- Let's read the two "Black Man's Burden" essays from yesterday more closely to see examples of critical thinking and challenges to pro-imperialism theories/rhetoric: The Black Man’s Burden by Ed Morel and “The Black Man’s Burden” a poem by H.T. Johnson
- Discuss what you took away from the introduction, and how the experience of reading it was + strategies you used to be successful!
- Go over important background information and cultural references to better understand HoD (see the powerpoint below)
- Go over the reading/homework schedule for HoD
TODAY's AGENDA
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Learning Goals
1. Finish Powerpoint: Imperialism Motives and Theories
2. Discuss assignment #5: Pro-Imperialist writings Now, let's look at each piece of rhetoric one at a time:
Anti-imperialist writings The Black Man’s Burden by Ed Morel “The Black Man’s Burden” a poem by H.T. Johnson
3. Read and discuss “White Man’s Burden” by Rudyard Kipling 4. Homework overview for the week
Announcement:
Today's Agenda
Learning Goals
Today's Agenda Let's finish the Powerpoint Lecture: Theories of Imperialism, the Berlin Conference and “The White Man’s Burden” Read and discuss “White Man’s Burden” by Rudyard Kipling TIMELINE homework discussion
HOMEWORK: Let's go over Assignment #5, due Tuesday of next week! Listed on the class calendar and assigned in google classroom. What is the purpose of this assignment? The goal of this assignment is to expose you to a variety of perspectives both in support of and against imperialism from the late 1800’s-early 1900’s in order for you to both understand the rhetorical appeals various leaders were making as well as responses to and critiques of imperialism. Additionally, these readings will allow you to apply the theories of imperialism to actual rhetoric of the Scramble for Africa time period.
Starter: Let’s all share out one thing we did this past weekend!
Learning Goals
Announcements
Breakout rooms
Powerpoint Lecture: Theories of Imperialism, the Berlin Conference and “The White Man’s Burden” Read and discuss “White Man’s Burden” by Rudyard Kipling HOMEWORK: Let’s review the homework due for Wednesday Today's Agenda:
Starter 3: Review
Today's Learning Goal
Review Key Terms As a reminder…
Discuss Homework: BREAKOUT ROOMS! In your breakout room, discuss the following questions for both texts. Elect one spokesperson to report out on key ideas/insights from your discussion! “How to Write about Africa”
Danger of a Single Story
"It is impossible to talk about the single story without talking about power. There is a word, an Igbo word, that I think about whenever I think about the power structures of the world, and it is "nkali." It's a noun that loosely translates to "to be greater than another." Like our economic and political worlds, stories too are defined by the principle of nkali: How they are told, who tells them, when they're told, how many stories are told, are really dependent on power. Power is the ability not just to tell the story of another person, but to make it the definitive story of that person. The Palestinian poet Mourid Barghouti writes that if you want to dispossess a people, the simplest way to do it is to tell their story and to start with, "secondly." Start the story with the arrows of the Native Americans, and not with the arrival of the British, and you have an entirely different story. Start the story with the failure of the African state, and not with the colonial creation of the African state, and you have an entirely different story." Review the next assignment and roll into end of class work time
Let’s Insta! One way to challenge the single story is to change what you look at every day. Take stock of what's on your feed?
Self-Assessment and Class Feedback Survey: Please fill out this survey to assess your participation in class this week and provide me with feedback as well. HOMEWORK: Let’s check out the homework due for next Tuesday and Wednesday and why I’m assigning it. Starter 2: Should we rename the course? Why “Sub Saharan Africa”?
Check out the world map above and notice what is different.
Starter Debrief Today's Agenda
Reminders
TODAY’S ESSENTIAL QUESTIONS
What are we doing and where are we going? Ashley will talk through why we're starting with more contemporary issues and frames for colonialism and racism today and then where we are headed from here and over the course of the semester.
Definition: STRUCTURAL ADJUSTMENT PROGRAMS (From one of your assigned readings) A structural adjustment is set of economic reforms that a country must adhere to in order to secure a loan from the International Monetary Fund and/or the World Bank. Structural adjustments are often a set of economic policies, including reducing government spending, opening to free trade and so on. They got a bad rap esp. in the 80's and 90s for leading to more poverty in the Global South. Basically, these institutions would offer poorer nations loans, and then when those countries couldn't pay the loan back in time or in full, the IMF/World Bank would swoop in and say, no problem. Just offer us bananas at a super low price and only buy Sour Patch Kids from these pre-approved nations. Thus, once the Bretton Woods institutions had “control of exports” the prices they paid for them decreased, while the cost of their own exports into Africa increased. The Bretton Woods system of monetary management established the rules for commercial and financial relations among the United States, Canada, Western European countries, Australia, and Japan after the 1944 Bretton Woods Agreement. Discuss today's reading assignments: Colonialism and Decolonization Today
Racism and White Supremacy Two Youtube Videos Watch the following two short youtube videos and be ready to discuss your reactions and your guesses as to why I’d ask you to watch them and how they might relate to the course content thus far.
Definitions, according to Robin Diangelo
Greetings!
Hi! Welcome to Advanced IFASA. Please introduce yourself, your grade, why you’re in this class and one interesting, or little-known fact about you and a land acknowledgement for the lands in which you were born. I’m Ashley! I teach 12th grade Humanities and advanced electives pertaining to race, identity, literature and history. I am teaching this class because of my own personal connection to Kenya, as well as my passion for studying the ways in which history has shaped the present as well as my commitment to Anti-racist education that seeks to decolonize our curriculum and ultimately our minds. If that made no sense, tonight’s homework will clarify. I have a bunion on my right toe that I hate, but have named Paul nonetheless. I was born in Denver, CO, which is the traditional territory of the Great Sioux Nation, the Ute, the Cheyenne and the Arapaho nations Why Acknowledge Territory? Here is the land acknowledgement map (I’ll show you guys how to use it really quickly, then give you a chance to get organized for your introduction) Starter 1: Please go to google classroom
Starter 1 Prompt: 2 minute free association with the word “Africa” When you think about Africa, what do you think about? What images pop into your head, what sounds, what experiences do you think of? Create a list of at least 15-20 things! Don’t overthink it, just write whatever pops into your head. The more the better. Starter Debrief
Wildest Dreams (Taylor Swift) Let's check out a pop-culture example of just how narrow an understanding most United States citizens have about Africa. We'll watch the video and then read the article critique.
This Week's Essential Questions:
Homework Discussion: A Brief Foray into African History Before Colonialism
Course Syllabus Ok, so now that we’ve established that there are some SERIOUS stereotypes about Africa, let’s get into the ways in which we’ll try to overcome these narrow understandings and portrayals. What is this course about?
Should we rename the course? Why “Sub Saharan Africa”? (BREAKOUT ROOMS) Check out the world map below.
Let’s go over the homework for next week (and how to find it on my DP)
IF TIME--> IFASA KWL survey: Please fill out the IFASA KWL survey to let me know a bit more about you and what you hope to get out of this course |
Ashley Carruth11th and 12th grade Humanities teacher at Animas High School, a project-based learning charter school in Durango, Colorado Archives
October 2020
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