Good Question Excercise: example questions

Here are a selection of some great questions that students prepared in ANTH 100 (2013).  The good question exercise builds from the “What’s the Prof Want” activity and blog post.   I would strongly recommend that you read over the blog post as part of your preparation for the mid-term and final exam. Also, take advantage of the study tips menu tab on the top right of this page.

Questions from Cordelia’s tutorial groups:

  • How is the minutemen organization part of or a product of the neoliberalist government?
  • Identify patterns found in the methods used to socially and geographically segregate the illegal immigrants and the Palestinians.
  • To what extent do the minutemen reaffirm the culture of conservatism in the US but are also antagonistically  positioned to it?
  • Evaluate the material and cultural motivations of the minutemen individually and as a whole.
  • Analyze the various ways in which the key is an important symbol for Palestinian refugees.
  • In what ways are the minutemen and the Palestinians both trying to protect their cultures/identity?

Questions from Daniela’s tutorial groups:

  • How do Palestinians maintain their identity and self-representation after Al-Nakba? And how has it changed over time?
  • What factors allow the minutemen to perform their duties?
  • For Palestinians in Jordan and Minutemen in the USA how is a sense of nationality and belonging to a specific geographical area linked to identity?
  • How do the US minutemen consider illegal immigration and terrorism as two side of the same coin, and how does this further their ideology?

Questions from Sarah’s tutorial Groups:

  • How and why do the minutemen claim immigrants are a cause of social ills?
  • How do the Palestinians see themselves and their own identity after being displaced?
  • Compare and contrast the homeland power struggle of Palestinian refugees and American Minutemen.
  • How do symbols, such as a key, represent the struggles and determination of the Palestinian refugees?
  • To what extent has the Palestinian’s sense of identity changed as a result of becoming a refugee?
  • Compare how the older and younger generations of Palestinians have adapted their cultural practices after 1948.
  • Why do the minutemen feel they are necessary or important?
  • What is the relationship between the U.S. government and minutemen and what does this relationship represent?

Questions from Danielle’s tutorial groups:

  • In what ways are the Palestinian refugees in Jordan considered to be a part of their “new” and “old” society?
  • How has globalization affected the communities in the two readings?
  • How might focusing on an individual affect the bias of the fieldworker?
  • How (if at all) do Palestinians embrace the new culture in which they are displaced?
  • What role does ethnocentrism play in actions of the minutemen?
  • Evaluate the impact of displacement on the social/cultural identities of the Palestinian refugees in Jordan.