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by: Sarahi Calderon

Midterm MCGS 155 - 50

Sarahi Calderon
CSU Chico

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About this Document

Final Midterm of the year. Covers everything from January to May
Intro Multicultural/Gender Std Lecture
Kristen Mahlis
Study Guide
Multicultural, Genderstudies
50 ?




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This 4 page Study Guide was uploaded by Sarahi Calderon on Thursday August 11, 2016. The Study Guide belongs to MCGS 155 - 50 at California State University Chico taught by Kristen Mahlis in Fall 2016. Since its upload, it has received 19 views.

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Date Created: 08/11/16
Study Guide for Midterm, MCGS 155 content in U-Course Fall 2015 Prof. Mahlis The MCGS part of the midterm will be a section of True or False Questions, a section of short answer questions, and one short essay. If you have been doing the reading, coming to class and participating in discussions, you are already well on your way to being prepared for the exam. Below are areas to focus on as you review. I strongly encourage you to write out answers to questions NOW to help prepare for writing at the time of the Midterm. RCG, “Racial Formations”  What is “race consciousness,” and when did it start?  How did the racial category of “black” evolve in the United States?   How did the racial category of “white” evolve in the United States?  How do we use race to provide clues about who a person is? DM, Ch. 13  What were the pushes and pulls that drove African Americans to migrate from the south to northern cities in the first half of the 20  century?  What kind of white resistance did blacks face who migrated to cities like  Chicago?  Who was Marcus Garvey and what did he try to accomplish?  What was the Harlem Renaissance? Be able to name one artist (not W.E.B.  DuBois) from this movement and talk about his/her contributions. RCG, “Plessy v. Ferguson, 1896” and “Brown v. Board of Education of Topeka, 1954”  Know what the U.S. Supreme Court ruled in each case in relation to segregation RCG, “White Privilege”  Be able to name three privileges that McIntosh claims come from having white  skin  What is the difference between “earned strength” and “unearned power conferred systematically”?  Give an example of a “positive advantage” and a “negative type of advantage.”  How can an advantage be negative?  Why is disapproving of a system not enough to change it? RCG, “Indian Tribes: A Continuing Quest for Survival”  How do Native Americans differ from other minorities in the development of civil rights?  How were Native Americans viewed by the colonial settlers from Europe in terms of race and civilization?  What was the policy for educating Indians in the late 19 century in relation to religion, language, and customs? DM, Ch. 9  “The ‘Indian Question’: From Reservation to Reorganization”  What was Ghost Dancing, and why was the U.S. military determined to stop this  practice?  How did the railroad hasten the transfer of Indian lands to white settlers?  Did the Indians who were granted parcels of land through the land allotment  program get to pass that land on to their heirs? Why or why not?  What percentage of their 138 million­acre land base did the Indians lose in the  forty years after the Dawes Act was passed? DM, Ch. 7  “Foreigners in Their Native Land: The War Against Mexico”  What spurred American migration into Texas in the 1820s? What happened in 1830 to make this migration illegal, and how did Americans respond to this?  Why was the annexation of California so important to the U.S.? Name at least two reasons.  What was decided in the Treaty of Guadalupe Hidalgo (1848)?  How did Mexican landowners lose their land?  What were the mutualistas, and how did they help Mexican Americans? DM, Ch. 12 “El Norte: Up From Mexico” th  What drove Mexicans to migrate to El Norte in the early 20 century?  What kind of jobs did Mexican men who migrated to the U.S. do at this time? the women?  What is miscegenation, and why were Mexicans seen as a threat to white racial purity?  Which laws and customs helped bring about marriages between Mexican and Sikh men and women?  What is the barrio, and how did it benefit Mexican immigrants? Los Braceros documentary  Why did the U.S. institute the Bracero program?  How many men were involved in this program, and what years did the program run?  How were the workers treated, as far as wages and working conditions?  How might the Bracero program help us understand current immigration patterns? RCG, Navarro, “Going Beyond Black and White, Hispanics in Census Pick ‘Other’” and Tafoya, “Shades of Belonging: Latinos and Racial Identity”  What are some of the socio-economic and educational differences between Hispanics who pick the racial category “white” and those who choose “some other race”?  Why does the U.S. Government collect census data on race?  Give two reasons why someone who is Hispanic would have a difficult time selecting a race on the Census form.  How does racial identity for Hispanics vary by region and ethnicity?  If racial identity for Latinos is not tied to aspects of appearance (skin color, hair texture), then what feeling is racial identity tied to? Slavery by Another Name documentary  What was the loophole that the 13th amendment created in relation to slavery?  Describe the convict leasing system and discuss why convicts were treated worse than slaves.  What is debt peonage?  What finally brought “Slavery by another name” to an end? Know at least two factors.  Be able to make two specific connections between this documentary and the themes of Just Mercy America’s Great Indian Nations documentary  How did the Iroquois Nation and their laws influence those who wrote the original documents that helped found the United States?  Which two racial and ethnic groups made up the Seminole people, and where did they live?  What tactics did Kit Carson use to drive the Navajo to surrender and leave their homeland?  Who allowed the Navajo to return to their homeland? Just Mercy There are many themes in this book. Here are some to focus on as you review:  Race and the Criminal Justice System in the U.S. For this theme, review Ch. 1, “Mockingbird Players”; also, pp. 299-301 on the four institutions that have shaped the U.S.’s approach to race and justice.  Capital punishment and Social Justice. Ch. 4, “The Old Rugged Cross.”  Juveniles and their vulnerability in the Criminal Justice System. Ch. 6, “Surely Doomed”; Ch. 8, “All God’s Children”; Ch. 14, “Cruel and Unusual”  Women and the Criminal Justice System. Ch. 12, “Mother, Mother”  The Importance of Hopefulness in Creating Justice. Ch. 11, “I’ll Fly Away”  How Social Justice Movements can bring about change: Ch. 16, “The Stonecatchers’ Song of Sorrow


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