Final Exam — Instructions
Overview
This is the scored final exam for Introduction to Ethnic Studies. It is cumulative: its questions reach all nine course objectives, from what the field is and how it reads a record in Week 1 to movements, coalitions, and the course synthesis in Week 15. It is given in Week 16, the finals week, which has no new module and no new material.
The final has 40 questions, and every question counts the same. Every question asks you to pick one option from a short list. Sixteen questions are on the easier side, 21 are of medium difficulty, and 3 are harder. Every record, archive excerpt, form, or small table a question uses is written out in words inside the question, so nothing depends on reading a chart or a picture. A few questions ask for one short step of arithmetic with the course's own numbers. Examples are the years between two dated events or the difference between two rates in the course's lending table, and scratch paper is enough.
Every question practices a skill you have already used in the weekly quizzes, lecture tutorials, and Community History Workshops. Many questions open with a short illustrative scene, invented for the question and attributed to no real person or place, and ask which concept, law, or distinction fits it. Others ask what a law, a court decision, or a framework did, in the course's own words.
Coverage and scope
The course plan gives the final its heaviest weight in the second half of the course, Objectives 6 to 9, taught in Weeks 9 to 15, while still drawing on Objectives 1 to 5. The questions were drawn from the course's question bank, and this form leans that way strongly. Thirty-nine of the 40 questions come from the material of Weeks 9 to 15, and one comes from Week 5. Every one of the nine objectives appears at least once.
Thirty-one questions check Objectives 6 to 9. The other 9 check Objectives 1 to 5: one of them is the Week 5 question, and the other 8 check an early objective inside a later week's material. Here is what this form actually contains, first by week and then by objective.
| Week | Topic | Questions | Objectives checked |
|---|---|---|---|
| 5 | Indigenous survivance and self-determination | 1 | Objective 4 (1) |
| 9 | Chicana/o and Latina/o experiences I: conquest, labor, and the courts | 9 | Objective 6 (7), Objective 3 (1), Objective 5 (1) |
| 10 | Chicana/o and Latina/o experiences II: movements and many communities | 3 | Objective 6 (2), Objective 2 (1) |
| 11 | Asian American and Pacific Islander experiences I: exclusion and incarceration | 4 | Objective 7 (4) |
| 12 | Asian American and Pacific Islander experiences II: reopening, movement, and the Pacific | 7 | Objective 7 (6), Objective 3 (1) |
| 13 | Immigration, citizenship, and belonging across groups | 4 | Objective 8 (4) |
| 14 | Intersections: gender, class, language, religion, and multiracial identity | 7 | Objective 9 (5), Objective 2 (2) |
| 15 | Movements, solidarity, and the course synthesis | 5 | Objective 9 (3), Objective 1 (2) |
No question is drawn directly from the material of Weeks 1 to 4 or Weeks 6 to 8.
| Objective | What the questions ask you to do | Weeks that teach it | Questions |
|---|---|---|---|
| 1 | Explain what ethnic studies is, where it came from, and how it reads evidence | 1, carried into 15 | 2 |
| 2 | Define and keep apart the core concepts, including the race and ethnicity categories on federal forms | 2, carried into 10 and 14 | 3 |
| 3 | Use the theories of belonging and the line between immigrant peoples and peoples joined by conquest, annexation, or force | 3, carried into 9 and 12 | 2 |
| 4 | Analyze Native American and Indigenous experiences | 4 and 5 | 1 |
| 5 | Read the laws and court decisions of African American history | 6 and 7, carried into 9 | 1 |
| 6 | Analyze Chicana/o and Latina/o experiences and the group terms | 9 and 10 | 9 |
| 7 | Analyze Asian American and Pacific Islander experiences | 11 and 12 | 10 |
| 8 | Trace immigration, citizenship, and the federal race and ethnicity categories across groups | 13 | 4 |
| 9 | Apply intersectionality, compare movements and redress, and synthesize the course | 14 and 15 | 8 |
Each question checks exactly one objective, so the objective column adds to 40, the same as the week column.
