Global inquiry revised[1]

Foundations in Global Inquiry

Instructional Guide

Jackson State University

Compiled & Edited:Robert Blaine

Authors: Sakinah Abdur-Rashied, Taunjah Bell, Shakira Cain, Helen Chukwuma, John Colonias, Noel Didla, Fidelis Ezeala-Harrison, Monica Flippin-Wynn, Rachel Jordan, Thomas Kersen, Robert Luckett, Preselfannie Whitfield McDaniels, Byron DAndra Orey, Kaye Sly, Celestin Wafo-Soh, Rodney Washington, & Warren Yoder

1

Foundations in Global InquiryTable of Contents

FOREWORD 4

Unit 1: Contemporary Language 6

Unit 2: Music as Culture 13

Unit 3: Corporate Citizenship 17

Unit 4: Rwanda and Genocide 23

Unit 5: African Diaspora & the Mississippi Delta 31

Unit 6: Natural Disasters: The Great Flood & Katrina 36

Unit 7: Roma and Human Rights 43

Unit 8: Palestinian-Israeli Conflict 51

Unit 9: Energy Consumption 55

Unit 10: Water and Sanitation 59

Unit 11: Fusion = Energy 66

Unit 12: Maternal Mortality 71

Readings 74

The Interesting Narrative of the Life of Olaudah Equiano 74

What to the Slave is the Fourth of July? 84

Speech Before the Atlanta Cotton States and International Exposition 102

Of Booker T. Washington and Others 105

The Talented Tenth 114

Southern Horrors: Lynch Law in All Its Phases 126

Note on Corporate Citizenship 141

Appendix 1 - Unit Resources 150

2

Unit 2 150

Unit 3 152

Unit 4 153

Unit 5 156

Unit 7 162

Unit 10 163

Unit 12 167

Appendix 2 - Rubrics 170

Rubric for Written Assignment 170

Rubric for Oral Assignment, Source: www.shenet.org/high/.../Rubrics/jporalpresentation.htm 172

Book Citations 175

3

FOREWORD

TheUniversitySuccesscourseisdescribedasacoursedesignedtoassistfreshmeninmaximizingtheirpoten;altoachieveacademicsuccessbyprovidingageneralorienta;ontothefunc;onsandresourcesoftheuniversitytherebyassis;ngstudentsinadjus;ngresponsiblytotheindividualandinterpersonalchallengespresentedbycollegiatelifethroughexposingthemtoposi;velearningexperiences,u;liza;onofinstruc;onalmethodsoflectures,demonstra;ons,groupdiscussions,consultants,technologyandassignments.Thegeneralobjec;vesfortheUniversitySuccesscoursearedesignedtoposi;velyimpacttherstyearexperienceofincomingfreshmenandtransformingthemintofunc;onalandeffec;vemembersoftheacademiccommunitybycrea;ngawarenessthroughtheuniversityhistory,mission,vision,coreobjec;ves,collegiatecodeofconduct,etc.Thestudentswillbeguidedtosucceedinac;onresearch,buildleadershipskillsandeec;vewriFenandoralcommunica;onskillstomakeprogressattheuniversity.

VisionIntunewiththechangeinglobalacademicsandeconomics,thevision,missionandcorevaluesoftheuniversitywererecentlymodiedtobeFersuittheneedsofthestudentsandisdenedasfollows:

Buildingonitshistoricmissionofempoweringdiversestudentstobecomeleaders,JacksonStateUniversitywillbecomerecognizedasachallenging,yetnurturing,stateofthearttechnologicallyinfusedintellectualcommunity.Studentsandfacultywillengageincrea;veresearch,par;cipateininterdisciplinaryandmul;ins;tu;onal/organiza;onalcollabora;velearningteamsandservetheglobalcommunity.

MissionJSUisa133yearoldhistoricallyblackins;tu;onwhichredeneditscoremissionwiththefollowing:TheUniversityproducestechnologicallyadvanced,diverse,ethical,globalleaderswhothinkcri;cally,addresssocietalproblemsandcompeteeec;vely.QEPTheprimarygoaloftheQualityEnhancementPlan(QEP)istoengagestudentsinaglobalinquirycoopera;velearningcommunity,focusingonanaly;calreasoning.Thisac;vityisintendedtodrama;callyimprovetheglobalanaly;calreasoningandproblemsolvingcapacityofrstandsecondyearstudents,addingvalueandrigortotheupperundergraduatedivisionsteaching,researchandservicemission.

GIFTSeminarFounda;onsinGlobalInquirywasdevelopedthroughtheGIFTSeminar.GIFTSeminarisafourweeksummerfacultydevelopmentins;tutegearedtowardsstrengtheningthecapacityofthemul;disciplinaryfacultytobemasterteacherswhoengagestudentsinanaly;calreasoningandcri;calthinkingwhichenablesthemtobecomeprofessionalstudents.Throughlearningfromaglobalinquiryframework,studentsapplycri;calthinkingandanaly;calreasoningskills.

Thiscompila;onofinnova;veandcomprehensiveteachingunitsisaresponsetothecallforinstruc;onthataddressesspecicstudentoutcomesandthatencompassestheareasofcri;calthinking,technologyuse,andglobalawarenesswhichembodiesthenewvisionandmissionoftheuniversity.

4

Thoseoutcomesareasfollows:

1.Studentswilldemonstratecri;calmul;disciplinaryanaly;calandoriginalthinkinginglobalinquirycourses,includingContemporaryTopics,Colloquia,andGuidance.

2.Studentswillbeabletodemonstrateeec;vecommunica;oninEnglish(wri;ng,reading,speakingandlisteningskills).

3.Studentswillbeabletodemonstratecompetencyasinves;gatorsasshownbytheirabilitytoformulateandtestappropriatehypotheses,applynewknowledge,aspartoftheirinquiry,languageandservicelearningrequirements.

Eachinstruc;onalunitisacomprehensive,researchbasedresponsetoasetofgloballyrelatedandcri;callychallengingques;ons.Theunitsaredescribedascomprehensivebecausetheyareresponsesthatinvolveinterdisciplinaryfacultyinstruc;onalstrategies,indepthincorporatedscien;cmethoduse,anddirectstudentcenteredresearchproduc;on.TheinterdisciplinaryfacultyrepresenttheareasofBusiness,Educa;on,English,History,MassCommunica;on,Mathema;cs,ModernForeignLanguages,Music,LifelongLearning,Psychology,SocialWork,Sociology,ScienceandTechnologyandPoli;calScience.TheculturallydiversefacultyhailfromNigeria,SouthAfrica,Greece,India,Cameroon,Canada,Arkansas,Florida,Iowa,Louisiana,Wisconsin,Colorado,Washington,D.C.,allareasofMississippi,includingtheDelta,andotherpartsoftheUnitedStates.Eachteammemberhasaddedvaluetothisprojectthroughextensiveresearchexperience,globalacademicandservicepar;cipa;on,projectandproposaldevelopmentandimplementa;on.

Theunitsrangeinscopefromexploringeconomicandhealthdispari;es,energycrisissolu;onstodissec;ngthehistoricalimportanceofhiphopandjazzconnec;ons,MississippiDeltapoli;cs,genocide,historicalconicts,Islam,ethics,andracialandculturaliden;ty.Studentsshouldhaveexperiencewiththreetofouroftheunitsinthecompila;oninordertobeexposedtoavarietyofcri;calthinkingsitua;onsandresearchproduc;vitymodes.Theselec;onoftheunitstobeusedinanypar;cularcourseshouldbebasedupontheinstruc;onalteam,themixofstudents,andthepathwayscreatedbyengagingclassroomdiscussion.Toaddtothedepthofthecourse,theteamteachingpedagogicalapproachisbeingimplementedintheclassesselectedtobeinstructedbyGIFTSfaculty.Suchaconceptisconducivetofacultyenhancement,aswellasproac;ve,innova;ve,energe;cinstruc;onbeingprovidedtostudents.

5

Analytical Reasoning: From Enslavement to Freedom, a Productive Life-long Learner

Unit1:ContemporaryLanguage

ContemporaryLanguage AfricanAmericanpopculturehasdevelopednewnormsintheexpressionofcontemporarylanguage.Usingtheprogressionofeduca;oninAfricanAmericansocietyfromslaverythroughthetwentyrstcentury,discusshowlanguagehasevolvedordevolved.Inwhatsense,ifany,hasthelegacyofracisminuencedtheabilityofthisgenera;onofstudentstospeakandwriteEnglish?Usingatleasttenjournalar;cles/booksources,reviewtheliteratureonAfricanAmericanlanguageacquisi;onandthechallengesiden;edinthosesources.Cri;quethechallengesfromatleasttwoperspec;ves.Tapeyourcri;queoftheworks,ci;ngmajorpremisesandevidenceusedtosupportmajorpremises.Askstudentsinyourlearningcommunitytoassessyourcri;que.Redracthecri;que,makingsurethatyourgrammar,syntaxandideasmeetcollegelevelexpecta;ons.(CriteriaforassessingyouressayarecontainedinAppendix2.)

UnitDescrip?on:Educa;on,language,andpopularcultureshareanin;materela;onshipthatinformsallsocie;es.Thisclasslooksattheinterac;onofthesethreesocialpillarsinthecontextofAfricanAmericanhistoryandculturefromthe;meofthegreatWestAfricanciviliza;onstothepresent.ItaddresseshowpeopleofAfricandescentfoughttopreservetheirheritage(despitetheexperienceofslavery)andhowthispreserva;oneortaccommodatedanewcultureastheybecameAmericans.

UnitNarra?ve:Thisunitwillengageinamul;disciplinaryexamina;onofwhatcons;tutesknowledge,especiallyintermsoflanguageacquisi;onandpopularcultureintheAfricanAmericancommunity.Throughprimarydocuments,students tacklethemyththatAfricanAmericans,duetotheharshnessofslavery,didnothavetheabilitytoengagetheEnglishlanguageatahighlevel.Instead,blackintellectualshaveinuencedallofAmericanhistoryinimportantwaysatopicfurtherexploredthroughotherinclassassignments.Yet,somecareshouldbetakentoindicatethattheAfricanAmericanelitedidnotholdamonopolyoverlanguage,educa;on,andknowledge.Instead,popularcultureshowsthatpeoplecoulduselanguageontheirowntermsandcouldmoldittosuittheircircumstances.Thenalclassexercisesleadtoanexplora;onofhowpeoplehaveu;lizedlanguagetoenvisionandempowerthemselvesandhowtheacquisi;onofamothertongueinformspersonal

6

Class Topics

From Africa to America

From Emancipation to the Present

Timeline of Language Development

Contemporary Influences on African-American language

iden;ty.Intheend,studentsshouldcomeawaywithanapprecia;onforthecomplexrela;onshipbetweeneduca;on,language,knowledge,popularculture,andpower.

FromAfricatoAmerica

Readings:OlaudahEquiano,TheInteres0ngNarra0veoftheLifeofOlaudahEquiano,Chapter2FrederickDouglass,WhattotheSlaveIstheFourthofJuly?

InclassWri5ng:Writeinyourreec;onjournalontheOverarchingQues;on.Acerclass,amendyourresponsesandpostittothediscussionforum.

InclassAc5vity:Breakintothreegroups,eachrepresen;ngoneofthethreefollowingpeople:BenjaminBanneker,PhyllisWheatley,andThomasJeerson,usingthebriefbioandwri;ngsampleofeachperson,debatetheOverarchingQues;onfromeachperspec;ve.Eachgroupwillhaveapproximately10minutestomakeitscase.

Objec5ve:Thissec;onengagesstudentsinadiscussionabouteduca;onandlanguage,specicallyinthecontextofAfricanAmericanhistoryfromthe;meofthegreatWestAfricanciviliza;onsthroughtheexperienceofenslavement,theMiddlePassage,andlifeintheAmericas.Itshouldnotjustbeadebateabouthowlanguageevolvesordevolvesbutwhetheritisevenper;nenttoaskiflanguageevolvesordevolves.Studentsshouldques;onwhatcons;tutesknowledge.TheyshouldalsoaddresshowAfricansfoughttopreservetheirheritagethroughtheexperienceofslaveryandaccommodatedanewcultureastheybecameAmericans.Thereadingshighlighttheseissues.TheEquianopieceinpar;cularlooksattheexperienceofAfricansfromthedisplacementofcap;vityandtheterroroftheMiddlePassagetotheinhumanityofenslavement.S;ll,Equianoclearlyexpandedhiscapacityforlanguage.

Similarly,FrederickDouglasswasbornintoslaveryandbecameoneofthemostimportantAmericanintellectualsofthe19thCentury.Douglassemphasizesthecontradic;onembeddedinanAmericansocietythatcelebrateditsindependencebutenslavedmillionsofpeople.Banneker,Wheatley,andJeffersondebatedthisveryques;oninthe18thCentury.

Anardentaboli;onist,WheatleyrepresentedtheEnlightenmentphilosophywhichbelievesthatenvironmentplaysamajorroleinapersonslife.LeadersoftheAmericanRevolu;ondebatedwhetherblackpeoplewereinherentlyinferiortowhitepeopleorwhethersupposedblackinferioritywasduetoenslavement.SomeslaveholderslikeThomasJeerson,whoheldracistassump;ons,dismissedWheatleyaltogetherevenashecarriedonalongtermaairwithoneofhisslaves,butothersconsideredWheatleyanexampleofwhatpeopleofAfricandescentcouldachieveiffreedfromoppression.

