Week 10-11 (October 27 & November 3) |
4:00-4:20p |
Gather Yourself Up
|
4:20-4:30p |
Connect
Zoom room opens so that we can say hello and enter as fully as possible in such a space. |
Presentations
|
|
BREAK: 5:50-6:05pm
Open Sessions
|
1. Announcements, Reminders & Check-Ins . . .
|
2. Overview of Next Week's Curriculum Project
Next week's task asks you to choose from a variety of online syllabi and create a theme unit for any one thing. The point here is to move you FAR away from thinking that a college curriculum, pedagogy, classroom, or syllabus rests on the readings that you assign. In that kind of model, you assign some reading and students come to class to talk about it within the structural terms of the Socratic Method. It is as white, masculinist, and western as you can be--- the talking-heads/ teacher-directed model that incorporates no other aspects of ontology. It is, after all, called the Socratic Method... that ain't a metaphor. Anti-racist pedagogies got no damn business locating roots in an Ancient Greece pedagogy. NO. DAMN. BUSINESS. Stop teaching this way.
Another thing to keep in mind here is that you are also trying to give young people an opportunity to DO the things that they are studying/reading/watching. In other words, you are setting up a hierarchy if students only read "critical theory" and "critical essays" but are never asked to produce that, never taught that they are co-producers of these things, not merely recipients. Give students an ACTIVE LITERATE ROLE, not a passive one!
For next's week work, you need to design 2-4 weeks of class where you do at least TWO of the following: 1) assign a piece of writing that goes beyond essayist/school prose; 2) offer a reading strategy like guiding questions, designated/targeted pages, and/or a jigsaw method; 3) end a unit with a multimodal project of some sort; 4) incorporate a dynamic group activity in class (explain it in the syllabus or unit plan as a way to prep students for it). You do not need to email anything ahead of time. Just come to class with a unit plan that you will share with colleagues.
Next week's task asks you to choose from a variety of online syllabi and create a theme unit for any one thing. The point here is to move you FAR away from thinking that a college curriculum, pedagogy, classroom, or syllabus rests on the readings that you assign. In that kind of model, you assign some reading and students come to class to talk about it within the structural terms of the Socratic Method. It is as white, masculinist, and western as you can be--- the talking-heads/ teacher-directed model that incorporates no other aspects of ontology. It is, after all, called the Socratic Method... that ain't a metaphor. Anti-racist pedagogies got no damn business locating roots in an Ancient Greece pedagogy. NO. DAMN. BUSINESS. Stop teaching this way.
Another thing to keep in mind here is that you are also trying to give young people an opportunity to DO the things that they are studying/reading/watching. In other words, you are setting up a hierarchy if students only read "critical theory" and "critical essays" but are never asked to produce that, never taught that they are co-producers of these things, not merely recipients. Give students an ACTIVE LITERATE ROLE, not a passive one!
For next's week work, you need to design 2-4 weeks of class where you do at least TWO of the following: 1) assign a piece of writing that goes beyond essayist/school prose; 2) offer a reading strategy like guiding questions, designated/targeted pages, and/or a jigsaw method; 3) end a unit with a multimodal project of some sort; 4) incorporate a dynamic group activity in class (explain it in the syllabus or unit plan as a way to prep students for it). You do not need to email anything ahead of time. Just come to class with a unit plan that you will share with colleagues.
3. Tonight's Activity & Discussion
We will spend time during class tonight looking at the teaching examples below for examples, models, and inspiration for next week's homework. Each item below is related to the book, The Hate You Give, OR the 2020 Resource Guide for Black Lives Matter at School.
Choose any ONE item below and come back to the whole group ready to describe the activity that you investigated. You need to describe THE ACTIVITY, not just the reading assignment/materials. Together, we are building out teaching ideas as well as models for how to write-up your unit next week.
We will spend time during class tonight looking at the teaching examples below for examples, models, and inspiration for next week's homework. Each item below is related to the book, The Hate You Give, OR the 2020 Resource Guide for Black Lives Matter at School.
Choose any ONE item below and come back to the whole group ready to describe the activity that you investigated. You need to describe THE ACTIVITY, not just the reading assignment/materials. Together, we are building out teaching ideas as well as models for how to write-up your unit next week.
- Anti-Defamation League's teaching guide to The Hate You Give.
- Justice for George Floyd: A Month of Restorative/Transformative Justice
- Stress & Racial Trauma: Learning How to identify Emotions & Cope
- Black Lives Matter Activity Book
- Introduction to Environmental Justice via BLM with this essay
- Discussion Guide for the film, The Black Panthers: The Vanguard of the Revolution
- High School BLM Week of Action Mini Lessons
- Writing Prompts on Police Brutality and Racist Violence
- Confederate Monuments Lesson
- Reading Activist Playwrights, Writing Activist Plays
- Bayard Rustin essay, "From Protest to Politics," with discussion questions
- Scottsboro Case with Discussion Questions
- Intro Lesson to BLM
- Lesson Plan Ideas for a course on Critical Writing in Anthropology
- TALKING ABOUT POLICING AND VIOLENCE WITH YOUTH: AN ACTIVITY & RESOURCE GUIDE edited by Mariame Kaba
- EXPLORING SOLUTIONS TO ADDRESS RACIAL DISPARITY CONCERNS by the Anti-defamation League
- "Critical Literacy: Race, Privilege, and What's Missing"
|
Site Designed/Maintained by Carmen Kynard
|