Mara Dahlberg
African Americans are second largest minority population in the United States and they are the only population that did not originally immigrate here by their own free will. I believe that the implications of the later are significant and should be addressed, not dismissed. I do not believe that most African Americans are hoping for a heart-felt apology from me or you, or anyone 7 generations later. What I do think is that they, and many of us white people too, see a need for a shift in thinking as well as procedure, to see “disparate outcomes that persist and want to see everyone step up to address them” (Browne). Racism is so far ingrained in our society that many of us do not even see it, do not believe that it persists in our back yard, maybe in the south, but certainly not here in open-minded, nice MN. Unfortunately, it does and we need to wake up. We Minnesotans tend to hush-hush the unpleasantness of our world and that cycle needs to be broken. Ignoring – which remember, shares the same root as ignorance – a problem never makes it go away. The problem persists and/or gets worse. It’s up to us as responsible individuals to do what we can (Lewis).
Racist ideals can be found in nearly every part of our society, history, and way of thinking. Jefferson stated that “blacks and whites could never coexist in America because of "the real distinctions" which "nature" had made between the two races." (Takaki) This is coming from the man praised for abolishing slavery and “saving” all of the black people. I am not making the claim that what Jefferson did was not an important step that America took. What I am suggesting is that his part was not so much that of a savior and not such a selfless humanitarian act as what it is depicted by our historical story books. There is more to this than the single story. It is our responsibility as educators to know it and to spread it.
Racism and consequential classism are a huge part of our societal organization. Historically blacks and whites of similar class have been intentionally kept apart, kept from identifying with each other and forming alliances against the oppression that they face. A complex web of historical threads has been woven to ensure that this way will continue for the good of those in power. It will not be easily disentangled. Though there is a real possibility of another way of being, of living together. We must encourage the “elimination of class exploitation which has made poor whites so desperate for small gifts of status, and has prevented that unity of black and white necessary for joint rebellion and reconstruction,” (Zinn) blurring the color line and joining together for the mutual benefit of accomplishment of shared goals and the betterment of everyone’s quality and way of life.
Lesson
African Americans in American Media, a request for change
A Collaborative Classroom Learning, Social Action Activity
designed for Middle School Grades 5-7
Objectives:
Students will analyze the affects of media influence by researching and deconstructing messages pertaining to African Americans by popular news and information sources.
Students will produce a report or product that exposes stereotypes by gathering statistical and factual information from their assigned media source.
Students will generate a product designed to reduce stereotypical portrayal of African Americans in news or entertainment media and distribute their findings and suggestions, not only to their classmates through an oral report, but also out into the community.
Overview:
Students will be heterogeneously grouped into three learning teams. Each team will research statistics associated with how often and in what way African Americans are portrayed in their media source. They will find numerous example of the type of portrayal that they found to be most common. Specific stereotypes will be named. They will then report on the affect they imagine this has on African American youth. Their final product will consist of an alternative and more positive approach that could be taken when reporting on or targeting African American youth. Each group will present their project to the class and to one other designated group.
Team 1: Newspaper, using newspapers collected from various sources that represent cities large and small students will notice that black people reported on in articles about crime and violence far more than any other type of coverage. They will give numeric statistics and compare those statistics to the number of African Americans in our country (13%) to see if they are proportionately represented. They will use the internet to find real stories showing African Americans in positions of power and accomplishment. Suggest website: http://atlantablackstar.com/2013/09/24/15-black-child-proteges-mainstream-media-doesnt-talk/ to get them started. They will produce and distribute a newspaper publication with a minimum of 4 pages to their class mates and school staff.
Team 2: Magazine, using popular magazines aimed specifically at black people (Ebony, Vibe, Upscale, more found at http://www.blacknews.com/directory/black_african_american_magazines.shtml) students will make note of themes, attitudes, news of interest, and hot topics. Special attention will be paid to advertisements. Then, looking at popular magazines not specifically aimed at African Americans such as Good Housekeeping, People, Teen Vogue, Martha Stewart Living, O, GQ, etc. students will make observations about any article or advertisement depicting a black person. Students will be asked to provide report on the advertisements and articles featuring African Americans in these magazines, how they were being portrayed, what types of products they were trying to be sold, if there were any overwhelmingly reoccurring overrepresentations (sports) or under representations (business professionals). Using this information students will then develop a strategic plan to include African Americans equally in all types of advertisements, informative and entertainment stories. Discrepancies in proportionate representation, lack of variance of occupation (mainly shown as athletes or musicians) and limited product marketing will be sited, with specific examples. This proposal will be drafted as a business letter and sent to three magazines of the students’ choosing.