LikeWheatley,BannekerchampionedhumanequalityandpointedtotheidealsoftheAmericanRevolu;on.In1791,hesentJeerson,whowasthentheU.S.SecretaryofState,acopyofhisalmanactorefutehisclaimofblackinferiority.No;ngJeersonswordsintheDeclara;onofIndependence,Bannekertookthemantotaskoverslavery.ReferringtotheDeclara;on,Banneker

7

wrote,Youwerethenimpressedwithproperideasofthegreatvalua;onofliberty,andthefreepossessionofthoseblessings,towhichyouwereen;tledbynature;but,Sir,howpi;ableisittoreect,thatalthoughyouweresofullyconvincedofthebenevolenceoftheFatherofMankind,andofhisequalandimpar;aldistribu;onoftheserightsandprivilegesthatyoushouldatthesame;mecounteracthismercies,indetainingbyfraudandviolencesonumerousapartofmybrethren,undergroan

ingcap;vityandcrueloppression.Hedidnotmincewords,andJeersonresponded.BothBannekersleFerandJeersonsresponseareavailableonlineforstudents

FromEmancipa?ontothePresent

Readings:BookerT.Washington,SpeechbeforetheAtlantaCoFonStatesandInterna0onalExposi0onW.E.B.DuBois,OfBookerT.WashingtonandOthers W.E.B.DuBois,TheTalentedTenth IdaB.WellsBarneF,SouthernHorrors:LynchinginAllItsPhases

InclassWri5ng:Beginclasswitha15minutereec;onjournalontheOverarchingQues;on.Acerclass,studentsshouldamendtheirresponsesandpostthemtoWebCTinadiscussionforum.

InclassAc5vity:Breakintofourgroups,eachrepresen;ngoneofthefollowingar;stsfromtheHarlemRenaissance:ClaudeMcKay,CounteCullen,LangstonHughes,andZoraNealeHurston.Provideeachgroupwithabriefbioandwri;ngsampleofeachperson,anddebatetheOverarchingQues;onfromeachperspec;ve.Eachgroupwillhaveapproximately10minutestomakeitscase.

Objec5ve:Thisclasslooksatthetwomostpowerfulblackintellectualsattheturnofthe20thCentury,WashingtonandDuBois,whohaddis;nctviewsontheroleofeduca;onforAfricanAmericansbutbothdisplayedamasteryoflanguage.WellsBarneFbreaksupthemythoftheDuBois/Washingtonbinaryastheonlytwovoicesofimport.Shedisagreedwithbothmen,thinkingthatWashingtonwastooaccomoda;onistandDuBoiseli;st.Hereortstoinves;gatelynchingsanddispelthemythsthatsurroundedwhitevigilan;smgaveheravoicethatcapitalizedonbothhereduca;onandcapacityforlanguage.

TheirdebatespilledintotheHarlemRenaissance,forwhichDuBoiswasoneoftheearliestandmostimportantpatrons.TheInClassAc;vitygivesstudentstheopportunitytofurtherengagetheOverarchingQues;onfromtheperspec;veofthesear;sts.Theyshouldalsoconsidertheper;nenceoftheques;oninlightof21stCenturyAfricanAmericanar;sts.

8

Check it out - Look on-line(http://www.pbs.org/wgbh/aia/part2/2h71t.html

http://www.pbs.org/wgbh/aia/part2/2h72t.html).

Read Phyllis Wheatleys poetry online http://www.pbs.org/wgbh/aia/part2/2h20.html

PartIPersonalIden?ty:

ImplicitAssocia;onTestassessyourracialiden;ty.

TheprofessorwillleadtheclassintakingtheImplicitAssocia;onTest,asubconscioustestdesignedtondouthowyouhavebeensocialized.Acertakingthistest,discusstheagentsofsocializa;on(e.g.,schools,peers,church,parents/family).Howdoesoneacquirenega;veorposi;veaqtudestowardonegroupoveranother?

Discussthevariousformsofracism,rangingfrom:OldFashionedRacism(theno;onthatblacksarebiologicallyinferiortowhites);TheNewRacism(subtle,aversive):theno;onthatblacksdonotsubscribetotheprotestantworkethicsofhardworkandindividualism;andInternalizedRacismtheinternaliza;onofnega;veracialaqtudes/stereotypesprojectedonblacksbythedominantculture.

9

Question: Has the legacy of racism influenced the ability of this generation of students to speak and write English?

Go to the website and watch the videos Birth of a Nation and contemporary clips from the Boondocks. Compare and contrast the

stereotypes depicted in each video, then BLOG IT OUT on the class website.

PartIIPersonalIden?ty:

Exercise1

Whatlanguagedoyouspeakathomewithfamilyandfriends?

i) French

ii) English

iii) Ebonics,BlackEnglish

iv) Creole

v) Spanish

vi) Italian

vii) Other

BasicTruisms:

Languageisaculturaltooloflearningandcommunica;on.Languageisthemostimportantelementofculture,ifyoutakeawaylanguage,theculturedies.

Yourrstlanguage,notedhereasL1,isyourMotherTongue.Itissocalledbecauseitisthelanguageofcommunica;onbetweenababyanditsmother.Themotherslanguageistherstmeansofcommunica;onbetweenmotherandchild.Inadiversemarriagesitua;onwherebothparentscomefromdierentlinguis;cbackgrounds,thetendencyisforthechildrentospeaktheirmotherslanguageormothertongue.

Yoursecondlanguage,L2,istheformallanguageyoulearnatschoolastheociallanguageofeduca;on,formalcommunica;oninlearning,commerceandindustry.TheformallanguageinAmericaisEnglish(although,nottheociallanguage).

Exercise2:ReviewthelyricstoyourfavoritesongandtranslateitfromL1toL2orfromL2toL1,dependingonthelyrics.

Languageispower.Languageispredicatedonrulership.Ci;zensspeaktherulerslanguageinformalcommunica;onaslanguagefollowstheag.

Yourlanguageusedenesyou.Itexposesyourstatusinsociety,tellsyourdegreeofliteracy,yourknowledgeofwordsandyourcompetenceincorrectusage.

CorrectnessandcompetenceinEnglishareyourgatewaytoacquiringknowledgeinyourvariousdisciplines.LecturesaredeliveredinformalEnglishandyouneedlanguagecompetencetowriteclassessaysandexamina;onsandtocommunicateeec;velyinoralpresenta;onsanddiscussions,na;onallyandglobally.

10

Exercise3:

Studythediagrambelow;analyzeanddiscussyourimpression.

Discussion:

HowdowedevelopcompetenceinFormalWri;ng?

WhatproblemsdoweencounterincodeswitchingfromL1toL2,orfromconversa;onalorcolloquialEnglishtoformalEnglish?

TranslatethefollowingpassagesfromL1toL2

ZoraNealeHurstonEveryTongueGottoConfess,p.9(ExerciseinclassL1)

GoddonepreFygoodwhenHemademan,butHecouldhavemadeusalotmoreconvenient.Forinstance:weonlygoteyesindefrontuhourheadseneedsomeindeback,too,sonuthincantslipuponus.Nutherthing:itwouldbehandy,too,efwehadonerightondeenduvourdognger(rstnger).Denwecouldjestpointdateyeanywhichway.Nutherthing:ourmouthsoughterbeontopuvourheadssteaduhrightinfront.Then,whenImlatetuhworkIkinjustthrowmybreakfastinmyhat,anputmyhatonmyhead,aneatmybreakfastasIgoontuhwork.Now,aintdatreasonable,Miss?Besides,mouthsaintsopreFynohowGeorgeBrown.

RichardWrightBlackBoy,pp.2324(Appendixasanexampleofformalwri;nginEnglishbyanAfricanAmericanwhichbringsuptheno;onofracialiden;ty)

Isoonmademyselfanuisancebyaskingfartoomanyques;onsofeverybody.Everyhappeningintheneighborhood,nomaFerhowtrivial,becamemybusiness.ItwasinthismannerthatIrststumbledupontherela;onsbetweenwhitesandblacks,andwhatIlearnedfrightenedme.ThoughIhadlongknownthattherewerepeoplecalledwhitepeople,ithadnevermeantanythingtomeemo;onally.I

11

!

hadseenwhitemenandwomenuponthestreetsathousand;mes,buttheyhadneverlookedpar;cularlywhite.Tometheyweremerelypeoplelikeotherpeople,yetsomehowstrangelydierentbecauseIhadnevercomeinclosetouchwithanyofthem.ForthemostIneverthoughtofthem;theysimplyexistedsomewhereinthebackgroundofthecityasawhole.Itmighthavebeenthatmytardinessinlearningtosensewhitepeopleaswhitepeoplecamefromthefactthatmanyofmyrela;veswerewhitelookingpeople.Mygrandmother,whowaswhiteasanywhiteperson,hadneverlookedwhitetome.Andwhenwordcirculatedamongtheblackpeopleoftheneighborhoodthatablackboyhadbeenseverelybeatenbyawhiteman,Ifeltthatthewhitemanhadhadarighttobeattheblackboy,forInaivelyassumedthatthewhitemanmusthavebeentheblackboysfather.Anddidnotallfathers,likemyfather,havetherighttobeattheirchildren?Apaternalrightwastheonlyright,tomyunderstanding,thatamanhadtobeatachild.Butwhenmymothertoldmethatthewhitemanwasnotthefatheroftheblackboy,wasnokintohimatall,Iwaspuzzled.

Thenwhydidthewhitemanwhiptheblackboy?Iaskedmymother.

Thewhitemandidnotwhiptheblackboy,mymothertoldme.Hebeattheblackboy.

Butwhy?

Youretooyoungtounderstand.

Imnotgoingtoletanybodybeatme,Isaidstoutly.

Thenstoprunningwildinthestreets,mymothersaid

Exercise4:WORDS

Letustracethehistoryoflabelsusedtodescribeblacks.Foreachweshallstatewhatitmeanstous.

Negro

Nigger

Nigga

Colored

Biracial

Black

AfricanAmerican

AfricanAmerican

FromNiggertoAfricanAmerican,youaremakingastatementandredeningyourselfinaposi;veandafrma;veway.Howdoyoudeneyourselfandwhy?DeneyourselfinthecontextofAmericanna;onhood.

12

Analytical Reasoning: From Enslavement to Freedom, a Pro-ductive Life-long Learner

Unit2:MusicasCulture

MusicasCultureMusichasplayedacentralroleinthecultureandsociopoli;calstrivingsofAfricanAmericans.Usingthecodedmessagesofslavesongs(eldhollers,worksongsandspirituals)asabackground,discussthecontemporarymessagesofhiphopandtheoverarchingdevelopmentofjazz.Howhascommercializa;onimpactedpopartandcultureincontemporarysociety?Howhasthiscommercializa;onbeenexportedtotheworld?

UnitDescrip?on:Musicaddsthespicetolife,sinceitdirectlyandindirectlyaectslanguage,fashion,educa;on,history,andmanyotherelementsofhumandis;nc;on.Studentswillconsidertheobviousandnotsoobviousconnec;onsbetweenmusicandculture.Inaddi;on,studentswillexploretheconnec;onsofhiphoptoslavesongsandJazzandconsidertheaectsofcommercializa;ononmusicaroundtheworld.

UnitNarra?ve:Storytellingisthelink,which;estheAmericanSlavetotheAfrican.InWestAfricanculturetheGriotisanesteemedmemberofthecommunitywhoischargedwithpreservingthehistoryofthetribeorvillage.TheGriotuseshumor,drama;cnarra;ves,poetry,songanddancenotonlytoentertainbuttoglorifyandextolthevirtuesofthecommunityatimportantculturalevents.Thistradi;onofpoetry,dance,andstorytellingcombinedandcrossedthewaterswiththeenslavedAfrican.Thetradi;onwascarriedforwardbytheeldhollers,theblues,jazz,andrapmusicsofthetwentyrstcentury.Musicisocenlabeledasacommondenominator,oneofthegreatestavenuesofunityamonghumangroupsaroundtheplanet.TheresponsetothedeathofmusiciconMichaelJacksonwouldbeaprimeexampleofhowmusiccanunitethosewhoseemworldsapart.Almosteveryoneconnectswithothersviasometypeofmusic.So,musicdirectlyresultsfromculture,andculturedirectlyresultsfrommusic.WhatbeFerwaytolookathistoricalelementsandconnec;onsthanthroughtheevolu;onofmusicitself.Inthisunitsresearchtasks,studentshavewonderfulopportuni;estoexploretheconnec;onsbetweenmusicandcultureandthecurrentmusictrend

13

withwhichtheyiden;fy(hiphop)anditshistoricalconnec;onstoslavesongsandJazz.Theyalsohavetheopportunitytoresearchthecommercializa;onelementsthataectmusicand,thereby,aectculture.