Read the two tables together. Week 9 carries the most questions, 9, so the 1848 treaty, the 1930s departures for Mexico, the bracero agreements, and the two court cases of Week 9 deserve the most review time. Weeks 12 and 14 come next with 7 each, then Week 15 with 5, Weeks 11 and 13 with 4 each, and Week 10 with 3. By objective, Asian American and Pacific Islander experiences (Objective 7) is the heaviest, with 10 questions. Chicana/o and Latina/o experiences (Objective 6) follows with 9, and intersections, movements, and the synthesis (Objective 9) with 8.
Here is the ground each week taught. These are the topics the questions come from, not the questions themselves:
- Week 5: the citizenship law of 1924 and the reorganization law of 1934; termination and relocation; Red Power and Alcatraz; repatriation; and survivance. Native nations are spoken of in the present tense.
- Week 9: the 1848 treaty that ended the war with Mexico, and its Article VIII; the 1930s departures for Mexico; the bracero agreements of 1942 to 1964; Mendez v. Westminster (1946) and Hernandez v. Texas (1954); the archive's E1 excerpt; and conquest compared with immigration.
- Week 10: the Chicano movement and the 1968 walkouts; the 1965 grape strike at Delano and who began it; Puerto Rican, Cuban, and Central American experiences; and the group terms, with who uses which.
- Week 11: the 1882 exclusion law and Angel Island's immigration station; birthright citizenship in the Wong Kim Ark case (1898); and two naturalization cases, from 1922 and 1923. Then the 1924 quota law, Executive Order 9066, issued in 1942, the Korematsu case (1944), and redress in 1988.
- Week 12: the immigration law of 1965; the Asian American movement and its name; the model-minority stereotype and its critique; Southeast Asian refugees and the 1980 refugee law; and Native Hawaiian history from 1893 to 1993.
- Week 13: the 1790 naturalization law and its 1870 extension, and the immigration laws of 1924, 1952, 1965, and 1986. Then nativism and xenophobia; Arab American and Middle Eastern and North African experiences; and the federal race and ethnicity categories of 1977, 1997, and 2024.
- Week 14: intersectionality applied, and why it is not adding identities together; Loving v. Virginia (1967); multiracial identity and the census option to choose more than one race; colorism; language, religion, and class; and the course's lending table, read again for class and place.
- Week 15: coalitions across groups, and solidarity; community-engaged and public scholarship; apologies, redress, and repatriation compared across groups; and the synthesis through the archive's seven excerpts.
The early objectives still count. Eight questions check Objectives 1 to 3 or Objective 5 inside a later week's material, the way those weeks called them back. Week 9 and Week 12 use the line the field draws between immigrant peoples and peoples joined by conquest or annexation, first drawn in Week 3. Week 9 connects the 14th Amendment and the school cases from Weeks 6 and 7 to the Mexican American court cases. Weeks 10 and 14 read the federal race and ethnicity categories and the lending table with the concepts of Week 2. Week 15 returns to Week 1: where the field came from and what it is for. Week 8's oral history and testimonio are not scored on their own, though every archive excerpt on the form is read the way Week 8 taught.
These notes map the skills the final checks. The questions themselves are drawn from the course's question bank and are not listed here.
Instructions
- Attempts: one. The final is a single scored attempt.
- Time limit: there is no time limit. Take the time you need, as long as you submit before the exam closes.
- Window: the final opens in Week 16 and closes at the due time your instructor sets. Start early enough to finish comfortably inside that window.
- Navigation: the questions appear one at a time, and once you move on you cannot go back to an earlier question. Settle each one before you move to the next.
- Materials: every record, excerpt, form, and table a question uses is written out in the question, and scratch paper is enough for each short calculation. Write each step on its own line, as you did in the tutorials. Unless your instructor announces otherwise, the final is closed-note.
- After you submit: Canvas shows your result. The keyed choices stay hidden so the final stays fair for every student.
Academic integrity
The final is an individual, scored assessment, and it is closed to AI. Do not use a chatbot or any other AI tool, do not get help from another person, and do not share or post the questions during or after your attempt. These rules come from the course syllabus, which names using AI on the final as one of the violations that matter most in this course. The final confirms that you personally can define the course's distinctions, place a law or case in time, read the lending table, and sort a scenario by concept.
The honest way to prepare is open to you. The study guide, the practice final, and the exam-prep tutorial rehearse the same skills with fresh variants, and nothing on them appears on the final word for word.
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