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Midterm ENGL 224 Monuments, Memorials and Monstrosities

Al-Kassim #620 BuTo




This is a take home, open book midterm exam.

Please use 12pt font and double space. The exam is in two parts with an
extra credit at the end. The essay response should be 4-5 (not longer)
pages double-spaced. Bring your hard copy to class on Tuesday. Failure
to do so will result in points taken off of your final grade.

Failure to appear in class and to bring your hardcopy will result in points
deducted. Do not forget to reply to the extra credit. This is an open book,
take home exam.


I. Short Answer Questions, 60 points/100 Answer the questions below in a
few complete sentences. Be as detailed as possible, offer concrete
instances.


1. Explain how the Khoisan have figured in Afrikaner claims to self-identity
as argued by Coombes. Be attentive to historical shifts in such claiming.
Include dates.

Page 208

2. What links exist between ANC and IRA political prisoners and how did
they describe this linkage?

3. According to Coombes what are the reasons for including working-class
people and sensibilities in the Franco-British exhibition?

4. The exhibition Miscast engaged what forms of restaging or mining the
museum?

Page 230

5. Fusco organizes the reactions to their performance according to type.
What categories of response and reaction does she list? Be as specific
and concise as possible.

The Other History of Intercultural Performance, FUSCO
6. In Unconfessed references are made to dates (p.65) and history of
British/Afrikaner relations (p.102) by Sila and as reported conversation
between Oumiesiess slaves. Explain the historical significance of these
dates as well as their significance for Sila and the other slaves.

1806 Sila+will people becomes free
1808 Theron lets Sila work for Hancke
1810 Carolina born (Spaasie chose name)
1814 Camies born
1813 Baro born

..remember, when the English took the country from the Dutch they ended
all torture, in 1798

Also the year Sila moved from Neethlings to Oumiesies

Spaasie says the Dutch will have the country again anyway and no
English care about us anyway

Sila and Babies, Mother selling babies

1800 July, Theron threatens Sila (before will)
1802 paper will almost burns, Omousies takes it back
English take country from Dutch, key hidden behind headboard.
Theron denies paper will.

Page 114 animal comparison

Essay Question, 40 points/100 In 1 focused essay of no more than 5
pages please respond to one of the following 2 questions. Do not forget to
reply to the extra credit. This is an open book, take home exam.

1. In Theory of Infantile Citizenship Lauren Berlant states, the
transformation of consciousness, sensuality, causality and aesthetics [that]
Lisa experiences is, again, typical of the infantile citizenship story, in which
the revelation of the practical impossibility of utopian nationality produces
gothic, uncanny, miraculating effects on the infantile persons whose minds
are being transformed by true, not idealized, national knowledge p. 43. In
your own words, explain what Berlant means by 1. national knowledge
and 2. infantile citizenship story. What role does the gothic, uncanny,
miraculating play in the relationship between these elements? In your
analysis of the passage be sure to offer some explanation for her claim
that utopian nationality is deemed impossible in the narrative.

2. Annie Coombes explains the intent of her research on p. 10. Describe
and analyze the two poles of representation of historical trauma in the
public sphere that she articulates there. Then link this account of two
different kinds of history to her statement on p. 245 where she makes the
case for fine arts as a practice of the representation of traumatic history.
How do the fine arts resolve the dichotomy presented on p.10? From the
reading for this class offer an example not discussed by Coombes that
illustrates this resolution.

EXTRA CREDIT for 5 points. Identify the passage below, describe its
context in the text in which it appears and explain how the tension
presented functions in the text.

Two stumbling blocks in particular are frequently encountered in this kind
of commemorative project. On the one hand, the abstraction of the designs
is seen as inappropriate to either the conceptual or the actual task of
embodying the experience of the survivors. On the other hand in most
instances survivors are attached to the idea of some kind of monument
because it provides a focal point for enactments and rituals that
themselves are the symbolic and abstracted embodiment of their
experiences.