Class1Introduc;onA.FacultyIntroduc;onB.ClassGoalsC.ReviewofUnitSyllabusD.ClassGuidelinesandRegula;onsE.BlogIntroandinstruc;onsBell,Ed;Lennon,Thomas,UnchainedMemories:ReadingsFromtheSlaveNarra;ves,HBODocumentary,2003

Class2

Timeline/history A.YouTubeexamplestocorrelatewiththe;meline B.ExcerptsmaybefromtheHBOseries,orfromthemovieLoveJonesConyers,JamesL.ed.,AfricanAmericanJazzandRap,McFarlandandCo.,2001.

hFp://books.google.com/books?id=e9lTE2pmAlYC&dq=Jazz+Rap&printsec=frontcover&source=in&hl=en&ei=ZEwTJ_KEsKqlAeQsYWeCQ&sa=X&oi=book_result&ct=result&resnum=12&ved=0CFEQ6AEwCw#v=onepage&q&f=false

Class3

YouTubeVideoexamples A.YouTube/Video

1.Rap/HipHop

2.Jazz 3.RapandJazz B.Bloggingassignment1(Instructorschoiceoftopic) C.Presenta;on/DiscussionDaulatzai,Sohail;Dyson,MichelEric,BorntoUseMics:ReadingsNasIllam;c,BasicCivitasBooks,NewYork,2010.Als,Hilton,TheNextMusicMogul,TheNewNegro,TheNewYorker,1997.hFp://www.newyorker.com/archive/1997/10/20/1997_10_20_144_TNY_CARDS_000380491

Class4

OralDiscussionshowclipforBeyondBeatsandRhymes,whichlooksatmisogynyandthehistory. A.Ideas,impression,cri;caldiscourse

B.Bloggingassignment2(Instructorschoiceoftopic)

14

Class5RootsofRap/HipHop

A.Presenta;ononAfricaninuences

B.ModernInuencesguestspeakerWastrous,Peter,Review/Jazz;RapGroupReleasesAlbumThatIncludesDisputedSong,NewYorkTimes,1990.hFp://www.ny;mes.com/1990/04/11/arts/reviewjazzrapgroupreleasesalbumthatincludesdisputedsong.htmlBrody,Richard,MILESTOGO,TheNewYorker,2010.

hFp://www.newyorker.com/online/blogs/movies/2010/01/milestogo.htmlFrereJones,Sasha,DoomsDay,Madvillainredeemsthepretensionsofindependenthiphop,TheNewYorker,2004.hFp://www.newyorker.com/arcive/2004/04/12/040412crmu_music#ixzz0sivsr979

Class6MinstrelShows A.Slavenarra;ves,audioandvisual B.Worksongs/eldhollers,audioandvisual C.Moderncomedyshows,audioandvisualPilgrim,David,TheCoonCaricature,Oct.2000.hFp://www.ferris.edu/jimcrow/coon/

Class7Quiz

Class8

GroupPresenta;on A.Oralpresenta;onbygroups

B.IndividualwriFendocumenta;on

YoutubeResources

hFp://www.youtube.com/watch?v=eh16a7n_44&feature=relatedGangStarrJazzthing

hFp://www.youtube.com/watch?v=ot6j7Jf9al0MilesDavisFusion

hFp://www.youtube.com/watch?v=F22yKJRZoZcTribecalledQuestJazz(WeveGot)

hFp://www.youtube.com/watch?v=54OlRNrnAes&feature=relatedGURUHoodDreaminc.Solar

hFp://www.youtube.com/watch?v=SRpdlij3GVoPublicEnemyFightThePower

15

ReadingList

Bernard,ShaneK.,SwampPop:CajunandCreoleRhythmandBlues,UniversityPressofMississippi,Jackson,Mississippi,1996.(Men;onsblackCreolemusic,butnotCreolefolksongs.)

Borders,FlorenceE.,"ResearchingCreoleandCajunMusicsinNewOrleans,"BlackMusicResearchJournal,vol.8,no.1(1988)1531.

Cable,GeorgeW.,"TheDanceinPlaceCongo,"CenturyMagazine,vol.31,Feb.,1886,pp.517532.

McGinty,DorisE.andNickerson,Camille,"TheLouisianaLady,"TheBlackPerspec5veinMusic,vo.7,no.1(Spring,1979)8194.

Nickerson,Camille,AfricoCreoleMusicinLouisiana;athesisontheplanta5onsongscreatedbytheCreolenegroesofLouisiana,OberlinCollege,1932.

Perone,JamesE.,LouisMoreauGoOschalk,aBioBibliography,GreenwoodPress,Westport,Connec;cut,2002.

Scarborough,Dorothy,OntheTrailofNegroFolkSongs,HarvardUniversityPress,1925.

Starr,S.Frederick,Bamboula!TheLifeandTimesofLouisMoreauGoOschalk,OxfordUniversityPress,2000.

Tiersot,Julien,"Notesd'ethnographiemusicale:LaMusiquechezlespeuplesindigenesdel'AmeriqueduNord,"SmmelbandederInterna5onalenMusikgesellschaS11(1910);141231.Melodiesonly,withmusicologicalnotes.

Tiersot,Julien,ChansonsNgres,Heugel,Paris,1933.

Veillon,Ching,CreoleMusicMan:BoisSecArdoin,Xlibris,2003.

16

Analytical Reasoning: From Enslavement to Freedom, a Pro-ductive Life-long Learner

Unit3:CorporateCi?zenshipWhatismeantbycorporateci;zenshipinaglobaleconomy?InAsia,theUnitedStates,andthe27na;onsoftheEuropeanUnion,isthatconceptrealorimagined?PretendthatyouareaconsultanttoaFortune500Company.Beginyourpresenta;onbyreviewingMITprofessorRichardM.LockesANoteonCorporateCi;zenshipinaGlobalSociety.Cri;quehisalterna;vemodelsofcorporateci;zenship.Now,reverserolesandpretendthatyouareaholderofannui;esinaFortune500company.IsyourresponsetoLockear;clethesameorisitdierent?Whataresitua;onalethics?Whatiscrucialforpreprofessionalstudentsfutureprac;;onerstolearnaboutcorporateci;zenshipandethicaldecisionmaking?Shareyouressaywithafacultymentor.Acerwards,examinetheessayandthinkabouttheevidenceandthearguments.Aretheyaligned?Podcastyouranswer.Listentoitandreviseit.Uploadittothewebsiteforthiscourse.

UnitDescrip?on:Theunitisdevelopedtocreateanunderstandingofcorporateci;zenshipfromaglobalperspec;ve.Studentswillbeprovidedextensiveinforma;onontheconceptsandwillbeabletoapplyanaly;calreasoningtoprovidesolu;onsusingcasestudies.ThisunitwillequipstudentswithknowledgeoncurrentissueslikeArizona,MexicoandCubaandengagetheminathoroughunderstandingofethics,valuesandci;zenship.

UnitNarra?ve:Globaliza;onhasuniedtheworldintermsoftradeandcommerceandhasafarreachingimpactonlocaleconomiesthroughitsfunc;ons.Asaresultofadvancedcommunica;ontechnologiesoftheday,globaliza;onhasshrunktheworldinsizeandhasbothposi;velyandnega;velyimpactedlocalecono

miesaroundtheworld.Oneofthemajoroutcomesofglobaliza;onwasthegrowthofmul;na;onalconglomerates(MNCs)intheeasternhemisphere.ManyoftheseMNCshailfromtheUnitedStatesorEurope,buthavereestablishedtheirmassproduc;onunitsinAsiancountrieslikeChina,India,Vietnam,Pakistan,Bangladesh,etc.Duetoglobaliza;on,cheaplaborhasresultedinthedras;cpricereduc;onofcommodi;esandincreasedtheiravailability.Theuproo;ngoftheoriginalworkunitsinlocalAmericancommuni;eshasresultedindestroyinglocaleconomies,socialstructures,escala;ngcrimerate,andincreasingsocialandhealthdispari;es.Thecorpora;onsowemoral,social,andeconomicobliga;onstosurroundingcommuni;esfromwhichtheydrawtheirworkforce.Disregardforenvironmentalprotec;oninthe

racetomakinghugeprotsthroughmassiveproduc;onandheavyinterna;onaltradehasresultedinglobalwarming,socialupheaval,healthdispari;es,urbanchallenges,etc.

17

Reading:Locke,Richard,ANoteonCorporateCi0zenshipinaGlobalSociety

Segment1:a. Whatisyourconceptualiza;onofci;

zenship?b. Writeyourdeni;onofci;zenshipina

250wordessaytobecompletedinclassandsharedwiththeen;regroup.

c. Discussyourdeni;onofci;zenshipandshareyourdeni;onsofci;zenshipwiththeclass.

d. Ci;zenshipasdenedbytheMerriamWebsterDic;onaryorsomeothervalidandreliablesource.

e. Discussci;zenship,itsrela;ontonaturaliza;on,andcurrentimmigra;onissues.Specically,theinstructorsshouldfacilitateadiscussionoftheimmigra;onissuescurrentlyunderdiscussioninthefollowingstates/countries:

1. Arizona2. Mexico3. Mississippi4. Cuba

f. Followingthediscussionoftheissuessurroundingci;zenship,naturaliza;on,andimmigra;on,studentsshouldbeadministeredapaperpencilCi;zenshipTestthatwillbescoredinclassacereveryoneisnishedtakingthetest.Inaddi;onorinlieuoftheCi;zenshipTest,thestudentscanac;velyengageinanexercisebyplayingagamebasedonAmericanci;zenship,theBillofRights,theCons;tu;on,ortheUnitedStatesgovernment.

g. Thereshouldbeadiscussionoftestitemsintermsofthelevelofdicultyoreaseofeachitemaswellasthefairnessofeachitem.

h. Next,studentsshouldbeshowntheSchoolHouseRockvideoviaYouTubeconcerninghowabillbecomesalaw.

i. ThisvideoshouldleadtoadiscussionoftheUnitedStatesCons;tu;onandtheBillofRights.j. StudentsshouldbegivenapapercopyoftheUnitedStatesBillofRights,andifpossible,these

Billsshouldbeshownonanoverheadprojectorfortheen;reclasstoviewanddiscussinanopenforum.

k. Attheendoftheabovediscussion,theinstructorshouldintroducetheconceptofcorporateci;zenship,whichcanbecomparedtoorcontrastedwithdomes;cci;zenship.

l. Beforestudentsleavefortheday,theinstructorscanadministerapretestastherstcomponentoftheStudentLearningOutcomeAssessment.ThissametestwillbeadministeredasaposttestattheendofDay8toserveaspar;alcomple;onoftheStudentLearningOutcomeAssessment.

Segment2:a. Studentswillbeaskedtorevisittheformaldeni;onofdomes;cci;zenship,theyshouldbe

promptedtoprovideanopera;onaldeni;onofcorporateci;zenship,andtheinstructorsshouldprovidetheclasswithaformaldeni;onofcorporateci;zenship.

b. Studentsshouldberemindedthatcorpora;onsarecomprisedofindividualswithrightsthatshouldbeprotected.Therefore,iftherightsoftheindividualswithinacorpora;onshouldbe

18

Unit Activities

Class discussion - What is citizenship?

A Note on Corporate Citizenship

The Case of Nike & An Inconvenient Truth

Your Fortune 500

protected,shouldtherightsofthecorpora;onbeprotectedinthesamemannerunderthesamelaws,thatis?

c. Theinstructorsshouldfacilitateadiscussionofthetermglobaleconomy,andtheen;reclassshouldengageinadiscussionofcorporateci;zenshipinaglobaleconomy.Thestudentsshouldbepromptedtodiscusstheresponsibili;esofthecorpora;onaswellastherightsofthecorpora;onpreviouslydiscussed.Therightsandresponsibili;esofthecorpora;onshouldbediscussedinbothadomes;c/na;onalandglobalcontext.Cancorpora;onsbeviewedastransna;onalci;zenssotospeakastheRomaareviewedastransna;onalpeoplebysomecountries/cultures/individuals?

d. Theinstructorcanfacilitateadiscussionofinstancesinwhichtherightsandresponsibili;esofthecorpora;on(e.g.,corporatesocialresponsibility)supersede,ifever,therightsoftheindividuals.

e. Here,theinstructorcanprobethestudentsknowledgeofthedis;nc;onbetweenlaws,morals,andethicstoensurethatthestudentsknowthedierencebetweenthesesterms.

f. Thisprovidestheinstructorsanopportunitytoengagethestudentsinadiscussionofthefollowingtopics:

1. corporateethics(DiscussionQues;on/Wri;ngPrompt:Whatarecorporateethics?)2. globalethics(DiscussionQues;on/Wri;ngPrompt:Whatareglobalethics?)3. situa;onalethics(DiscussionQues;on/Wri;ngPrompt:Whataresitua;onalethics?)

g. Thediscussionoftheabovetopicsshouldbefollowedbyapresenta;onofthefollowingcase:SantaClaraCountyv.SouthPacicRailroad

h. Thiscaseshouldbediscussedinconjunc;onwiththeUnitedStatesCons;tu;on:FourteenthAmendmentRightsGuaranteedPrivilegesandImmuni;esofCi;zenship,DueProcessandEqual Protec;on.Studentsshouldbeprovidedwithapapercopyofthisamendment.

i. Followingtheaforemen;onedcasepresenta;onandgroupdiscussion,studentswillbegivenacopyofRichardM.Lockesar;cle(NoteonCorporateCi;zenshipinaGlobalEconomy).Theinstructorswillintroducethear;cleaswellasprovideabriefsynopsisofitscontent.

j. Next,thestudentswillbegivenasinglepagehandoutsummarizingLockesalterna;vemodelsofcorporateci;zenship(i.e.,Minimalist,Philanthropic,Encompassing,andSocialAc;vist).

k. Thestudentswillbeaskedtocri;que/analyzeeachmodelinanopenforuminwhichtheinstructorswouldfacilitatetheinclassdiscussionbyaskingstudentstopretendthattheycomposedtheGooglecorpora;onandviewtheGoogleandChinaissuefromeachofLockesalterna;vemodelsofcorporateci;zenship.

1. Forexample,iftheclasswastheGooglecorpora;onandtheyconductedbusinessbasedontheMinimalistmodel,howwouldGooglehandlethecurrentissuewithChina?

