UC Davis - ANT 148A - Midterm Study Guide

UC Davis - ANT 148A - Midterm Study Guide - Midterm Study...

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Midterm Study Guide Anthropology 148A Spring 2007 Format of the Exam: Two essay questions (out of 3 choices)—50 points each You do NOT need to bring any exam books! We will provide paper. Important Note: This brief study guide provides students with a basic framework to prepare for the midterm exam. Students are expected to be familiar with the contents of the required readings, lectures, and films/videos, and be able to draw from them to discuss issues in the essay questions. Some of the concepts, events, and issues listed below will be turned into part of the questions or combined with other longer questions for the exam. Sessions 1-2 What is Fenjia ? What is the driving force behind it? What is the implication for understanding the Chinese family? 1. What is the nature of the traditional Chinese family ( jia )? Discuss one-child-per family policy and its effects on family size, gender ratio, and the care of the elderly. How do family members interact with one another in the traditional Chinese family? In what ways do their interaction patterns differ from those of other cultures? Analyze the characteristics of the Chinese lineage (its economic bases, ritual, recruitment rules, and social function). What is land reform under Mao? Analyze its rationale and effects Collectivization and its three levels Commune Great Leap Forward Cultural Revolution Red Guards Decollectivization Production responsibility system What was the rationale for rural collectivization and the “Great Leap Forward” advocated by the Maoist regime? Were Chinese peasants convinced? How and why had their attitudes and perceptions changed over time? 1
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1. The rational for the collectivization was that people believed that collective production would increase production efficiency and bring quick prosperity 2. The Chinese peasants at first were convinced that it might lead to prosperity by this whole group effort. Peasant who were extremely poor before the take over were more than happy to share the resources of other wealthier peasants. However, it became clear to all the peasants over time that the quick prosperity and wealth that was promised to them was never going to be realized. 3. When peasants had to blindly follow orders about farming practices that were simply not practical, the peasants yielded less and less grains. On top of that, their leaders were giving away more and more grains to the state, lying about the actual production values, and leading to massive famine among the peasants. How were people classified into different class categories in the rural land reform period? What were the implications for such class classification? 1.
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This note was uploaded on 04/18/2008 for the course ANT 148A taught by Professor Zhen during the Spring '07 term at UC Davis.

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UC Davis - ANT 148A - Midterm Study Guide - Midterm Study...

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