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Review Questions
For
Beals | Fadiman | Johnson and Pleece | Loewen

Please answer the following questions--at least one-typed double-spaced page per question.


Review Questions for:
 

 

Beals, M. (1995). Warriors don't cry: A searing memoir of the battle to integrate Little Rock's Central High. New York: Pocket Books.

  1. Beals writes, "The effort to separate ourselves whether by race, creed, color, religion, or status is as costly to the separator as to those who would be separated." What might she mean by this? Do you agree with her? Do you think other blacks would agree with this? Explain.
  2. In your view, why does Beals write to her diary that, "Freedom is not integration."
  3. Over the course of 1957, the Pattillo family begins to question Link's motives for helping Melba. Why? Do you believe that Link was heroic for helping Melba or do you think he was cowardly for not being more open in his support for the Little Rock Nine?
  4. Why was Lois Pattillo fired from her job? What does she do to get it back? Why is that tactic successful? What does this tell us about more general social attitudes about race relations in the U.S.A.?
  5. Some observers have commented that the fact that the story of the Little Rock Nine is not more widely known (had you heard about it before you read this book?) is evidence of lingering racism in the U.S.A. Explain. Do you agree? Why or why not?

 

 

 

Fadiman, A. (1998). The spirit catches you and you fall down: A Hmong child, her American doctors, and the collision of two cultures. New York: Noonday Press.

  1. Dr. Dan Murphy said, "The language barrier was the most obvious problem, but not the most important. The biggest problem was the cultural barrier. There is a tremendous difference between dealing with the Hmong and dealing with anyone else. An infinite difference" (p. 69). What does he mean by this?
  2. How does the greatest of all Hmong folk tales, the story of how Shee Yee fought with nine evil dab brothers (p. 170), reflect the life and culture of the Hmong?
  3. The Hmong are often referred to as a Stone Age or low-caste hill tribe. Why is this? Do you agree with this assessment of Hmong culture? Does the author?
  4. What are the most important aspects of Hmong culture? What do the Hmong consider their most important duties and obligations? How did they affect the Hmong's transition to the United States?
  5. The concept of "fish soup" is central to the author’s understanding of the Hmong. What does it mean, and how is it reflected in the structure of the book?


Incognegro Cover
Johnson, M. and Pleece, W. (2008). Incognegro. New York: Vertigo/DC Comics.
  1. To what does the author refer in the term, "incognegro?" Why does the character Pinchback suggest it is so easy to infiltrate the culture of "white folks?"
  2. With the names of Sean Bell and the "Jena Six" still fresh, we know that racist violence is far from eradicated in the United States. How does the experience of Pinchback compare with these more modern incidents? (Search the terms "Sean Bell" and "Jena Six" if you aren't familiar with them.)
  3. Imagine the experience of "passing," and describe what it would be like for you to "pass" as a member of some other racial or ethnic group at Augsburg College. What conditions or factors would make "passing" harder or easier? 
  4. From where does the author Johnson suggest one develops an identify? Why is an identity important in a person's development? (for background: Babad et al.'s The Social Self devotes a significant portion of the book to identity and other aspects of social development.)
  5. At the end of the book, Pinchback writes one last story. Is justice served by this article? Why or why not?

 

 

Loewen, J. (1996). Lies my teacher told me: Everything your American history textbook got wrong. New York: Simon & Schuster.

  1. Why might it be important to review facets of our history that don't portray our national heroes in a perfect light? Won't this hurt our sense of national pride? Why or why not?
  2. What is the difference between the living, the sasha, and the zamani? Within which realm(s) does history lie?
  3. Perhaps more than any other issue, race and race relations seem to be at the heart of what the "American history textbooks got wrong." Why is that? Can you give at least three example of profound misunderstandings related to race in U.S. history?
  4. How is social class portrayed in American history textbooks? Do you think the textbooks give a balanced view of class and economic conditions in the U.S.A.? Why is it important for K-12 teachers to be aware of class issues in their classrooms?
  5. How could you change the way you teach to correct the sorts of misunderstandings outlined by Loewen? Give specific examples of methods and materials that would provide an antidote to the "lies my teacher told me."

  



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