2. Ontheotherhand,ifGooglefunc;onedfromaSocialAc;vistmodel,howwouldthiscorpora;onconductbusinesswithandinChina?

3. InAsia,theUnitedStates,andthe27na;onsoftheEuropeanUnion(EU),istheconceptofcorporateci;zenshiprealorimagined?Here,theinstructorcaninformthestudentsofthestructureandfunc;onoftheEUandspendaliFle;mediscussingvariousresponsestothisques;onwiththeclassinanopenforum.

l. Inaddi;on,thestudentswillbeinstructedtoreadLockesar;cleasahomeworkassignment,andtheywouldberequiredtowriteashortreview(35pagesthatdoesnotincludethereferencepage)thatwillbetyped(doublespacedin12pointfont)andsubmiFedtotheinstructorsthefollowingclassperiod.Thiswri;ngassignmentwillbegradedand/orscoredandcountedtowardthenalcoursegradeforthesemester.Moreover,thegradedand/orscoredwri;ngassignmentwillbereturnedtothestudentsina;melymannertofacilitatetheFortune500roleplayingexerciserecommendedforDay6(seefandgunderDay6).

19

m. AcerreviewingLockesfourmodelsandusingtheGoogleandChinaissuetofacilitatethestudentsunderstandingoftheapplica;onofeachmodelintheopera;onsofanactualbusinessaddressingarealandcurrentissue,thestudentswillbeinstructedtodivideintogroupssothattheycandevelopacorporateiden;tyorprole.Oncethestudentsaredividedintogroupsthatwillserveasbusinesses,eachgroupwillbeassignedoneofLockesmodelsfromwhichtofunc;onasacorpora;on.[Theinstructorcandividetheclassintofourgroupswithperhapsten(10)studentspergroup.Thenumberofgroupsandthesizeofeachgroupwilldependontheen;reclasssize.However,thereshouldbeaminimumoffour(4)groupssothateachmodelisrepresented.]

n. Thestudentswillbeinformedthattheycanchoosetheindustry(clothing,music,gaming,weapons,newspaper,etc.)fortheircorpora;onsaswellasthefollowing:

1. companyname2. companylogo3. productdistribu;on4. marke;ng/adver;singstrategy5. researchanddevelopment6. corporatemembers(CEO,CFO,Consultants,etc.)7. corporateimage/publicpercep;on

o. Studentswillbeinstructedthattheyshouldworktogetherasateamtodevelopacorporateiden;ty/prole,andeachcorpora;onwillhavetopresentthemselvestotheclassnextperiod.Theinstructorsshouldinformthestudentsthatthispresenta;onwouldbebrief.However,theyshouldbetoldthateachcorpora;onwouldberequiredtoconductanalpresenta;on(1520minutes)attheendofthisunit.Eachcorpora;onwillbefacedwithachallengethatmustberesolvedusinginputfromeverymemberofthecorpora;on.

p. Theinstructorsshouldpromptstudentstoexchangecontactinforma;onsuchastelephonenumbersandemailaddressesthateachstudentfeelscomfortablewithgivingtothegroupmembersforthesolepurposeofcomple;ngthegroupassignmentsandcoursework.

q. Theinstructorsshouldsetaside;me(e.g.,1530minutes)eachclassperiodtodiscussanyissuesconcerningthewri;ngassignmentsorgrouptasksandnalpresenta;ons.

Segment3:a. Begintheclassbyansweringanyques;onsregardingthealterna;vemodelofcorporateci;zen

shipeachgroupwasassigned,eachgroupscorporateprole,etc.b. Givethegroupsafewminutetoorganizetheirbriefpresenta;ons.c. Askeachgrouptointroducethecorpora;ontotheclass.d. Oerthemembersoftheclasstheopportunitytoaskques;onsofeachcorpora;on.Thein

structorsshouldaskques;onsaswelliftheyhaveany.e. Atthispoint,theinstructorscaneither:

1. Presentallthecorpora;onswithonlyonescenario(seewebpagedevelopedbyDr.MonicaFlippinWynnandDr.ThomasKersen)thateachbusinesswillhavetoaddressfromtheperspec;veofthemodelthatwasassignedtotheminthepreviousclassperiod(onDay2).

2. Presenteachcorpora;onwithaseparatedilemmathatthebusinessmustfaceeitherstatesideorabroadbasedonthecorpora;onsmodeloffunc;oningasabusiness.Some corpora;onsmaybefacedwithethicaldecisionmakinginaglobalenvironment.

a. Forexample,anAmericancorpora;onintheclothingindustrymaybefacedwiththeissueofcorporateaccountability,responsibility,codesofethics,andsetsoflawssuchas

20

childlaborlaws,inhumaneworkingcondi;ons,andsweatshopscenariosabroad(inChinaorItaly,forexample).

b. Iftheinstructorschoosetopresentacorpora;onwiththeaboveexample,itshouldbediscussedinconjunc;onwiththefollowingcase:ThePromiseandPerilsofGlobaliza;on:TheCaseofNike.Otherdilemmascanincludethesellofweaponstomercenariesfortheweaponsindustry;theissuessurroundingfreedomofspeechandcensorshipforthemusicandnewspaperindustries;andtheissueofethicaldecisionmakingandmoralobliga;onstothecustomersofcorpora;onsinthegamingindustrythatprovidesaformofentertainmentwhichisviewedbysomeasdemoralizingduetotheviolentcontentofsomevideogamesandbyothersasaddic;vebecauseofthevariouscategoriesofgamingthatincludeotrackbeqng,casinogambling,stateloFeries/loFo,etc.

Segment4:a. Nowthatstudentshavebeendividedintogroupsrepresen;ngdierentcorpora;ons,assigned

abusinessmodel,selectedanindustry,andpresentedachallengeintheformofascenarioordilemma,thestudentscanbegintoprepareforthenalpresenta;onswhereeachcorpora;onwillpresenttotheclassthemethodthatwaschosentoresolvethechallengetheyfaced.

b. Tofacilitatethisprocessandprovidethestudentswithsomeguidanceintheresolu;onoftheircorporatechallenges,theinstructorswillshowpor;onsoflmsthataddressissueswithwhichsomemajorcorpora;onsfaceintodayssociety.

c. Forexample,theFilmSupersizeMewhichaddressestheissueofthemoral,ethical,andlegalobliga;onsofcorpora;onstotheircustomers,shareholders,etc.

Segment5:a. Tofacilitatethisprocessandprovidethestudentswithsomeguidanceintheresolu;onoftheir

corporatechallenges,theinstructorswillshowpor;onsoflmsthataddressissueswithwhichsomemajorcorpora;onsfaceintodayssociety.

b. Forexample,theFilmAnInconvenientTruthwhichaddressestheissueofcorporateresponsibility,corporateaccountability,andtheenvironmentalimpact(e.g.,globalwarming)aswellasothersocial,cultural,poli;cal,etc.,ramica;onsofthepresenceandimplica;onsoftheprac;cesofcertaincorpora;onsintheUnitedStatesandaroundtheglobe.

c. ThissegmentalsoprovidestheinstructorswiththeopportunitytoengagetheclassinanopenandfrankdiscussionaboutBri;shPetroleumandtheGulfcoastOilSpillscandalthatmighthaveadirectimpactonsomeofthestudentsandtheirfamilieshereinMississippiandinLouisianaas wellasotherplaces.

Segment6:a. Herestudentscanbeoeredtheopportunitytomeetwiththeirgroupsatthebeginningorat

theendofclassforapproximately30minutes(moreorless)sothatthecorpora;onscanformalize/nalizetheplansfortheirupcominggrouppresenta;onsthatwillbeconductedoverthenexttwoclassperiods.

b. Theinstructorscanansweranyques;onsthatthestudentsmighthaveabouttheirpresenta;onsaswellasarrangetoreserveanyneededaudiovisualequipment(e.g.,laptops,projectors,extensioncords,etc.).

c. Next,studentscanviewaseriesofcommercialsadver;sementsforvariouspoli;calcampaigns.Theseincludethefollowing:

1. TheDaisyGirl2. WillieHorton

21

3. SwicBoatVeteransforTruthandJohnKerrysMilitaryService4. BarackObamaandWyclefJean

d. Thesepoli;calcampaignadver;sementsplayedontelevisionorairedviavideoondemandshouldbediscussedinconjunc;onwiththecaseCi;zensUnitedv.FederalElec;onCommissionandtherecentUnitedStatesSupremeCourtdecisionholdingthatcorporatefundingofpoli;calbroadcastsoncandidateelec;onscannotbelimitedundertheFirstAmendment.Theinstructorscanfacilitateadiscussionofthisrulinginrela;ontotherightsandresponsibili;esofcorpora;onsinthecontextofcorporateci;zenshipandintermsofcorpora;onsfundingpoli;calcampaigns,backingcertaincandidates,andpoten;allyinuencingtheoutcomeofUnitedStateselec;ons.

e. Finally,studentscanpreparefortheirgrouppresenta;ons,engageincri;calthinkingdrills,andtakepartinthefollowinganaly;calexercisebyroleplayingwiththeirpeers.Theclassshouldbedividedintotwogroups.Therstgroupwillbethetwocorpora;onsassignedtheMinimalistandPhilanthropicmodels,andthesecondgroupwillbecomposedofthetwocorpora;onsassignedtheEncompassingandSocialAc;vistmodels.

f. TherstgroupofstudentsshouldbeinstructedtopretendthattheyareconsultantstoaFortune500Companyandtheyshouldbeaskedtodothefollowing:

1. Beginyourpresenta;onbyreviewingMITprofessorRichardM.LockesANoteonCorporateCi;zenshipinaGlobalSociety.

2. Cri;que/analyzealterna;vemodelsofcorporateci;zenship.g. Now,thesecondgroupofstudentsshouldpretendthattheyareholdersofannui;esinaFor

tune500company.1. IsyourresponsetoLockesar;clethesameastherstgroup?2. IsyourresponsetoLockesar;cledierentfromtherstgroup?

Segment7:a. GroupPresenta;onsandStudentLearningOutcome(s)Assessments/Evalua;onsb. Podcastthegrouppresenta;onandanswerstoallinclasswri;ngassignments.c. Listentothegrouppresenta;onandanswerstoallinclassassignments.d. Reviseandedityourwork.e. Uploadyourgroupspresenta;onandallinclasswri;ngassignmentstothewebsiteforthis

course.

Segment8:a. GroupPresenta;onsandStudentLearningOutcome(s)Assessments/Evalua;onsb. Podcastthegrouppresenta;onandanswerstoallinclasswri;ngassignments.c. Listentothegrouppresenta;onandanswerstoallinclassassignments.d. Reviseandedityourwork.e. Uploadyourgroupspresenta;onandallinclasswri;ngassignmentstothewebsiteforthis

course.f. Completeposttestforthiscourse.g. AsampleStudentLearningOutcomeAssessmentRubricandRa;ngScalethatcanbeusedto

evaluatethequalityofboththeindividualwri;ngassignmentsandthegrouppresenta;onsisprovidedandcon;nuedonthefollowingpage.

22

Analytical Reasoning: Ethics, Values & Effective Citizenship

Unit4:RwandaandGenocideRwandahadanethnicGenocidein1994.ReadcloselyMahmoodMamdanisWhenVic;msBecomeKillers:Colonialism,Na;vismandGenocideinRwanda(2002).Writeabookreviewinwhichyouanalyzethefollowingques;ons:Whatweretheoriginsofthegenocide?WhatdidtheUnitedNa;onsdotopreventthegenocide?Whatcouldithavedone?Howmanypeopleweremurdered?Whowerethemurderedandthemurderers?Whatdoestruthandreconcilia;onmeaninthecontextofapostgenocideRwanda?Thinkabouthowana;onrecoversfromgenocide.Inapodcastintendedforteenagelisteners,explainlessonslearnedfromtheRwandangenocidethatarecri;caltohumandignity,theruleoflaw,andtolerance.

UnitDescrip?on:Accordingtomostresearchersandscholars,in1994anes;mated800,000peoplewerekilledintheRwandangenocide.Sincetheincidentoccurred,RwandahasmadeslowandliFleimprovement.Thisunitwillexploretheoriginsofthegenocide,theeventsthatledtothemassacre,andwhattheUnitedNa;onscouldhavedonetopreventthemasskillingsoftheinnocent,mainlywomenandchildren.

UnitNarra?ve:ThisunitwillexplorekeyliteratureandtermsgermanetoRwandaandtheRwandangenocide.Studentswillpar;cipateinanaly;calandcri;calthinkingac;vi;estoenhancetheirknowledgeofRwandaandtheRwandangenocide.Studentswilllearndemographicandgeographicalinforma;onaboutRwanda,examinewhothemurderedandthemurdererswere,andexploretheimpactofpoli;csontheRwandangenocide.Studentswilldiscoverwhattruthandreconcilia;onmeaninthecontextofpostgenocideRwanda.Then,studentswillcri;callythinkabouthowana;onrecoversfromgenocideandlessonslearnedfromtheimpactofgenocide.

23

Class TopicsWhy Genocide? Colonialism, Nativism, Ethnic cleans-ing, Religious intolerance, Racism, and Economics

Origins of the Rwandan genocide

Hotel Rwanda class discussion

The United Nations

Cultural implication of genocide

Truth & Reconciliation

Lessons learned

RwandaandHumanRights

RwandaandPoli5cs

RwandaisthemostdenselypopulatedcountryinAfrica.Andin1994,asweallknow,Rwandawasalsothesiteofahorricgenocide,inwhichoverhalfamillionpeoplewerekilledinlessthanthreemonths.Theconjunc;onofthesetwoobserva;onshasledsomeobserverstolinkthesetwophenomenadirectly.