Team 3: Television, Students in this group will each observe one hour of television which will include one news program and one sitcom during prime time hours. They will track the appearance of black people and note specifically the context and role in which they appeared. The group will reconvene and compare results. They will match their results with factual research based statistics and 2 internet articles on the subject, recommend http://newsone.com/1453735/top-4-media-exploitations-of-black-children/ to get them started. They will speculate how this may affect young African American viewers. They will also speculate on how this portrayal may affect how society as a whole view black people. Using facts and examples gained in their research, this group will then write, produce, record and screen a special report on their topic. If there is an adult employee or parent in the school that would be open to being an expert voice to be interviewed briefly during the newscast this would be a great opportunity. Students, after obtaining parental permissions, will submit their newscast to Lakeland Public Television for airing consideration.
Closing:
After each group presents to the class lead students in a wrap-up discussion that engages students' critical thinking skills and elicits their emotional responses with the following four questions, most easily remembered through the acronym DICE: What disturbed you about what the information you uncovered during this exercise? What interested you? What confused you? What enlightened you?
Assessment:
Time Allocation:
I expect this project, start to finish, to take a minimum of 3 - 45 minute class periods but no more than 5, with some research (television for example) needing to be done from home.
Reflection:
I will be conducting this lesson, with changes based on instructor feedback, after spring break and will report on how it went. *The magazine section seems a bit messy or missing something, suggestions requested…
Resources & References:
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African American Summary In reflecting upon this week’s readings, I find the question you posed of “What happens when everyone who is in the know says we are doing the right thing, yet the results are so unacceptable?” to be especially relevant. I had some prior knowledge of indentured servitude, and the fact the both blacks and whites were enslaved together. However, it was interesting to learn through the Giddy Multitude reading, how black slavery developed over time based on the white man’s idea of class structure. I found it interesting (and I use that term loosely) how the free, white man developed law after law to “widen the cultural gap between blacks and white.” What I found the most interesting in the article, was President Jefferson’s views on slavery. I had known previously that he was a slave owner, but I did not know to what extent. I did not know that he, at one time, owned 267 slaves. I found it ironic that he thought “the way to avoid class conflicts in America was to open opportunities for white men to become farmers. As free individuals and owners of property, so they may become responsible citizens.” Yet, he supported laws which made blacks “property”, which only created a wider gap in the class structure. And, in my opinion, anyone who owns a slave, is NOT a responsible citizen. The article states Jefferson felt guilty about his slave ownership. Yet, he believed that blacks were of “inferior intelligence”, and he proposed to eliminate slavery by eliminating them from American society because, in his view, the two races could never coexist. His solution to the “problem” was to eradicate an entire race. A race that his people, the whites, had brought to American in the first place – whites caused the problem. How responsible is it as a citizen, and president of this country to propose to eradicate an entire population? So, I return to your question of: “What happens when everyone who is in the know says we are doing the right thing, yet the results are so unacceptable?” What happens is slavery. The white majority thought they were doing what was right, what was best for the entire nation. Yet, they did not think through the consequences of their actions. What they did instead of creating a strong society, was create something that threatened the social order of society not only then, but for centuries to follow. We are still trying to right was we know was unacceptable. In reflecting upon the Somali reading, I wonder if any Somalis feel persecuted because of the underutilization of their professional skills? Do the feel less of a person, less than the whites because they are primarily filling positions that don’t require strong English? As Obama’s video points out, cruelty DOES still exist today. We must do all that we can to minimize it. One way, may be to live by Rousseau’s definition of patriotism: “a love of self that extends to the love of a fellow citizen.” We must live by the golden rule, and treat others how we would want to be treated. If we don’t, if we continue to only see things through our eyes, not the eyes of others, we will forever be working to right the wrongs that we, ourselves have created. Lesson Plan – The Lottery Grade & Subject: 6th Grade / History Lesson Objectives: - Students will understand what it means to be persecuted, and how the blacks were persecuted during slavery by participating in a role-playing & written activity. - Students will demonstrate the understanding of empathy by taking on the role of someone being persecuted based on false accusations. - Students will learn the history behind indentured servitude and slavery America by researching assigned topics and timeframes. - Students will demonstrate fundamental Writing skills by structuring a comprehensive report of an assigned topic. Snappy Launch: “ The Lottery” Facilitate a role-playing exercise in which you tell the students that someone in the class has stolen something out of your desk draw (knowing full well nothing has been taken). Explain that if someone does not confess to the crime, that their names will be put into a hat, drawn at random, and those whose names are drawn, will serve one hour of detention each day until the guilty party comes forward. Procedure:
Vocabulary: Persecution: Hostility or ill-treatment of another person due to their race, or political or religious beliefs. Slavery: The state of being bound in servitude and being of someone else’s property. Empathy: The ability to understand and share feelings of another. Checking for Understanding: - While introducing the project, ask students what it means to be persecuted. Have they ever gotten in trouble for something that wasn’t their fault? What did it feel like? What would it be like to be someone’s slave? - While students are writing, check for and remind of proper spelling and sentence structure. Check for comprehension of the assignment. That they are researching the correct subject and/or criteria. - While students are sharing what they’ve learned, ask what can be done in the future to prevent similar things from happening again. Student Assessment: 100 pts - 10 pts: Written analysis of thoughts and feelings one experiences while being persecuted. - 75 pts: Successful demonstration of report-writing skills. Compose a formal report consisting of:
- 15 pts: Participation in classroom discussions regarding persecution and empathy by posing at least 2 questions to others in the class. ____________________________________________________________________________________________________ Elizabeth Murray |
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Ronald Takaki wrote an eye-opening chapter called “The Giddy Multitudes” in his book “A Different Mirror.” The data presented in this piece is shocking and sickening. Yes, elementary and junior high students are taught basic U.S. history: being “discovered” by Christopher Columbus, the first Thanksgiving, slavery, old Abe freeing the slaves, expanding westward, etc., etc. However, the eye-opening and heart-wrenching details such as presented by Takaki should also be taught in public education. This reading is yet another example of public education teaching students a glossed-over version of U.S. history. Why does this continue to be acceptable in education? Why are we withholding the entire story? Are details not taught due to the controversial nature? Or due to strict state standards that do not allow enough time to cover in depth? Or do we think students cannot handle the truth? I disagree to all of these reasons! Of course a first grader shouldn’t be told “a free white mother of a racially mixed illegitimate child would be fined fifteen pounds and that the child would be required to be in servitude for thirty years.” (Takaki, 1993) But could be told an age-appropriate: “even an Anglo child born to an Anglo mom might have to be a slave for thirty years if the dad was not also Anglo.” As students mature and their knowledge base grows more details and information can and should be taught.
RELATED CLASSROOM ACTIVITY 9th grade Consumer Education (one class period alloted) Objective: The students will be able to understand how it feels to be the victim of oppression by participating in an exercise and creating a poster which illustrates their experience. You are all residing in 1750 Colonial America. Each of you has recently emigrated either voluntarily or by force. I will give each of you a number from 1-3. I want all number ‘ones’ to sit at the table at the front of the room together; all number ‘twos’ to go to the back of the room and stand in the blue square (marked w/tape), and all number ‘threes’ to sit on the floor in the middle of the room inside the green circle (marked w/tape). You must stay within your area as told (stand or sit). If you do not, you will lose points. If you complain, you will lose points. After settled, I will then provide them a fact sheet stating who they are and details about what life was like during that time for their class of people: * Group 1: Anglo person fortunate enough to be a U.S. citizen with money and land * Group 2: Anglo person serving a period of time (5-7 years) as an indentured servant/slave * Group 3: black person forcefully brought to U.S. to serve as slave for life. ASSIGNMENT: In your small groups right where you are, silently read the information presented to you on your fact sheets. Each group would have information regarding only their own situation. [Each group would read information about the class of individuals they are, income, jobs, status, power, what indentured servant means, how blacks were tricked and transported and treated, etc.] When all have finished reading, as a group discuss quietly your situation and what you think your life is like now and in the future. Compare and contrast how your life might change over time. To tie this assignment to our class (Consumer Education & Economics) please brainstorm descriptions about your financial situation, your potential as a consumer, and employment. Collaboratively create a master list. When final, each group will be given a presentation paper and writing utensils. Take turns and write the following on your poster: 1. Who your group is and what it means 2. How you got to the U.S. 3. What your life is like now – job, money, power, life style, marriage, children, etc. 4. How you think your life might change during life time. 5. Any questions or comments can be added at the bottom as time allows. I would have the students continue to work and stay within assigned space until the appointed time, even if they seem to be done. Group 1 will be given a very large clean and smooth piece of poster paper with a wide color range of markers and be able to sit in chairs and work on the table. Group 2 must stand and will be given 2 colors of markers and a smaller, dirty sheet of paper. Group 3 must stay sitting in the circle and will be given a notebook piece of paper, crumpled and ripped and only a broken pencil to write with. The disparity in working conditions and supplies is to mimic power and oppression. During the last 15 minutes I would take each of the three presentation posters and hang them in the front of the room for all to see. I would then ask all students to sit where they are (still in their groups) and I would present the posters and ideas written to the rest of the class. I would add facts missed, clarify and further explain history. I would not single students out to speak, but would allow everyone freedom to speak if desired. ASSESSMENT CRITERIA: 25% group worked together to discuss situation and brainstorm 75% created presentation poster as instructed **25% deducted off grade due to not staying within assigned area as told or complaining |
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