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The Power of an Illusion

View the video “Race: The Power of an Illusion, Episode Two- The Story We Tell”. https://www.facinghistory.org/books-borrowing/race-power-illusion
——-(Create an account then skip when it says admin or educator) & watch video 2 the story we tell.

Answer questions below about the video.
View the 57 minute video on Facing history.
As you view the film, take notes to thoroughly answer these questions. Give specific examples from the video. In your submission, include the numbered question before writing your answer.

According to the film, what is “race”? What are the ways the scholars defined it?

What are some ways that race has been used to rationalize inequality (to make inequality seem rational, logical or natural)? Include information and/or ideas that were provided in the film?

Why was the concept of race “needed” to justify slavery in the early U.S., as the US was fighting for independence from England and writing the Declaration of Independence and Constitution? Why does the concept of race persist after the abolition of slavery?

Contrast Thomas Jefferson’s policy to assimilate American Indians in the 1780s with Andrew Jackson’s policy of removing Cherokees to west of the Mississippi in the 1830s. What is common to both policies? What differentiates them?

Give examples from the film of how science has been used to support the concept of racial inequality.

What role did beliefs about race play in the American colonization of Mexican territory, Cuba, the Philippines, Guam and Puerto Rico? Give examples.

What does it mean to say that “race is an idea constructed by society to further certain political and economic goals”? According to the film, what purpose did and does the concept of “race” serve?

How did watching this film make you feel? Does it relate to things you experience or observe in society today? Explain.

  1. How do you feel about the idea that race has very little biological basis but is actually a social and political construction? Do you agree or disagree? Have you heard this idea before? What kind of freedom could this lead to? What is wrong or makes you uncomfortable about this idea, if anything?

Sample Solution

GCSE War Poem Tunes of GCSE war "Light Battle" and "Fall Battle" are on the whole sonnets about war. Alfred Tennyson's "Light Brigade's Accusation" composed on fourteenth November 1854 clarifies one thing in the Crimean war. England and France are stressed that Russia will move south, so assaulted Russia in Balaclava. During the war in September 1914, Lawrence Bingyan expressed "for fall", yet received a one-sided disposition that shows positive and negative outcomes, specifically. . It is a nation. How about we see the necessities of GCSE's English writing. Understudies need to recall the "significant substance" of the 15 books of various lengths and various books, Shakespeare plays (the significant thing is doublespeak). With in any event fiction and show, you realize that you will be controlled - in verse, 13 of the 15 sonnets you recall won't show up in your theory. Pick two refrains as tests, analyze them, and request that the understudies connect them to a particular point Clarify how the uncommon attributes of at any rate two works in Wilfred Owen's sonnets influence one another and impact their responses. The center highlights of Wilfred Owen's war verse incorporate misuse of war, fear of war, and the physical impact of war. These highlights can be found in Owen's correspondence with perusers, verse 'Darce and Decolm Est' pulling in perusers' feelings to officers and 'Destiny to youth of fate'. These sonnets collaborate and investigate understanding "Maryal Mountain in this sonnet" clarifies the characteristic picture. Maybe the most well known contemporary use of this sentence is the title of the sonnet "Dulce et Decorum est" by British writer Wilfred Owen during the First World War. Owen's verse depicts the gas assault during the First World War and is one of his numerous enemy of war sonnets that were not declared until the finish of the war. In the last barely any lines of this sonnet, Horatian phrases are communicated as "old falsehoods". Individuals accept and utilize the first of that sonnet to clarify that Owen is attempting to disparage the sonnet by Jessie Pope (who adulated the war and enlisted in a straightforward enthusiastic verse). "Little accomplice" who is excited about charging and shooting. Like "telephone" The principal sonnet mirrors the picture of war that the vast majority know well. This sonnet "Flanders Battlefield" is likely the most renowned and famous war sonnet. It was first distributed in British 'punch' magazine in December 1915. Surprisingly fast, this sonnet represents the penance of all the battle in World War I. "Flanders Battlefield" was made by a specialist and educator of Canada, John McCrea who worked in the South African War and the First World War. He was moved to the clinical group and relegated to a French emergency clinic. He was dynamic in 1918 and kicked the bucket of pneumonia. His sonnet assortment "Flanders Field" and other verse assortments were distributed in 1919. This sonnet is still piece of a commemoration in Canada and different nations.
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