RobertKaplan'sar;cle,publishedintheWashingtonPosttendaysacerthegenocidebegan,isillustra;ve.Havingnotedthat"Rwandaisoneofthemostdenselypopulatedcountriesintheworld,"thatitspopula;on"willdoublein20years,"andthat"eventhetragicslaughter...willhaveaminimalsta;s;caleectonthepopula;ongrowth,"hethennotesthat"Rwandas[ie,similargenocides]areendemic,builtin,eventotheworldweinhabit."Thesearenotprimarilypo

li;calissues,Kaplanimplied,butsimplypartofthelandscape;"Wemustthereforeviewtheseplaceslessascountriesthanascrisisregions."

Whatisfundamentallyatissuehereisthecharacteriza;onofwhatheevoca;velyreferstoas"newageprimi;vism,"wheredensepopula;onandahighbirthratemakesuchconict"endemic."Poli;cs,people,andpolicyexplicitlydonotfactorintoanyexplana;onorunderstandingofsuch"crisisregions."

Posi;ngadeterminis;crela;onshipthat"overpopula;on"leadsdirectlytomassiveandinevitableviolenceisasimplis;capproachandfreestheobserverfromhavingtoaccountforthecircumstancesgivingrisetogenocide.Moreimportantly,byimplyingthatnootherpathwaysexist,italsofreestheperpetratorsfrombeingheldaccountablefortheirdecisionsortheirac;ons.

But,thepoli;csofgenocideweremuchmorecomplicatedthancanbeaccountedforbyasimpleequa;onofoverpopula;onandgenocide.Asoneobserverpointsout:"AnapparentlyMalthusianoutcomehasoccurredfrommorethanmerelyMalthusianprocesses."

ThePoli5csofRwandanGenocide

Threefactorswereinvolvedinthecentralplanningofthegenocide.Onewastherecruitmentoflargenumbersofyouthtothearmyandtothelocallyorganizedmili;as,ocenassociatedwiththeradicalizedfac;onsofthegovernment.Surelythiswasaresponsetotheruralcrisis,fortheserecruitswerethosewithoutland,educa;on,jobs,orhope;theecologicalanddemographiccrisiswascri;callyimportantincrea;ngthiscontext.Butruralangerwasnonethelesschanneledthroughthepoli;csofthedayandmanipulatedbythedecisionsofthoseinpower.Inacontextofgrowingclassdieren;a;on,thatmeantnotamongthevic;msofruralcrisis.Ecologywassurelyafactorinthiscomplicatedequa;on,butitwasnotthesoleexplana;onofgenocide.

Asecondelementinthepoli;csofgenocidewasthefactthatthecountrywasatwar,gh;ngagainstanarmyformedmostlyofrefugeesfromoutside,seenassonsofthemonarchyoverthrownduringdecoloniza;on.ThemembersofthisforcehadgrownupinUgandaandtheirpoli;calposi;onhadbecomeincreasinglyinsecureintheevolvingpoli;csofpostIdiAminUganda.TheirleadershadformerlybeencloseassociatesofthePresidentofUganda,YoweriMuseveni,inhislongstruggleforpower.Butasitbecameclearthathisasso

24

cia;onwiththeRwandanrefugeecommunityhadturnedfromapoli;calassettoapoli;calliability,theseleaders,whowereprincipallytrainedassoldiers,turnedtheiraFen;ontonewobjec;ves.

Day1WhyGenocide?

ClassAc;vity:Pretest,Deni;onanddiscussionofgenocide.

Whygenocideoriginated:Colonialism,Na;vism,Ethniccleansing,Religiousintolerance,Racism,andEconomics

Examplesofhistoricaloriginsofgenocide:Nazi,Biafra,Sudan,Liberia,andRwanda

Assignment:researchgenocideinRwanda

Day2Analy;calReasoning:TheRwandaGenocide.1994ThePreamble.

TheOriginsofRwandanGenocide.

RwandaisalandlockedcountryinCentralAfricawithapopula;onof7.3million.(ShowMap.)TheirlanguageisRwandabuttheyalsospeakEnglish,FrenchandSwahili.TheywerecolonizedbyBelgiumbeforetheygainedtheirindependencein1962.TherearethreeethnicgroupsinRwanda:

a)TheHutuswhoareapproximately85%ofthepopula;on

b)TheTutsiswhoareapproximately14%ofthepopula;on

c)TheTwawhoareapproximately1%ofthepopula;on.

Theconictofci;zenshipandindigenousnesswasreallybetweentheHutusandtheTutsis.

CausesofGenocide:25ColonialismbyBelgium

RacismandIndigenousness

PrivilegedCi;zenship

ThePlaneCrashthatkilledPresidentHabyarimana

SearchforJus;ceasanActofRevenge,Retribu;onandEthnicCleansing.

Colonialism:Classtest(TakeHome)a)WhatisColonialism?Iden;fythreecountriesthatwereformercoloniesinthecon;nentsofAfrica,AsiaandtheAmericas.

b)WhoaretheHutusandtheTutsis?

25

RacismandIndigenousness:

ThecountryintheBelgianReformofthethir;eshadthreelevelsofpopula;on:thena;ves/indigenesortheHutus,thealiensortheTutsisandtheseFlersortheBelgiancolonists.SuchadivideledtocivilstrifesothatwhentheBelgianslec,issuesofraceandindigenousnessrenderedgovernancedicult.Thereweremassacresbutnotgenocide.SomeTutsisedtoUgandaaneighboringcountryandthereformedtheRPFRwandaPatrio;cFrontledbyMr.Kagameandcon;nuedthestruggleforafullandpar;cipatoryci;zenship.

PrivilegedCi;zenship:

Theprivilegedci;zenshipoftheHutuovertheTutsihelpedtoignitetheRevolu;onof1959whoseaftermathcauseddisaec;onandunrestinthepolity.

ThePlaneCrashthatkilledtheHutuPresidentHabiyarimana:

OnApril6th1994,theplanecarryingPresidentHabiyarimanaandotherdignitarieswasshotdown.ThecrashwasblamedontheTutsileaderMr.KagametheninexileinUganda.Mr.Kegamedeniedthecharge.TheHutupopula;ons;llheldKegameandtheTutsisaccountable.

SearchforJus;ceasanActofRevenge,Retribu;onandEthnicCleansing:

26

Colonialism severed the socio-cultural links that bound the Rwan-dan people as an entity. The Belgian political rulers, in a bid to maintain a power strong-hold on the country, introduced a deep racial divide between the Hutus and the Tutsis. They identified the Hutus as of the Bantu race and ancestry and so were indigenes and owners of the land while the Tutsis were a Hamitic race who migrated from Ethiopia so were aliens. The colonialists using racial difference favored the Tutsis who were thus associated with privilege and power. Colonial divisiveness was thus the initial cause of conflict and rivalry between two hitherto ethnicities who co-habited before the advent of the colonialists.

Class Discussion:

Do you consider the genocidal impulse an admissible

form of settling political disputes? In other words, discuss whether the quest for power and control justifies genocide and mans inhumanity to man. Give reasons for your answer.

Day3HotelRwandaClassdiscussion

Day4Interven;onoftheUnitedNa;ons

WhatistheUN,itspurpose,whatdiditdo,andwhatcouldithavedoneduringtheRwandangenocide?

TheUnitedNa;onsisaninterna;onalorganiza;onfoundedin1945by51countries.TheOrganiza;oncantake ac;ononawiderangeofissues,andprovidesaforumforits192MemberStatestoexpresstheirviews,throughtheGeneralAssembly,theSecurityCouncil,theEconomicandSocialCouncilandotherbodiesandcommiFees.

ThepurposeoftheUNistomaintaininterna;onalpeaceandsecurity,totakeeec;vecollec;vemeasuresforthepreven;onandremovalofthreatstopeace.(www.un.org)

Toachieveinterna;onalcoopera;oninsolvinginterna;onalproblemsofaneconomic,social,cultural,orhumanitariannature.

InMarchof1998,PresidentClintonissuedthe"Clintonapology":"Wecomeheretodaypartlyinrecogni;onofthefactthatweintheUnitedStatesandtheworldcommunitydidnotdoasmuchaswecouldhaveandshouldhavedonetotrytolimitwhatoccurred"inRwanda.

ThisimpliedthattheUnitedStateshaddoneagooddealbutnotquiteenough.InrealitytheUnitedStatesdidmuchmorethanfailtosendtroops.ItledasuccessfuleorttoremovemostoftheUNpeacekeeperswhowerealreadyinRwanda.Itaggressivelyworkedtoblockthesubsequentauthoriza;onofUNreinforcements.Itrefusedtouseitstechnologytojamradiobroadcaststhatwereacrucialinstrumentinthecoordina;onandperpetua;onofthegenocide.(www.theatlan;c.com/magazine/archive/2001/09/bystanders_to_genocide/4571/)

ThreeofthevepermanentmembersoftheUNhadreasonsnottopreventthegenocide.TheUShadnothingtogain,andFranceandChinaweresupplyingthegovernmentwitharms.

MostothercountrieshadnoinvestmentsoranythingtogainfromhelpingRwanda,soliFlewasdone.

Andevenas,anaverage,8,000Rwandanswerebeingbutcheredeachday,U.S.ocialsshunnedtheterm"genocide,"forfearofbeingobligedtoact.TheUnitedStatesinfactdidvirtuallynothingto"trytolimitwhatoccurred."Indeed,stayingoutofRwandawasanexplicitU.S.policyobjec;ve.

27

Student Activity: Student panels will be formed to brainstorm possible ac-tions that could have been taken by the United Nations.

Day5RwandaandGenocide:Whatarethesta;s;cs,andtheculturalimplica;ons?

Whowasmurdered?

Whowerethemurderers?

TheRwandanGenocidewasthe1994massmurderofanes;mated800,000people.Overthecourseofapproximately100daysfromtheassassina;onofJuvenalHabyarimanaonApril6throughmidJuly,atleast800,000peoplewerekilled,accordingtoaHumanRightsWatches;mate.Otheres;matesofthedeathtollhaverangedbetween500,000and1,000,000(acommonlyquotedgureis800,000)orasmuchas20%ofthecountry'stotalpopula;on.(DesRorges,A.1999)

NumerouseliteHutupoli;cianshavebeenfoundguiltyfortheorganiza;onofthegenocide.TheRwandanMilitaryandHutumili;agroups,notablytheInterahamwe,systema;callysetouttomurderalltheTutsistheycouldcapture,irrespec;veoftheirageorsex,aswellasthepoli;calmoderates.Hutucivilianswereforcedtopar;cipateinthekillingsorbeshotandwereinstructedtokilltheirTutsineighbors.Mostna;onsevacuatedtheirna;onalsfromKigaliandabandonedtheirembassiesintheini;alstagesoftheviolence.

BySeptember1995,severalhundredofthe10,000inmatesinKelgaliscentralprisonwerewomen.RakiyaOmaroftheAfricanrightstoldanAssociatedPressjournalistthatsomewereac;velyinvolved,killingwithmachetesandgunswhileothersactedinsupportrolesallowingmurdersquadsaccesstohospitalsandhomes,cheeringonmalekillers,strippingthedeadandloo;ngtheirhouses.

Acermath:

ApproximatelytwomillionHutus,par;cipantsinthegenocide,andthebystanders,withan;cipa;onofTutsiretalia;on,edfromRwandatoBurundi,Tanzania,Uganda,andforthemostpartZaire.Thousandsofthemdiedinepidemicsofdiseasescommontothesqualorofrefugeecamps,suchascholeraanddysentery.TheUnitedStatesstagedtheOpera;onSupportHopeairlicfromJulytoSeptember1994tostabilizethesitua;oninthecamps.

Day6TruthandReconcilia;on

Truthandreconcilia;onasaglobalparadigmforpostgenocideRwandaTruthandReconcilia;onCommiFee.

TruthandReconcilia;onCommiFee

InJuly,1994,theRPFcapturedKigalithecapitalofRwandaandtheTutsistookovergovernment.TwomillionHutusedtotheRepublicoftheCongoforfearofretalia;on.ThethreatofwarandreprisalshauntedboththeTutsiledgovernmentandthefugi;veHutu.Howcanlas;ngpeacebeachieved?

TruthandReconcilia;oninPostGenocideRwanda

Na;onsaceradisjointedgovernancemarkedbygenocide,apartheidandmassacreswouldins;tuteaTruthandReconcilia;onCommiFeetohealwoundsandreturnthena;ontoorderandnormalcy.

28

Class Activity: Write a paragraph describing who you think were the murderers and the murdered.

AnexampleistheTRCofSouthAfricaacertheendoftheApartheidregimeandthefreedomofNelsonMandela.

Test:Researchintoandnamethreeotherna;onsthathadtheTRC(TruthReconcilia;onCommiFee).

Withgenocide,therearevic;msandvic;mizers.Thedis;nc;onsarenotclearlymadebuttheglaringpointisthattheHutusaretheguiltymajorityandtheTutsisarethefearfulminority.

IssuesofTruthandReconcilia;onCommiFeeinPostGenocideRwanda

a)ThetruthinRwandagenocideisknown,thereisnoneedforconfessionaswasthecaseinSouthAfrica.InRwanda,genocidewaspublicandopen.AnylivingHutuispresumedguiltyofkillingbecauseifyoudidnotkill,youwerekilledbyyourown.

b)Whatdoesjus;ceandreconcilia;onmeantoHutusandTutsis?

c)TheHutusarethepoli;calmajorityandtheTutsisthepoli;calminority.Whiletheminoritycallsforjus;ce,themajoritycallsfordemocracy.

d)Howcantheminoritybesafeguardedfromagenocidalreoccurrence?

e)HowcantheHutusnomorebemarginalizedeconomically?

f)ShouldJus;ceberetribu;ve,thatispuni;ve(punishtheevildoers)orshoulditbereconciliatory?Whatisthemorerealis;candtenableop;on?

g)Shouldthegenocidesurvivorsbecompensatedandrehabilitated?HowabouttheHuturefugeeswhoedtoCongoRepublic,willtheyalsoberehabilitated?

