Deck 3: History of Community Development

Question 1

Freire suggested that education's goal is to

A) allow people to make mistakes and learn from them.
B) encourage people to use other people's mistakes and learn from them.
C) allow people to attain their full potential.
D) improve their quality of life.
E) reform policies to benefit them.

Answer 1

C

Question 2

One of the important contributions of Myles Horton in community development is

A) reliance on professionals who are passionate about the concerns in the community.
B) encouragement of character building interventions.
C) reliance on local groups to develop their own expertise in solving their problems.
D) acceptance of immigrants as a vibrant addition to any community.
E) encouragement of political activism.

Answer 2

C

Question 3

During the 1960s, Canadian efforts for community development focused on

A) planning programs to educate the masses.
B) direct social action by organizing the poor.
C) governmental policies to deal with local issues.
D) indirect community organizing of groups to deal with local concerns.
E) organization of coalitions of service agencies.

Answer 3

B

Question 4

The model of settlement homes is one that

A) provides homes for immigrants.
B) changes governmental policies on housing projects.
C) assists in eradicating poverty.
D) identifies the homeless population and provides them with housing.
E) serves the neighbourhood to meet basic needs.

Question 5

The community intervention practitioners in the local community service centres in Quebec engage the community through

A) organizing, accessing resources for, and educating the members.
B) facilitating participation, consultation, and planning.
C) identifying the community's needs and providing resources for the members.
D) facilitating the funnelling of funds and identifying the strategies to meet the needs.
E) organizing, planning, and implementing the practitioners' suggestions.

Question 6

Paulo Freire emphasized the need for individuals to

A) develop an understanding of the structures that lead to oppression in order to make changes.
B) retain their identity by being aware of the cultural differences instead of assimilating into the mainstream culture.
C) be aware of their own power to make changes and to apply pressure on governmental agencies.
D) confront the oppressors in an organized manner in order to demand changes in the structures.
E) be educated in order to prevent a cascading effect of illiteracy in the next generations.

Question 7

Which of the following institutions was established to educate students on community development?

A) Industrial Foundation Educational Institute
B) Jane Addams Institute of Education
C) Saul Alinsky Institute for Social Development
D) Coady International Institute
E) George Erasmus International Institute

Question 8

The historical figures who advocated education are

A) Freire, Tompkins, and Alinsky.
B) Coady, Tompkins, and Freire.
C) Addams, Freire, and Coady.
D) Erasmus, Freire, and Tompkins.
E) Erasmus, Alinsky, and Tompkins.

Question 9

According to Freire, effective education occurs when

A) students identify their leaning needs.
B) teachers are experts.
C) students always listen to their teachers.
D) students control the learning environment.
E) students understand the learning process.

Question 10

Jane Addams opened a settlement house in North America that

A) provided for people ways to meet basic human needs.
B) aimed to provide a home for the homeless.
C) provided university students with shelter.
D) assisted immigrants to adjust to the new culture.
E) assisted to integrate immigrants into the new culture.

Question 11

According to Freire, the characteristics of a good teacher include the ability to listen and

A) pose solutions to problems and let the learners make the decision.
B) ask questions that stimulate learners to discuss in a critical manner.
C) encourage learners to be good listeners.
D) ask learners to develop independence.
E) model for learners' assertive behaviour.

Question 12

In Alberta post World War II, the Preventive Social Services Act formed and programs designed to

A) improve governmental agencies ways of delivering services.
B) assist individuals through their rehabilitation.
C) encourage self improvement.
D) provide legal services.
E) assist in the movement of veterans.

Question 13

After World War II, the Canadian government placed emphasis on the development of

A) initiatives to combat poverty.
B) programs to increase national defence.
C) initiatives to deal with higher education.
D) programs to rehabilitate veterans.
E) initiatives to assist aboriginal people.

Question 14

According to Saul Alinsky, community developers need to

A) persevere in pressuring politicians and corporate officials to achieve community goals.
B) educate the masses to achieve their full potential.
C) assist the people to develop literacy skills.
D) determine what is needed by the community members.
E) persist in organizing workers for pay increases.

Question 15

Saul Alinsky believed that to achieve power, one must

A) involve a population of professionals.
B) critically form a mass of people who believe in the community issues.
C) portray a powerful stance that is conveyed to the opposition.
D) accumulate all the resources needed to accomplish one's goals.
E) confront the opposition to garner resources.

Question 16

According to Freire, one of the characteristics of the oppressed is

A) an inability to take action.
B) their belief in the need for society to provide them with the tools to fight oppression.
C) a belief that this situation is unchangeable.
D) their inability to see themselves as productive members of society.
E) their lack of education.

Question 17

Freire emphasized that effective education needs to

A) be in the form of a dialogue between student and teacher.
B) inform the students of their needs and challenges.
C) be considerate of the students place in society.
D) give to the students the tools that will solve all problems.
E) be static so that students can sustain their learning.

