Please select ONE of these questions and answer it well, citing the source(s) you used with in-text citation(s) and a “Work(s) Cited list at the end Approximate length 1-2 paragraphs/75 words. ( the Three Books that those questions refer to are called: the novel ” Homegoing by Yaa Gyasi,( you can easily find the summary of homegoing on the internet … https://www.litcharts.com/lit/homegoing/summary ) second one is : ” Intimate Empire ; body race and gender in the modern world by Tracey Rizzo” and the last one is ” Gender in History global perspective 2nd edition by MERRY E. WIESNER-HANKS” you can access all of these Books in a ( Z library )
RA2 (for 14 Sept 2020)
General: Engels believed that eliminating economic disparity between the sexes would eliminate the supremacy of men in marriage,while Wiesner-Hanks notes that often traditional views of gender roles prevail through great economic change. {optional to cover, we didn’t review this: Meanwhile, Mace summarizes research that links contemporary gender roles and family patterns to evolutionary roots}. Are economic disparities or deep rooted cultural traditions {or evolutionary patterns} playing a larger role in maintaining our current roles in the family? How, if at all, might your answer differ if we were living during Engels’ time?
Specific: Using Rizzo and Gerontakis (though you can also consider adding information from this week’s discussions of Wiesner-Hanks), explain what the relationship is between gender and imperialism. Is there a conceptual relationship between the processes of “creating an empire by asserting political, social, cultural, and economic domination over subjugated people” and the emergence and persistence of patriarchal systems [explain how]?
RA 3 (for 21 Sept 2020)
Specific:
How does more recent work on the history of sexualities discuss third genders, particularly the ways in which older histories written by other cultures or authorities might have skewed understandings of these sexualities, and whether and how terms from the past should be applied to the present or vice versa? [ICP, BH, EM, JR]
General:
What historical roots are there for work to be gendered, and work that is often assigned to or assumed to be “women’s” being unpaid or underpaid? How does Engels explain this, and how do more recent scholars explain this (in other words, what similarities and differences do you note in their explanations and evidence)? What are the consequences of these patterns of thought and socioeconomic organization, in material as well as less tangible senses, for women and men?
RA 4 (for 28 Sept. 2020)
GENERAL
How does Simone de Beauvoir’s term “Other[ness]” relate to the continuation of cultural norms inhibiting women? Did she make any comparisons between women being made “Other,” and experiences of other marginalized groups in her time and society (post-WWII France and areas dealing with imperialism; also interesting to note her travels in the USA in Jan.-May 1947). Does “otherness” still affect modern life and legislation?
SPECIFIC
What kinds of divisions of value judgements about creating cultural works emerged in the Western European Renaissance (think: “major/higher” or “minor/lower” forms of art, education/training needed for recognition, etc)? How were these value judgements gendered, and what effect did they have on different people’s ability to participate and gain recognition at that time? Have any of these value judgments been reconsidered more recently, and why?
RA 5 (for 5 Oct. 2020)
GENERAL:What does Edward Said mean by the”Orient” and the “Occident”, and how does it compare to Simone de Beauvoir’s “One” and the “Other”? How can these be used to critically examine how differences in religious cultures have been portrayed in history and popular culture? You can use specific examples brought up in the readings or in class to explain.
SPECIFIC Explain one justification cited in Merry Wiesner-Hanks ch 5 (Religion) or ch 6 (Political Life) that historically has been used to exclude women from political participation. Does pre-existing prejudice/sexism seem to have been the cause of this exclusion, or did this exclusion create or reinforce a prejudice against women?
RA 6 (for 12 Oct 2020)
GENERAL:How have images of indigenous women been used on both sides of the Atlantic as symbols (e.g. of freedom, virtue)? What are the consequences for real women: positive, negative, or both? [JG, NM, CB, SW]
SPECIFIC (ish): Give an example from a section of either Intimate Empires or Gender in History. Is this an example of Mohanty’s model for a feminist curriculum? And do you think this is activism, a useful way to study history, or both? [MBo, JG]
RA 7 (for 19 Oct. 2020)
GENERAL: According to Bortolott, ” African states eager to augment their treasuries in some instances even preyed upon their own peoples by manipulating their judicial systems, condemning individuals and their families to slavery in order to reap the rewards of their sale to European traders.”How is this relevant in the case of “Effia” a character of Gyasi’s novel “Homecoming”? Can you find additional examples in the novel a/o in Intimate Empires that relate to this point as well? [RS]
SPECIFIC: Oftentimes, the first contacts between European colonists and native people would be sexual (for a variety of cultural and perceptual reasons, and including some apparently consensual relations), but this would have to change when actual colonies were set up. What does this say about the rules set in place by governments about interracial, or intercolonial, relationships? [SW]
RA 8 (for 26 Oct. 2020)
General: Select at least one male character from Homegoing that we have discussed these past few classes (Quey, James, Kojo; also male characters in “Ness”). How does their characterization relate to the ways in which definitions of masculinity were, according to Rizzo and Gerontakis, part of the development of imperialism (in West Africa, the USA as ‘post-colony,’ and elsewhere)? Was his characterization and behavior typical or unusual for persons like him in his colonial context? In what ways was this character’s masculinity judged, and how did it impact his life?
