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The final exam will take place on Tuesday, May 3, 12:10-2:00pm, in LSA 191. Please note this is not our regular classroom. Please bring a blue book/green book and a pen/pencil.

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HST 306: Sports in United States History

Dr. Jackson

Final Exam Study Guide

The final exam will take place on Tuesday, May 3, 12:10-2:00pm, in LSA 191.  Please note this is not our regular classroom.  Please bring a blue book/green book and a pen/pencil.

When preparing for the exam, study from the materials included in this classsince Week 10(lectures, video lectures, readings, films).  While thinking about examples or context from outside of this course is often useful, that is not the purpose of this exercise.Disclaimer: I highly recommend NOT Google researching in preparation for the exam.

Part I. 3 Identification Essays (IDs), 120 points (40 points each)

Write 1-3 paragraphs for each ID essay.  Your essay should include answers to “who, what, when, and where” (when relevant), and should focus especially on the “why and significance.”  There will be four options in the exam, but you will write only three ID essays.

(I recommend outlining before you begin to write.)

Possible IDs

Olympic Project for Human Rights                     Bekoji, Ethiopia                        

Vincent Nava                                                    Tiger Woods

Felipe Alou                                                       Nike and global capitalism

The ‘99ers                                                        fandom and crowd behavior

Part II. 1 Long Essay, 80 points

The long essay should include multiple paragraphs in response to the prompt or question.  The essay should include a thesis statement (argument) supported by multiple historical facts (key terms).  There will be two options, but you will write only one essay.  (I recommend outlining before you begin to write.)

Possible Essay Prompts

  1. In what ways does baseball reflect life in traditional society as well as values associated with American exceptionalism?
  2. Explain the big business decision behind the implementation of the color line in early professional baseball.  How did the participation of Native American and Latino ballplayers reveal the workings of the color line?
  3. How has the equal opportunity to participate in school sports been defined as a civil right?  Is there a distinction between operating from a philosophy of expanding women’s sporting opportunities and focusing on compliance with the law?
  4. How does The Ohio State University Marching Band transform spectators into participants?  How do the play, ritual, and festival elements of game day hold both local and national identity purposes?
 
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