Day7Classgenocide

AReenactmentoftheRwandangenocide

Classdividesintotwogroups:A)HutuB)Tutsi

Reconcilers,Panelofjudges

ClassAc;vity:Tobelmed

Day8Conclusion

PostTest(15minutes)

29

Whatisgenocide?

Wherecanitoccur?

Whomdoesitinvolve?

Nameapeoplewhohassueredgenocide.

Classdiscussion:

Howcangenocidesitua;onsbeavoidedinthefuture?

Howdoesgenocideaectna;onsglobally?

30


Unit5:AfricanDiaspora&theMississippiDeltaCi;zensofAfricandescentarefoundthroughouttheDiaspora.Theirlifechanceshavebeenmarredbypoli;caldiscrimina;on,economicservitude,statesanc;onedandnonstatesanc;onedterror,andsomeintergenera;onalfamilialdysfunc;on.UsingtheMississippiDeltaofthetwen;ethandnineteencenturies,examinethreebooksontheMississippiDeltathatwerewriFeninthelastveyears.Whatrecommenda;onsdidthewritersmakethatmighttransformtheDelta?Whatrole,ifany,hasglobaliza;onplayedinthematerialpovertyoftheDelta?

UnitDescrip?on:

In1967,SenatorRobertKennedyandothersvisitedtheMississippiDelta,apredominantlyAfricanAmericanregion,andotherdepressedareasoftheUnitedStates.Whatheandotherswitnessedshedlightonthegrindingpovertyandlackofopportuni;esforthepeopleofthisregion.OverthedecadessinceKennedysvisit,theDeltahasnotseengreatimprovement.Thisunitwillexploretheseissuesaswellasthepolicyimplica;onsfortheDelta.

UnitNarra?ve:KeyliteraturewillbeoeredthatwillprovideinsightintotheproblemsoftheMississippiDelta.Next,daytodayassignmentswillbeoeredtohelpstudentsunderstandtheregionandwhatforcesactedtomaintaindisenfranchisementofitsAfricanAmericanci;zens.StudentswilllearnabouttheonlineSovereigntyCommissiondatabaseandreviewper;nentsec;onsofselectedliterature.StudentswillfocusonterrorismbylookingattheKuKluxKlanandsimilarnonstatesupportedterroristorganiza;ons,aswellasstatesupportedgroupssuchastheMississippiStateSovereigntyCommissionandtheCi;zensCouncil.Studentswillalsoreviewcivilrightsac;vi;es/legisla;onthatinuencedthecondi;onoftheMississippiDelta.Finally,abriefhistorical,sociodemographicnarra;veoftheregionwillbeconsidered.

31

ScheduleDay 1: Mississippi Delta Geography, People & Culture

Day 2: Politics & Race in the Mississippi Delta

Day 3: Mississippi Sovereignty Com- mission

Day 4: Effects of Globalization in the Delta Economy

Day 5: Reading Discussion



Day 8: Pair-share-group-share

UnitQues?ons

1. Whatrecommenda;onsdidthewritersmakethatmighttransformtheDelta?2. Whatrole,ifany,hasglobaliza;onplayedinthematerialpovertyoftheDelta?

SuggestedTexts

Aus;n,SharonWright.TheTransforma5onofPlanta5onPoli5cs:BlackPoli5cs,ConcentratedPoverty,andSocialCapitalintheMississippiDelta(SunySeriesinAfricanAmericanStudies).2006.

Cobb,JamesC.TheMostSouthernPlaceonEarth:TheMississippiDeltaandtheRootsofRegionalIden5ty.1994.

Rogers,KimLacy.LifeandDeathintheDelta:AfricanAmericanNarra5vesofViolence,Resilience,andSocialChange(PalgraveStudiesinOralHistory).2006.

Woodru,Elizabeth.AmericanCongo:TheAfricanAmericanFreedomStruggleintheDelta.2003.

ClassSchedule

Day1:

DeneDiaspora.IntroducetheMississippiDeltageography,people,culture,facts,etc.DisplayvideoclipsandphotosofMississippiDeltaculture(historicalandcurrent).Assignreadingsfromselectedunittexts.SeeDay1Assignment.

Historyofmigra;onandoppression In;mately;edtosouthernplanta;oneconomy Sharecropping GreatMigra;on ReturnMigra;on BanalityofRacism DeningtheDeltaRegion Census,income,andeduca;ondata

Day2(SeeoutlineinAppendix):

Introducepoli;csandraceinMississippiDelta.Discussstateandnonstatesanc;onedterror.DisplaySovereigntyCommissionOnlineexample.Showclipfromdocumentary,EyesonthePrize,(and/oronDay3,aswell).SeeDay2Assignment.

Day3(SeeOutlineinAppendix):

ShareSovereigntyCommissionOnlinestudentndings.Presentguestspeaker.

32

Day4:

Deneglobaliza;on(refertodeni;oninAccidentalGuerilla,p.8).Discusstheeectsofglobaliza;onontheeconomyoftheMississippiDelta.DisplayMPRaudioclip.

Arguably,globaliza;onhasplayedanimportantroleinthematerialpovertyofDeltapopula;on. Kilcullen(2009)denesglobaliza;onasatechnologyenabledprocessofimprovedcommunica

;onsandtransporta;onthatenablesthefreermovementofgoods,people,money,technology,ideas,andculturesacrossandwithininterna;onalborders.

ABriefHistory TheMississippiDeltaisanalluvialplainwhichaccordingtothewriterPaulCohenbegins

inthelobbyofthePeabodyHotelinMemphisandendsonCaishRowinVicksburg. SocialChallenges

TheDeltaregionisnotoriousforbothindividualandins;tu;onalactsofracismwhichhasimpacteditseconomicprogress.

EconomicChallenges TheDeltasraciallegacy,thepoli;caldisenfranchisementofAfricanAmericansandracial

segrega;onareconsideredbymanyascontribu;ngfactorstopovertyintheDelta. HousingChallenges

Inthisregion,AfricanAmericansarelesslikelytoownahomethanwhites.Only53%ofAfricanAmericanhouseholdersintheLowerMississippiDeltaarehomeowners.(IssuesofmanufacturedhomesintheDelta)

Day5(AlternateSelec?ons):

Introduceclassroomac;vi;esforthedaysselectedtextexcerptsalreadyreadbystudents.Aus;n,SharonWright.TheTransforma5onofPlanta5onPoli5cs:BlackPoli5cs,ConcentratedPoverty,andSocialCapitalintheMississippiDelta(SunySeriesinAfricanAmericanStudies).2006.

ComparedatatablesselectedinChapters2and4. Chapter2:DeltaPlanta;onEconomy Chapter4:Transforma;onoftheDeltasEconomy? Tablesonincome,educa;on,poli;calposi;ons,etc.willbecomparedanddiscussed

OR

Introduceclassroomac;vi;esforthedaysselectedtextexcerptsalreadyreadbystudents.Cobb,JamesC.(1994).TheMostSouthernPlaceonEarth:TheMississippiDeltaandtheRootsofRegionalIden5ty.

ThemostfamoushistoriographicaltextontheMississippiDelta PovertyandCrea;vityintheMississippiDelta

Day6:

Introduceclassroomac;vi;esforthedaysselectedtextexcerptsalreadyreadbystudents.Rogers,KimLacy.LifeandDeathintheDelta:AfricanAmericanNarra5vesofViolence,Resilience,andSocialChange(PalgraveStudiesinOralHistory).2006.

33

ThisbookisaboutthelifestoriesofAfricanAmericancommunityac;vistsintheMississippiDeltafromthe1930sthroughthe1990s,p.2.

BasedonDeltaOralHistoryProject DickinsonCollegeofPennsylvaniaandTougalooCollege Ninetyveinterviews

Majorthemescenteronimprovedracerela;onsontheonehand,andlossof;ghtknitAfricanAmericancommuni;esontheother.

Day7:

Introduceclassroomac;vi;esforthedaysselectedtextexcerptsalreadyreadbystudents.Woodru,Elizabeth.AmericanCongo:TheAfricanAmericanFreedomStruggleintheDelta.2003.

Studentswillu;lizeselectedbookreviewtodiscussissuespresentedinthetext. ThetextcomparestheMississippiDeltatocondi;onsfoundintheCongo. Jeries,HasanKwame,1973.(2004).AmericanCongo:TheAfricanAmericanFreedomStruggle

intheDelta(Review).JournalofSocialHistory38.2(Winter2004):534536.

Day8:

HavestudentsdoaPairShareGroupShareac;vityinordertodoaquickoverviewofeachstudentspaper.

Studentswillbringunitpaperstoclassinordertosharetheirresults. Studentswillshareinpairsfor5minutes. Studentswillshareingroupsof4for10minutes. Studentswillselectonepapertoshareinfullclassfromeachgroupof4forremainderof50

minuteperiod.

ClassAssignments

Day1ResearchAssignment:

TheinstructorwilldirectstudentstoWikipedia(resourceslinks),YouTube.com,andGoogle.comtodoperipheralsearchontheMississippiDeltaandreturntothenextclassreadytodiscussposi;veandnega;vepercep;onsoftheregion.

Day2ResearchAssignment:

TheinstructorwilldirectstudentstoSovereigntyCommissionOnlinetodoaspecicsearchonselectedpersons,places,ororganiza;onsandreviewaFachedlesandreturntothenextclassreadytodiscusstheirndings.

Days57ReadingAssignment:Theinstructorwilldirectstudentstoreadspecicexcerptsfromthe3selectedtextsandreturntoclassreadytodiscussper;nentissuesoftheMississippiDeltafoundinthereadings.Forinstance,focusonpersonalnarra;vesintheRogerstext,educa;onandpoli;csintheAus;ntext,and/orDiasporacompara;vesandeconomicsintheWoodrutext.

34

Day8Composi?onAssignment:

Basedonclassroomac;vi;es,readings,speakers,resources,discussions,andtheirowncri;calthinking,thestudentswillcomposea35pageessayaddressingthe2overallunitques;ons.ThestudentshouldprovidearesearchbasedargumentthatisdocumentedinAPAorMLA(instructorspreference).UseJSUstandardEnglishrubrictoscore.

35


Unit6:NaturalDisasters:TheGreatFlood&KatrinaNaturaldisastershavehadruinousimpactsonthelivesandlivelihoodofpeopleandplacesthroughouttheworld.Cri;queBarrysRisingTide.EngageindiscussionsaboutBarrysbookwithatleastthreemembersofyourlearningcommunity.Workingcollabora;velywiththreeothers,answerthefollowingques;ons:Whatistheprofessionalresponsibilityofengineers,developersandpolicymakersintheprotec;onofhumanlifeandtheenvironment?Whataretheconsequencesforviola;ngprofessionalethics?Whatisfederalismandwhyisthatconceptper;nentinthecaseanalysisofKatrinaand/ortheoodof1927?CouldtheleveesthatbrokeinNewOrleansintheoodof1927andthosethatbrokeduringHurricaneKatrinaof2005,havebeenbuilttohighersafetyandengineeringstandards?WriteanessaywiththreemembersofyourlearningcommunityinwhichyoudrawuponBarrysworkandadvancestrongerethicalstandardsandseektoreformpublicpolicyinwaysthatpromotestrongerregula;ons.

UnitDescrip?on:Naturaldisastersandtheresponsestothemhaveshapedthehistoryofsocie;esandna;onsthroughouttheworld.NotwotragedieshavebeenmoreimportanttoAmericanandpar;cularlyAfricanAmericanhistorythantheGreatFloodof1927andHurricaneKatrinain2005.Although80yearsapart,thedevasta;onandsubsequentcontroversiessurroundingthetwowereremarkablysimilarandleadtoques;onsaboutraceandracism,migra;on,andgovernmentalresponsibilityinthiscountry.

UnitNarra?ve:TheGreatFloodof1927wipedouttownsfromCairo,Illinois,toNewOrleans,leavingnearlyathousandpeopledeadandamillionhomeless.ItwasanaturaldisasterthatinsomewaysdwarfedHurricaneKatrina,andtheresourcesavailabletorespondtoit,par;cularlyintheMississippiDelta,werenegligibleatbest.IntheDelta,whiteleadersmetthedevasta;onandcleanupeortstheonlywaytheyknewhow:theyforcedblackstodoit.Undermar;allaw,whiteleadersintheDeltaarrestedblackmen,women,andchildrenwhotriedtoleaveandforcedthemtorepairtheleveesthathadbeenwipedaway.Issuesofmigra;on,raceandracism,andgovernmentalresponsibilityduringtheGreatFloodcomparedirectlywithHurricaneKatrina.JohnBarrysRisingTidewillhelptofacilitatethisdiscussionalongwiththePBSFrontlineprogramTheStormanepisodefromwhichwillbeshowneachdayfortheen;reunit.BarrysessayWhatYouNeedtoKnowaboutKatrinaandhiswebsitewithimagesofvaryingdegreesofoodprotec;onaroundtheworldwillalsoprovokeanexamina;onoftheotherinherentques;onsassociatedwiththistract.

36

Day1:GreatFloodof1927ThisclasswilldealwiththehistoryoftheGreatFloodof1927.ItwillbeginwithAlicePearsonsGreenvilleLeveeBluestointroducestudentstotheculturalimplica;onsoftheGreatFloodandwillusethePBSAmericanExperiencelmFatalFloodtogetintotheactualeventssurroundingthedisaster.