Specific: consider the illustration on p. 147 (“A Little Australian Christmas Party of the Future (1909)” [see slide 9 in class outline for more details]). What does this image illustrate about colonialism and dominant ideologies toward race and mixed-race families? And—if a member of a mid-late 19th/early 20th cen. colonized people (you can pick a specific group, e.g. Fante or Asante in W Africa, Aboriginal in Australia) were to make an illustration describing race, coexistence, and social stratification in their place of residence—what would it look like? Would it be similar or different, and how? [educated speculation–but what do you think?]
RA 9 (for 2 Nov. 2020)
GENERAL:
Using both Rizzo and Gerontakis “Institutions of Empire” (chapter 3) and chapter 5 “Race and Empire” in “Intimate Empires,” describe how colonial regimes tried to reinforce the idea of “separatism”. How were theories like Johann Friedrich Blumenbach’s (and those of Spencer and Dalton, if not Darwin) employed toward this purpose? Given that, do you think the existence and development of regulations regarding mixed-race contradict or reinforce colonial rule? [CB, MB, NM, SW]
SPECIFIC:
Select two characters from the same time period in Homegoing , one from West Africa and one from the USA, that we have read to date (i.e. through “Abena,” or “H” if really ambitious). How were their experiences similar and different? What can we learn about the similarities and differences of their respective societies on a larger scale from this pair of chapters? [numerous questions focused on good details from individual characters’ narratives, and for comparative ideas, AB and ICP]
RA 10 (for 9 Nov. 2020)
General: Describe how Yaa Gyasi uses variations of Christianity in her novel (missionaries, churches, etc). What kinds of choices do Africans, and African-Americans, make with regard to adopting these religious and cultural standards (or not)? How do they relate to descriptions about adoption of mission Christianity’s religious and cultural standards as described by Rizzo and Gerontakis? Why is it important to compare and contrast these details?
Specific:
Select one literary device that Yaa Gyasi uses in her novel, and explain how it is functioning to explain history, particularly a character’s place in history, even though it would be difficult, if not impossible, to document as historical fact. Literary devices could include: fire (Akua), water (Kojo, Abena, Akua), luck (Kojo, Abena, double back to James), even character names (Kojo, H), or another that you identify to answer the question. You can focus on a particular chapter, or make comparisons among them if that helps you answer the question.
RA 11 (for 16 Nov. 2020)
GENERAL:
Compare the “artefacts of empire” that were marketed to persons in different parts of the world and within different societies in ways that emphasized (arguably over-emphasized) skin color and sexuality, to Willie’s experiences at the Jazzing club (being hired to clean rather than sing, and more; you can also use its real models in Harlem’s history, see Susan Schulten, “How Prohibition Shaped Harlem,” New York Times, 16 Jan. 2020 https://www.nytimes.com/2019/01/16/opinion/prohibition-harlem.html ) and the experiences of her husband Robert. How did stereotypes and manipulations of attributes like skin color and sexuality for commercial purposes affect the fictional character’s lives, and do those effects correlate to historical information about people in different parts of the world in the early 20th century? [CA, MBe, CB, ICP, JG, BH, SL, NM, SW]
SPECIFIC:
Yaw tells his class “When you study history, you must ask yourself, who’s story am I missing?” What does he mean, and what possibilities does he think he and his students have for being able to grasp something like “the whole story?” In other words, what informs his perspective on history (you can refer to information in the novel itself, and/or make comparisons with other assigned readings)? [MBe, BH, JR, RS]
RA 12 (for Wed. 25 Nov. 2020)
GENERAL:
How do the conditions in Ghana from Marjorie’s and Marcus’ chapters relate to the Intimate Empires section on postcolonialism? How did Sonny’s protest against society compare to Yaw’s? Were conditions resolved by the time of Marjorie’s and Marcus’ characterizations, or did conditions endure? Compare and contrast both with the movements for change and phenomena of continuity described by Rizzo and Gerontakis (e.g. civil disobedience, revolutionary politics, and postcolonialism). [JG, BH]
SPECIFIC:
Why does Marcus have such a hard time choosing a topic and then focusing on his research? Can you relate this problem to the overarching structure (and potentially a theme) of the novel? [JG, AP]

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