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Quiz, “Race, Ethnicity and U.S. Foreign Policy”

Quiz, “Race, Ethnicity and U.S. Foreign Policy” by Brenda Gayle Plummer, “Historical Archeology of the Black Radical Tradition” by Cedric Robinson, Black in Latin America by Henry Louis Gates

1.Write a summary that walks us through key factors in three different maroon colonies.

2.Listen to the Ballad of Birmingham version included in the syllabus (LISTEN–Black Suffering lecture; Ballad of Birmingham by Dudley Randall (1965) arranged by Branson Edwards and sung by Santayana Harris & Kameka Word (Tennessee State University, 2005), recorded at IV Studios SONG: (Links to an external site.)  Draft a sincere note of condolence to her friends and loved ones about the life of Santayana Harris (who succumbed to Covid-19) and what you learned from their collaboration on the song.

3.Consider this quotation from I Am Not Your Negro, “For a very long time America prospered. Its prosperity cost millions of people their lives. Now not even the people who are the most spectacular recipients of the benefits of this prosperity are able to endure these benefits. They can neither understand them or do without them. Above all they cannot imagine the price paid by their victims or subjects for this way of life & so they cannot afford to know why the victims are revolting.” Write 50 word essay that reflects on this quotation and describes the white intransigence that is articulated by Plummer in the struggle around the racial equality clause after World War I.

4.In Black in Latin America, What examples/ proof of African descent does Dr. Gates include? Provide examples from each country.

5.How does identifying Black people in Latin America (eg. in the founding history of Mexico, eg. embraced in the pride of African culture in Haiti, eg. the denial of black history in Dominican Republic, eg. the erasure of black people in favor of morenidade) actually relate to public policies that improve conditions for black people? Provide examples from each country.

6.In your own words explain the role of the UNIA and Marcus Garvey.

7.Identify one quotation from the lecture notes/powerpoints and one quotation from the readings that can be explained by this dimension of black suffering: freedom does them no good. Take a few lines to explain how this notion operates and exacerbates black suffering

8.Cedric Robinson and Brenda Gayle Plummer point us to organizations that spanned the globe and to slave rebellions that went far beyond colonial and national borders—maroon colonies exceed the territories of the plantocracy. They mention some twenty countries (at least). Use the Study Sheet on the last page of the power point called “White Intransigence Robinson Historical Archeology” that allows you to incorporate what you have learned from watching Quilombo Country and the episodes of Black in Latin America to write a 200 word essay that responds to the Discussion Questions in the textbook, Theories of Blackness, section on race and nation (see page 83).

9.Identify one quotation from the news stories about covid 19 that can be explained by the dimension of black suffering: perpetual strangers.

10.Identify the role of bozales and ladinos in three palenques.

11.Write a 250 word summary that walks us through key factors in three different maroon colonies.

12.How was the Haitian Revolution different from the other revolutions in the Americas?

13.In your own words explain the Treaty of Versailles and the battle over the Racial Equality clause

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