Confronting Dangerous Stereotypes: January 16, 2020

Focus: What power do 19th century stereotypes hold?

1. Warming up by comparing a California textbook to a Texas textbook: Click HERE

• How can a location shape the way a subject is taught?

• Why is it so important to read slave narratives (instead of just textbooks about slave narratives)?

2. Testing your pre-existing background knowledge on 19th century stereotypes

• Turn to the Ethnic Notions reflection sheet on page 19 in your blue packet.

• What do you already know about these stereotypes?

3. Viewing an award-winning documentary and understanding the underlying dangers of black stereotypes

• Warning of graphic image 20 and 22 minutes in, after "offense to civilization" and watermelon images.

• Skip from 26 to 42 min.

4.  Discussing historical stereotypes in small groups/as a class

If you're feeling stuck, here are some links that might help get you thinking:
Comments on Michelle Obama
2016 Prison Statistics
Aunt Jemima and other Commercial Objects
Little Black Sambo (look at what it's used for and the comments underneath)
Tom and Jerry cartoon and discussion of Amazon warning
Children's Songs with Racist Histories

HW:

By TOMORROW: 

• Spend 60 minutes reading your independent reading book OUTSIDE of class. That's 15 minutes of homework a night. 

• On Friday, you will be completing Thought Log #1 and taking a screenshot of your reading app log (Leio or Read More). There should be 2 hours logged (1 hour in class; 1 hour outside of class). This will be an Attempt & Completion grade.

• BRING YOUR BOOK TO CLASS TOMORROW.

• Also, we will have a "quiz" on Grammar Lesson #4 tomorrow (no memorization required).