs that follow a logical progression. Essay starts

with an introductory overview paragraph followed by logically sequenced paragraphs that flesh out the

ideas in the introductory paragraph. Essay ends with a concluding paragraph summarizing the information

presented and how it bears on larger issues.

Spelling and grammar- Spelling and grammatical errors are minimal to non-existent. Sentences are clear

and neither overly long or incomplete. Student follows proper citation guidelines.

21-18 points

Content- Student understands what the authors are attempting to demonstrate, but leaves some terms

undefined and some background information is omitted.

Organization- Essay construction may not follow a logical progression. Paragraphs may not be comprised

of a single idea that fleshes out the information in the introductory paragraph. Essay may not end with a

summary concluding paragraph.

Spelling and grammar- Some spelling and grammatical errors are present. Some sentences are difficult to

follow, are incomplete or overly long. Student attempts to follow proper citation guidelines.

17-14 points

Content- Student may not understand what the authors are attempting to demonstrate, leaves terms

undefined and omits important background information.

Organization- Paragraph structure is not used, essay construction does not follow a logical progression.

Essay does not end with a summary concluding paragraph.

Spelling and grammar- Abundant spelling and grammatical errors are present. Sentences are difficult to

follow. Student does not follow proper citation guidelines.

Less than 14 points

As with the 17-14 point range, only more so…