Question 18

Jimmy Tompkins made a difference by

A) advocating education and utilizing the media to alert the public of the community's needs.
B) emphasizing the need for pressuring the government and using threats to accomplish community goals.
C) emphasizing social change by organizing workers to demand better policies and working conditions.
D) utilizing radical means to stop poverty and unemployment.
E) advocating support in building and sustaining the aboriginal communities.

Question 19

How does conscientization relate to community development?

A) when people use other people's mistakes to be aware of their own concerns and can then assist other community members
B) community members become empowered to help themselves and others by solving problems without assistance from the outside
C) community agencies assist members to be involved in their own plight to better themselves
D) when community members recognize the elements that oppress them and are assisted to take action against these factors
E) when the community stands together to fight what they stand for

Question 20

Freire contended that learning

A) occurs when individuals make sense of what they are learning and relate it to their own world.
B) makes individuals aware of how they fit into their proper status or role in society.
C) transpires when individuals realize that they can make changes happen.
D) arises when people group together to solve their own issues with or without help.
E) occurs as a result of the guidance of professionals or experts who pass on their knowledge.

Question 21

Saul Alinsky suggested that tactics have to be enjoyable and protracted.

Question 22

The Highlander Research and Education Centre played a major role in elevating the quality of life for the poor people in England.

Question 23

International students attend Coady International Institute for courses on community development.

Question 24

In the field of community development, Georges Erasmus has been responsible for

A) assisting disadvantages communities to take on local political issues.
B) keeping the Aboriginal issues in the political spotlight for community healing.
C) organizing trades-people to be trained to promote a safe workplace.
D) assisting community members to change unfair business practices.
E) developing community owned businesses.

Question 25

Jane Addams' settlement house encouraged the immigrants to retain their cultural beliefs.

Question 26

According to Paulo Freire, traditional teaching is different from his views of effective teaching as in the traditional manner,

A) the teacher dictates what needs to be learned instead of having the learners identify their own needs.
B) the learner and the teacher mutually agrees on the goals for learning.
C) the teacher poses problems for the students to solve instead of giving them the solutions.
D) the teacher and learner are involved in exploring the solutions.
E) the learner is the expert in what needs to be accomplished.

Question 27

Saul Alinsky was responsible for the providing communities with rules to increase their power bases.

Question 28

Freire contended that in the traditional format of education teachers are the experts.

Question 29

Critical consciousness means that people in communities need to be politically astute on their own.

Question 30

Alinsky's believed that crime is caused by discrimination, unemployment ,and disease.

Question 31

Both Myles Horton and Paulo Freire emphasized education to improve the community's quality of life.

Question 32

The Toynbee Hall was a settlement house for university students.

Question 33

Moses Coady emphasized the value of

A) politics in achieving results for sustainable community development.
B) self-help, mutual support, and adult education.
C) critical consciousness and adult education.
D) cooperative principles and adult education.
E) humanitarian principles and politics.

Question 34

Myles Horton encouraged individuals to do their own research of what is happening in their communities and become their own experts.

Question 35

Paulo Freire emphasized the formation of producer led cooperatives in any community.

Question 36

Dehumanization characterizes the relationship between the oppressor and the oppressed.

Question 37

Moses Coady developed communities by calling mass meetings and

A) forming study groups to discuss issues and solutions.
B) training solutions seekers and implementers.
C) assisting the members to achieve their highest potentials by challenging them.
D) developing business oriented proposals for the people.
E) reinforcing the community's assets and strengths.

Question 38

Alinsky believed that camping grounds and recreation facilities assisted in the plight of unemployed and economically insecure.

Question 39

Which of the following statements apply to Alinsky's strategies in community development?

A) it is based on the notion of fighting oppression through the process of encouraging critical consciousness
B) his strategies are pacifist in nature by building sustainable healing processes
C) achieving civil rights is the mainstay for fighting oppression
D) it is based on confrontational tactics to apply pressure to the opposition
E) his tactics are based on workers' rights to demand what is due them in the workplace

Question 40

The Hull House that was founded by Jane Addams had for its purpose the support of the immigrants in adjusting to their life in the new country.

Question 41

Describe what Freire meant by "integration of knowledge".

Question 42

Differentiate the concepts of education by Myles Horton and Paulo Freire.

Question 43

Explain Paulo Freire's concept of the culture of silence.

Question 44

Describe the contributions of Myles Horton in community development.

Question 45

Describe what a teacher, who espouses Freire's philosophy, needs to do to provide effective education.

Question 46

Explain Paulo Freire's beliefs about effective education.

Question 47

List five (5) rules for power tactics by Alinsky.

Question 48

In what way did Moses Coady influence community development in Canada?