1. Warming up: Watching the Harvard 2016 graduation speech (a spoken-word poem by Donovan Livingston)
- "Education is no equalizer; rather, it is the sleep that precedes the American Dream."
- "I've been the black hole in the classroom for far too long, absorbing everything without allowing my light to escape. But those days are done. I belong among the stars, and so do you."
- Understand: What do these lines mean? What do they mean to you?
- Analyze: What patterns are you noticing in his poem? What kinds of things does he reference, and what do these references mean?
- Reflect: Is your education empowering you or disempowering you? Did it empower your parents? Your grandparents? Your great-grandparents? In general, is public education (did)empowering America? To your knowledge, how has race historically factored into education?
Inside your 2nd semester folder, make a folder that has the words "race" and "power" somewhere in the title.
Inside that folder, save the Google slide presentation above (images of slavery).
Peruse the images at your own speed. Underneath each one, make some notes on your specific observations of each image:
- What are you looking at in each one? What details strike you? What story is being told here?
- Which images surprise you/are new to you?
- What is your reaction to each one?
- What does each image reveal about the practice of slavery?
- What do the images reveal about specific ways in which slaves were disempowered?
- Mark up lines that connect to the images/quotations from today's class.
- Mark up lines that respond to our focus question: What does it take to disempower a human being?
4. Quick exit ticket: Filling in the Tuesday column of your virtue chart.
HW:
1. Signed class syllabus due tomorrow (Thursday, Jan 12).
2. Finish reading the Chapters 1 and 6 in Douglass (through page 5 in your packet) annotating for passages that reveal something about power, disempowerment, and/or hegemony in the practice of slavery.
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