Inpar;cular,theGreatFloodof1927sentmanyblackfamiliespackingforNorthernci;esaspartoftheGreatMigra;on.IntheSpringof1927,acerweeksofunendingrains,theMississippiRiveroodeditsbanksfromCairo,Illinois,toNewOrleans,inunda;nghundredsoftowns,killingasmanyasathousandpeople,andleavinguptoonemillionhomeless.ItwasanaturaldisasterthatinsomewaysdwarfedKatrina,andtheresourcesavailabletorespondtoit,par;cularlyintheMississippiDelta,werenegligibleatbest.

IntheMississippiDelta,whiteleadersmetthisdevasta;onandcleanupeortstheonlywaytheyknewhow;theyforcedblackstodoit.Thosewhiteshadtocenteralargepartoftheireortsonthetaskofkeepingblacksfromleaving.Displacedsharecropperssoughthelpfromfamiliesandfriendsacrossthecountry,andthosefamiliesinturnpushedthemtonallyleavetheSouth.TheonlyproblemwasthatlargepartsoftheMississippiDeltawereundermarshallaw,andmanyblackmen,women,andchildrenwhotriedtoleavewerearrestedandthenalongwithblacksandpoorwhitesalreadyintheconvictleasesystemandonchaingangsforcedtoworktoshoreupandrepairtheleveesallalongtheDelta.

TheseissueswillleaddirectlytoacomparisonwithKatrinaandclassdiscussion.JohnBarrysargumentsinRisingTidewillhelptofacilitatethisdiscussion.

SOURCES

Intro: AlicePearson,GreenvilleLeveeBlues Iwokeupthismorning,

Couldntevengetoutofmydoor.Iwokeupthismorning,Couldntevengetoutofmydoor.Theleveebrokeandthistownisoverowed.

hFp://www.youtube.com/watch?v=FLGrodTtL1I

Film: FatalFloodhFp://www.pbs.org/wgbh/amex/ood/

Reading:JohnBarry,RisingTide,excerpts(Intro)

Day2:KatrinaThisclasswilldealwiththehistoryofKatrinaandbeginwithPart1:ChaosandTragedyofthePBSFrontlineprogramTheStormanepisodefromwhichwillbeshowneachdayfortherestofthissec;on.JohnBarrysessayWhatYouNeedtoKnowaboutKatrinawillfacilitatethisdiscussionandlookattheques;onscentraltothissec;on,including:

Whatistheprofessionalresponsibilityofengineers,developersandpolicymakersintheprotec;onofhumanlifeandtheenvironment?

37

Whataretheconsequencesforviola;ngprofessionalethics?

Whatisfederalismandwhyisthatconceptper;nentinthecaseanalysisofKatrinaand/ortheoodof1927?

CouldtheleveesthatbrokeinNewOrleansintheoodof1927andthosethatbrokeduringHurricaneKatrinaof2005,havebeenbuilttohighersafetyandengineeringstandards?

Inaddi;on,JohnBarryswebsiteandtheimagesofvaryingdegreesofoodprotec;onaroundtheworldshouldbeusedtobringthesepointstobear.

SOURCESFilm: TheStorm

Part1:ChaosandTragedyhFp://www.pbs.org/wgbh/pages/frontline/storm/view/

Reading:JohnBarry,WhatYouNeedtoKnowAboutKatrinaandS;llDontWhyItMakesEconomicSensetoProtectNewOrleanshFp://www.johnmbarry.com/bio.htm

MusicVideo:LilWayne,TieMyHandsHurricaneKatrina

Day3Educa?onalImplica?onsforDisplacedStudentsaaerHurricaneKatrina

Thispresenta;onwillincludeanengaginganalysisonyouthaectedbythestormanditsimpactontheiracademicperformance.Studentsdisplacedbythehurricanefacedmul;plechallengesinadjus;ngtonewschoolseqngsalongwithunstructuredsupportfromtheassigneddistrict.AccordingtodatareportedbytheSouthernEduca;onFounda;on(SEF,2007)between20,000and30,000studentsdidnotaFendschoolatallinthe20052006schoolterm.Thisriseinstudentpopula;onsacross49statesprovedthatmanyschoolswerewoefullyunpreparedinspaceandresourcestoaccommodatethisstudentpopula;onsurge.Thispresenta;onwillcoverthementalwellbeingofstudentsusingvideoandmul;media.Giventheaverageclassroomwillnotholdposi;vestudentteacherra;os,schoolshadissuesofovercrowdingandlimitedsupplies.Inthoselimitedresources,supplementalserviceswerealsoneededforstudentswhorequiredremedialassistanceinacademicprepara;on.StudentsinthismodulewillberequiredtooeranalysisofpostKatrinachallengestostudentperformanceineduca;onandcompareotherunderserveddistrictswithsimilarissuesinstudentperformance.

RecommendedReading:

Educa;onacerKatrina:TimeforaNewFederalResponse.(8/30/2007)SouthernEduca;onFounda;on(SEF)

Film: TheStormPart2:FEMAsRockyHistoryhFp://www.pbs.org/wgbh/pages/frontline/storm/view/

38

ChildrenoftheStorm,HurricaneKatrinahFp://www.youtube.com/watch?v=QG03FQOZ3k&feature=related

ChildrenoftheStorm,HurricaneKatrina,ChildrenSurvivorshFp://www.youtube.com/watch?v=95SNlMwxIvk&feature=related

Katrina'sEectonKids:WhatHaveWeLearned?hFp://www.youtube.com/watch?v=FciRuwtgf9c&feature=related

AlarmingPostKatrinaStudy hFp://www.youtube.com/watch?v=YCbIGa86oGQ

Day4Implica?onsforHealthandWellnessamongDisplacedYouth:AGlobalPerspec?ve

Thispresenta;onwillcon;nuewiththefocusonHurricaneKatrinaanditsimpactonchildrenandadolescentpopula;onintermsofsocialandemo;onalwellbeing.Severalstudiesandendlessdocumentscitethelas;ngimpactoftraumacausingseriousmentalillnessandbehavioralproblemsofchildrenwhowitnessnaturaldisastersonthisscale.Asignicantperspec;vefromthispresenta;onwillallowthestudenttoexaminethelongtermeectofnaturaldisastersonchildrenandtheirfamilies,whilecomparingsimilareventsonaglobalscale.Thefacilitatorwillprovidemediaresourcesfrommajorcatastrophesfromaroundtheworld(e.g.China,Hai;,etc.)andmakecompara;velinkstothatofHurricaneKatrinaandtheFloodof1927.Inconsidera;onoftheknowledgegainedfromtheintroductorypor;onofthismodule,studentswilliden;fycommonoutcomesandchallengesfacedbychildrenandfamiliesaceranaturaldisasteroccurs.Addi;onally,thestudentswillevaluateinterven;onsmadebygovernment,localagenciesandinterna;onalgroupstomeetthoseneeds.

Film: TheStormPart3:FEMAacer9/11hFp://www.pbs.org/wgbh/pages/frontline/storm/view/

Hai;Earthquake:ConcernoverSitua;onofchildreninPortauPrincehFp://www.youtube.com/watch?v=OdfHZZeCHPA

Katrina'sEectonKids:WhatHaveWeLearned?hFp://www.youtube.com/watch?v=FciRuwtgf9c&feature=related

PTSD:MentalHealthintheWakeofDisasterhFp://www.youtube.com/watch?v=KJg3DcHRIGM&feature=related

UNICEF:EarthquakestollonSchoolsinQinghai,ProvinceChinahFp://www.youtube.com/watch?v=GsaRjuimp4k

39

Day5StudentsshouldbegivenabrieflectureonPoli;cs(deni;ons)andbeintroducedtotheconceptoffederalism.

WhatisFederalism? Federalismisawayoforganizingana;onsothattwoormorelevelsofgovernmenthaveformal

authorityoverthesameareaandpeople. EstablishingNa;onalSupremacy

ThisisVeryimportantbecauseitsuggeststhattheUnitedStatesGovernmentshouldhavetakenmorecontroltoensurethatNewOrleanswasprotected. McCullochv.Maryland(1819)TheSupremeCourtruledthatna;onalpoliciestake

precedenceoverstatepolicies:ChiefJus;ceJohnMarshallwrotethatthegovernmentoftheUnitedStates,thoughlimitedinitspower,issupremewithinitssphereofac;on.

Fromdualtocoopera;vefederalism Whatisdualfederalism?

Alsocalledlayercakefederalismaformoffederalisminwhichstatesandthena;onalgovernmenteachremainsupremewithintheirownspheres.

Whatiscoopera;vefederalism? Alsocalledmarblecakefederalismaformoffederalismwithmingledresponsibili;es

andblurreddis;nc;onsbetweenthelevelsofgovernment.

Film: TheStormPart4:TheCommunica;onsBreakdowninKatrina

hFp://www.pbs.org/wgbh/pages/frontline/storm/view/

Day6

Film: TheStormPart5:Epilogue

hFp://www.pbs.org/wgbh/pages/frontline/storm/view/

Presenta?ons:Day7andDay8

Eachgroupwillbeaskedtoreadthe?melineoftheeventsleadinguptoKatrina,andthedaysfollowingKatrina.Theywillthenbeaskedtomakeanassessmentoftheirappointed?meline.

GroupOne(July23,2005August28,2005)

Readthesummariesofthear;clesthatcoveryour;meperiodatthewebsitehFp://www.factcheck.org/ar;cle348.html.Asagroup,decidewhatcri;cismmightbemadeoftheac;onsofthefollowingpeople:

NewOrleansMayorRayNagin PresidentGeorgeW.Bush

ConductresearchonHurricanePamandanswerthefollowingques;ons.

40

Whopar;cipatedinHurricanePam? Whatwasthepurposeofthisexercise? Whatmajorissuesorproblemswereiden;ed? WhatimpactdidocialsthinkthishurricanewouldhaveonNewOrleans? Whatwasdonewiththeinforma;onthatwaslearnedfromHurricanePam?

Usinginforma;onfromyourreading,takeastandonwhomyouwouldblameforthepoorresponsetoHurricaneKatrina.Explainyouranswerandprovidesuppor;nginforma;on.

Usingsuppor;nginforma;on,organizeashortpresenta;onthatcoversyourgroup'sndingsonwhoistoblameforthedevasta;on.Includearecommenda;ononhowthisproblemcouldbeavoidedinthefuture.Summarizewhatyouwillbepresen;nghere.

GroupTwo(August29,2005August31,2005)

Readthesummariesofthear;clesthatcoveryour;meperiodatthewebsite,hFp://www.factcheck.org/ar;cle348.html.Asagroup,decidewhatcri;cismmightbemadeoftheac;onsofthefollowingpeople:

PresidentGeorgeW.Bush SecretaryofHomelandSecurityMichaelCherto UnitedStatesSenatorDavidViFer LouisianaGovernorKathleenBlanco

Researchthebreachofthe17thStreetCanal: WhatwasFEMA'sresponsetothebreachofthe17thStreetCanal? Whydidtheoodingcon;nueacerHurricaneKatrinalecthecity? Whatevidenceistherethatcommunica;onsbrokedownbetweenvariouslevelsofgovernment

andagenciesduringtheooding? Usinginforma;onfromyourreading,takeastandonwhomyouwouldblameforthepoorresponseto

HurricaneKatrina.Explainyouranswerandprovidesuppor;nginforma;on. Usingsuppor;nginforma;on,organizeashortpresenta;onthatcoversyourgroup'sndingsonwhois

toblameforthedevasta;on.Includearecommenda;ononhowthisproblemcouldbeavoidedinthefuture.Summarizewhatyouwillbepresen;nghere.

Readthesummariesofthear;clesthatcoveryour;meperiod,atthewebsitehFp://www.factcheck.org/ar;cle348.html.Asagroup,decidewhatcri;cismmightbemadeoftheac;onsofthefollowingpeople:

PresidentGeorgeW.Bush FEMAdirectorMichaelBrown NewOrleansMayorRayNagin

Whatproblemsdidthefollowingpeoplereport: CNNCorrespondentAdaoraUdoji Dr.SanjayGupta CNNCorrespondentPaulaZahn NewOrleansMayorRayNagin RedCrossOcials

41

GroupThree(September1,2005September2,2005)ReadthetranscriptatthewebsitehFp://www.factcheck.org/ar;cle348.htmlAsagroup,answerthefollowingques;ons:

WhatwereMayorRayNagin'scri;cismsofPresidentGeorgeW.Bush? WhydoesMayorRayNaginblamethegovernor,FEMAandHomelandSecurityforthe17thStreet

Canalbreach? Usinginforma;onfromyourreading,takeastandonwhomyouwouldblameforthepoorresponseto



GroupFour(September3,2005September15,2005) Readthesummariesofthear;clesthatcoveryour;meperiod,atthewebsite

hFp://www.factcheck.org/ar;cle348.html.Asagroup,answerthefollowingques;ons: WhatissuescameupasthedeadwereremovedfromthestreetsofNewOrleans? WhatresponsibilitydoesthefederalgovernmenthaveforthefailuresinNewOrleansaccording

toPresidentGeorgeW.Bush? WhatdoesFEMAdirectorMichaelBrownsayabouttheac;onsoftheLouisianaGovernorKath

leenBlanco? Usinginforma;onfromyourreading,takeastandonwhomyouwouldblameforthepoorresponseto



42


Unit7:RomaandHumanRightsRomaniahasaRomachallenge.Justwhatismeantbythatword?How,ifatall,areRomaniansfacingthischallenge?DoRomachildrenhavecons;tu;onallyprotectedrightsinRomania?Ifso,whatarethey?Ifnot,shouldchildrenbeacons;tu;onallyprotectedclassinRomania?Isthereaninterna;onalcharterthatexplicatestherightsofchildren?Ifso,whatisit?Whatareitsoriginsandlimita;ons?Inanessaynotexceedingtensinglespacedpages,documentyouranswers(using10sourcesormore;onlytwoofthesourcescanbeinternetsourcesandnonecanbeWikipedia)andreviewyouressaywithamemberofyourlearningcommunity.Redractheessayandsubmitittotheinstructor.Placethegradedessayinyourwri;ngporolio.

UnitDescrip?on:TheunitwillexploretheRomadis;nc;veswhichwillaidthestudentsindiscoveringthecommonali;es thatconnectallhumans.ThestudyoftheRomachallengeswillstrengthentheunderstandingoftheunderlyingfactorsthatinuencethesurvivalofen;recommuni;es.Theunitisdesignedtohelpstudentsredeneethics,values,andeec;veci;zenshipbytheapplica;onofanaly;calreasoning.

UnitNarra?ve:TheUnitedNa;onsOrganiza;onsUniversalDeclara;onofHumanRights(1948),denesHumanRights thusly:Recogni;onoftheinherentdignityandoftheequalandinalienablerightsofallmembersofthehumanfamilyisthefounda;onoffreedom,jus;ceandpeaceintheworld,anddisregardandcontemptforhumanrightshaveresultedinbarbarousactswhichhaveoutragedtheconscienceofmankind,andtheadventofaworldinwhichhumanbeingsshallenjoyfreedomofspeechandbeliefandfreedomfromfearandwanthasbeenproclaimedasthehighestaspira;onofthecommonpeople.Yet,itisdocumentedthatsuppression,oppression,segrega;onanddiscrimina;onaresomeoftheatroci;esthathumankindsubjugatesfellowbeingsto.Race,caste,creed,andreligionareafewofthemajorcategoriesonwhichmanyoftheinjus;cesarebased,despitetheuniversalacceptanceofthedeclara;onofhumanrightsandthevigilkeptbynongovernmentalorganiza;onstoprotecttheinterestsofthesuering.TheRomaareonesuchpeople,whosecause,sueringandiden;tyseemtocreateahugeques;ontobeexploredintermsofhumanrightsviola;ons.TracingtheRomaoriginwillcreateaninterestinthestudentstocompareittotheslavemigra;onrouteandwillleadtodevelopinganaly;calskillsofreasoning.Romadiscrimina;oninEurope,specicallyinRomania,willenablethestudentstounderstandtheviola;onofhumanrightsandalsorealizetheprominenceofhavingauniversalhumanrightsini;a;vesupportedandgovernedbytheUnitedNa;ons.

43

SCHEDULE

8classmoduleor4weekmodule:

Week1:INTRODUCTION

Class1:Introduc;on&Overview

Class2:CultureRoma:TheMusicHeardAroundtheWorld(PowerPointandVideos)

Week2:DISTINCTIVES

Class1:Dis;nc;ves

Class2:Language

Week3:CHALLENGES

Class1:Poli;cs

Class2:Economics&Health

Week4:ASSESSMENT

GroupPresenta;ons

Class1:Social

Economics

Poli;cs

Class2:Educa;on

Health

Week1:INTRODUCTION

Class1:Introduc?on&Overview

TherehasbeenmuchdebateabouttheRoma,theiroriginandhistoryformanyyears.ResearchindicatesthatRomahavehadtheirshareofdisplacementinspiteoftheirnomadicwaysofthepast,facedpersecu;on,racialintolerance,harassment,segrega;on,oppression,racialprejudiceandhatred.AsAmericans,gearingupforgreatness,itisofutmostimportancetostudytheorigin,history,struggleof

44

thepresentdayRomatoviewthesignicanceoftheiriden;tywhileanalyzingthetruemeaningofethics,valuesandeec;veci;zenship.

Theintroduc;on

1. Origin

2. Migra;on

3. Persecu;on

4. Signicance

Iovit,R.,&Schurr,T.(2004).Reconstruc;ngtheOriginsandMigra;onsofDiasporicPopula;ons:TheCaseoftheEuropeanGypsies.AmericanAnthropologist,106(2),267281.RetrievedfromAcademicSearchPremierdatabase.

DavidGresham,Bhar;Morar,PeterA.Underhill,GiuseppePassarino,AliceA.Lin,CherylWise,DoraAngelicheva,FrancescCalafell,PeterJ.Oefner,PeidongShen,IvailoTournev,RosariodePablo,Vaidu;sKuinskas,AnnaPerezLezaun,ElenaMarushiakova,VesselinPopov,LubaKalaydjieva.(2001).OriginsandDivergenceoftheRoma(Gypsies).TheAmericanJournalofHumanGene;cs1December2001(Vol.69,Issue6,pp.13141331)

IanHancock(2002).WearetheRomaniPeople.UniversityofHerordshirePress

Class2:Culture

Roma:TheMusicHeardAroundtheWorld(PowerPointwithvideos)

Week2:DISTINCTIVES

Class1:RomaCulturalDis?nc?ves

UsingcluesinthedevelopmentoftheRomanilanguage,gene;cs,andthehistoricalrecord,scholarshavereconstructedtheexodusoftheRomafromIndiashortlyacer1000AD.Itappearsthe

45

RomanitraveledovertheSilkRoadtoAnatoliaandthentoEasternEurope,beforemovingontotherestofEuropeandbeyond.Theybroughtwiththemauniquecultureandborrowedelementsofthesurroundingculturestoconstructanewculturethathasglobalinuence.EuropeansrstfoundtheRomamysterious,mislabelingthemGypsiesasiftheyhadcomefromEgypt(Hancock2002).ButthentheRomawereenslavedinEasternEurope,nottobeemancipatedun;lthesame;meslaveswereemancipatedintheUnitedStates.TheRomaenduredharshdiscrimina;onleadingtoseverepovertyandsocialexclusioninmanycountries.NaziGermanyanditsalliesaFemptedtoexterminatetheRomainwhatcontemporaryRomaniscallthePorajmos(devouringinsomedialectsofRomani). TheRomaculturemaintainsitsdis;nc;venessinlanguage,music,cuisine,dress,andsocialnorms.TheRomanilanguagehasrootsinSanskrit,butithasaddednewwordsastheRomamovedthroughEurope.

Tradi;onalRomasocietymaintainsthepuritytaboosthatregulatelife(Hancock2002).Romaindividualshavebeendeniededuca;on,andveryfeweverwenttouniversity.Romascholarsandac;vistsareworkingtoredenetheRomaiden;ty,reframingRomacultureasaposi;vesourceofstrength.

Ques;ons:

HowdoestheRomaexperienceinEuropeacerleavingIndiabothparallelanddivergefromtheexperienceoftheAfricanDiasporatotheAmericas?

Whatarethesimilari;esanddierencesbetweenthechallengesfacedbyscholarsintheRomaandAfricanAmericancommuni;es?

Whatrolehashighereduca;onplayedinkeepingtheRomanicommunityfromredeningitsiden;tyinposi;vetermsandadvoca;ngforitsrights?Howisthischanging?

Class2: TheRomaLanguage

Languageisanessen;alpartoftheRomaniiden;ty.SpeakingacommonlanguagebothuniedtheRomanipeopleandsetthemapartfromthesurroundingpopula;onstheymovedthrough.TheRomanilanguageretainsthehistoryoftheRomapeople,fromtheirorigininIndiathroughtheirtravelstoEurope.TheRomaaredescendantsofawarriorcasteoriginallyrecruitedfromvarioustribestoghttheGhaznavidinvasionofnorthernIndia,andtheRomanilanguageevolvedasalinguafrancathatbecamethelanguageoftheRomapeople(Hancock2002).ThiswarriorexperienceinIndiaisreectedintheRomaniwordsforweaponsthataresimilartowordsintheIndianlanguages.TheRomaniobviouslylecIndiaacer1000ADwhenIndianlanguageslosttheneutralgender,sinceRomanionlyhas thefeminineandmasculinegenders,asdoesEnglish(Hancock,Dowd,andDjuric1998).

Ques;ons:

Romaniexistedasanorallanguageforcenturieswithitsownstories,songs,jokes,andwisesayingsthatwerepassedfromonegenera;ontothenext.Iden;fypiecesoforalcultureinyourfamily,yourfriendshipgroups,oryourcultureorsubculturethatyouandothergroupmembersusetocom

46

municateyourmembershipinthegroupandstrengthengroupiden;ty.Forinstance,thiscanbeastoryaboutthe;mesomeoneinthegroupdidsomethingeitherwonderfulorfoolish,oraninsidejoke,oraspecialorslangtermthatonlyyourgroupknows.Howdoesyourgroupuseorallanguagetomaintaintheiden;tyofgroup?Howdoesyourgroupuseorallanguagetomaintainthesepara;onbetweeninandoutgroup?

ComparetheRomaniexperiencewiththeexperienceofotherpeopleswhomaintainedtheirdis;nc;veiden;tyandculture,bothpeopleswithandwithouttheirownlanguages.Whatroledoyouthinklanguageplaysingroupiden;ty?Givedetailedexamplestosupportyouropinion.

Usingthesecomparisons,thinkabouthowtheRomaniexperiencemightbeendierentiftheyhadnotdevelopedtheirownlanguage.Developanalternatehistoryscenariothatmighthavehappened,withanexplana;onofwhythisalterna;vewouldbereasonable.

Week3: THECHALLENGES

Class1: Poli?calAspectsofRomaSocietyinEurope

OneofthegreatestchallengesduringtheenlargementprocessoftheEuropeanUniontowardstheeastishowtheissueoftheRomaistackled.Thisethnicminoritygrouprepresentsamuchhighersharebynumbers,too,insomeregionsofEuropeandinRomaniapar;cularly.

TheRomaques;onrepresentsachallengingsocialandpoli;calcaseacrossEuropeingeneral,easternandsouthernEuropeinpar;cular,andRomaniainspecialregard.Keypoli;calissuesabouttheRomaincludetheissuesofslavery,theprocessofintegra;onandassimila;onintothemajoritypopula;on,themarginaliza;onoftheRomasocietyacrossmostsocie;esofEurope,andtheprocessofRomaemancipa;on.Un;lemancipa;ononFebruary20,1856,mostRomaineasternEuropelivedinslavery.Theycouldnotleavetheproper;esoftheirowners.

IssuesofPoli?calRepresenta?onPoli;calrepresenta;onfortheRomaacrossEuropehasneverreallybeenrecognizedanywhere,

noteveninRomania.Apparently,acrossallthesocie;esinwhichtheyhavesomeno;ceablepresence,theRomacanvotefor,butnotbevotedfor.Infact,Romarepresenta;onhasonlybecaricaturedbyanyorsomeoftheirownmemberswhohappentoriseupfrom;meto;metoproclaimsomeformofindividualleadershipaspira;onsorrecogni;ons.AndthereisnorecordoftheRomaniangovernmentoranyothergovernmentrecognizingsuchproclama;ons.Forexample:

IssuesofRecogni?onandDiscrimina?on RomaPopula?onandIntegra?on

Class2: EconomicChallengesoftheRomaCommunity

Theissueofdataincompletenessandaccuracyispervasiveinanystudyoftheeconomiccondi;onofRomapeople.Suchproblemcomesfromtwosources:themethodologyusedforcollec;ngdataandtheen;tycollec;ngdata.Tradi;onally,censusdataareusedtoestablishRomaiden;ty.However,ithasbeenfoundthatRomaniareunlikelytorevealtheiriden;tyforfearofdiscrimina;onorsimplybecausetheyhavebeenassimilated.Also,itiswelldocumentedthatundersocialistregime,severalcountries(e.g.Hungary,Romania,Bulgaria)withhighconcentra;onofRomanirou;nelymanipulate

47

censusdatatopromoteethnicassimila;onorforpoli;calreasons.Inordertomi;gateproblemassociatedwithcollec;ngdataonRomani,theSociologyDepartmentofYaleUniversityconductedasurveyin2000inwhichtheyadoptedamul;facedapproachtoethnicity.Theirsurveyincludedques;onsonselfiden;ca;on,visualiden;ca;onbythesurveyoroftheinterviewee,language,parentslanguage,appearanceandfamilyname.MostcontemporaryanalysisofpovertyamongstRomanireliesonthe2000Yaledataset.HoweverthereisanongoingprojectbytheOpenSocietyIns;tute(hFp://www.soros.org/about)oncollec;ngreliabledataonRomani.

BiasedorcorrupteddataarenottheonlyobstacleonefaceswhenaFemp;ngtomeasureandanalyzepovertyinRomanisociety,methodologyisalsoanissue.Tradi;onally,povertyismeasuredusingana;onallyrepresenta;vehouseholdsurveywhichgaugesthepopula;onwelfare.

Welfareindicatorscomprisepovertyrateswhicharecomputedusingeitherhouseholdconsump;onorhouseholdincome.Incomedataisusuallylessreliablethanconsump;ondatasinceindividualsmaybereluctanttodeclareincomefrominformalac;vi;esforfearoftaxes.Consump;ondatamayalsobeproblema;c:Howdowedecidewhattoincludeasexpenditures?Howdowedealwiththefactthatsomerespondentmaynotrecallhouseholdexpenditures?However,mostanalysisofRomanipovertyreliesonconsump;ondata.Oncethewelfaremeasureisdened,povertyrateisdenedasthepercentageofthepopula;onleavingbelowadesignatedpovertythreshold.Owingtotheproblemsassociatedwiththetradi;onalmeasurementofpoverty,onehastousedatafromsourcessuchaseduca;on,healtha

Education

Global inquiry revised[1]