Black background with amber and white light swirls that look like writing.
“Light writing” by Oliver Keller via Flickr CC BY-SA 2.0

Before class on Tuesday, 10/3…

Read:

Write:

  • Continue working on U1 Education Narrative.
  • We won’t spend any more class time writing, so this needs to be completed outside of class!

During class on Tuesday, we will…

  • Read the Declaration of Independence (text) while we listen to the Declaration of Independence (audio).
    • [NPR’s] Editor’s note on July 8, 2022: This story quotes the U.S. Declaration of Independence — a document that contains offensive language about Native Americans, including a racial slur.
    • Next, we’ll think about The Declaration of Independence in modern terms. In small groups, discuss if at least one of the arguments in this founding document are relevant to you and relate to issues that affect you, your family, and/or your community in the 21st century. If you feel the document is completely irrelevant to your life, explain your reasoning in specific terms. (Remember to discuss this respectfully! You don’t have to agree with each other, but use polite language!)
  • Then, we’ll return to our two reading assignments for today and consider these questions:
  • What does Baldwin mean when he states: “[A]ny Negro who is born in this country and undergoes the American educational system runs the risk of becoming schizophrenic”? What is he telling us?
    • Note that Baldwin uses the term “Negro” here, whereas today we use the term “African American” or “Black.” He uses male pronouns to discuss both men and women. Today, we use inclusive pronouns, either “he/she” or “them.” He uses the phrase “becoming schizophrenic,” which can be seen as unfeeling language, especially to those who have suffered from this mental illness (or have loved ones suffer from this). Today, we would say “becoming confused” or “bewildered.”
    • Here’s the longer quote:
      • Now, if what I have tried to sketch has any validity, it becomes thoroughly clear, at least to me, that any Negro who is born in this country and undergoes the American educational system runs the risk of becoming schizophrenic. On the one hand he is born in the shadow of the stars and stripes and he is assured it represents a nation which has never lost a war. He pledges allegiance to that flag which guarantees “liberty and justice for all.” He is part of a country in which anyone can become president, and so forth. But on the other hand he is also assured by his country and his countrymen that he has never contributed anything to civilization – that his past is nothing more than a record of humiliations gladly endured.
  • Now, think about the history that Layli Long Soldier covers in her poem “38.” Considering her history and the above quote from Baldwin’s piece, discuss the following questions:
    • Are there any incidents in US history that you think are not as visible as they should be, and that you think are important for people to learn about?
      • For example, I’ve mentioned Black Wall Street in Tulsa, Oklahoma, which was completely destroyed and hundreds of people killed in 1921.
      • I grew up only a few hours north of Tulsa, and I never heard a word about this until sometime after I graduated from college.
    • Are there contemporary incidents that you think should be included in historical accounts of our era so people in the future can learn from them?
  • Take notes, because your answers will help with what we’ll be discussing on Thursday!

Homework for Thursday:

  • Although Americans today recognize that the Founders had racist/misogynist bias about who “all men” were when they wrote the phrase: “We hold these truths to be self-evident, that all men are created equal,” we also recognize that what the Founders did (writing and signing the Declaration) could’ve led to their deaths because what they did amounted to treason against the King. They were willing to risk this because they believed in what they were saying.
  • With the idea of fighting for your beliefs and values in mind, consider issues that affect you. What are some social justice issues (local or global) that you feel strongly about and might inspire you to act?
    • Make a list of at least three issues (think about laws, policies, movements, etc.). You might also think about our discussion on Baldwin and the things you feel the necessity or obligation to learn about; or, think about Long Soldier and incidents or chapters in US history that you think are not visible and should be.
    • Please avoid typical topics that are extremely sensitive. Abortion, for example, is an issue that people often become entrenched (basically, refuse to see the other side’s point of view).
      • Search for issues or problems–local, national, global–that matters to you and that you have questions about, not entrenched beliefs. Brainstorm a list.

On Thursday, 10/5, we will…

Discussion:

  • Briefly recap what we discussed on Tuesday (the lengthy prompt above).
  • Review assignment guidelines for Unit 2: Reflective Annotated Bibliography Project (under Major Writing Assignments).
    • Think about the words used to identify this assignment (“annotated” and “bibliography”), and freewrite what those words mean to you. If you did an annotated bibliography in a previous class, briefly mention your experience with the assignment. As you look through the guidelines, write down questions you have about this project.
  • Watch “Writing an Annotated Bibliography” (City Tech Library).
  • Review “Annotated Bibliography Breakdown” (Purdue OWL).
  • Brainstorm topics and questions for Unit 2, using the notes you took on Tuesday during small group discussions.

After class on Thursday…

  • Continue working on U1 Education Narrative.
  • Bring a complete and printed draft of 1,000 words to class on Thursday, 10/12.
  • We don’t have class on Tuesday, 10/10–but classes are being held, so don’t stay home! 10/10 is a MONDAY schedule. Attend your classes that you go to on Mondays unless your professors say otherwise!
  • Before class on Thursday, create a post, titled Full Name, U2 Questions Brainstorm and save it under the category U2 Work. Record your questions in the body of this post.
    • This is part of the low-stakes writing assignments, which are worth 30% of your overall grade!

During class on Thursday, 10/12, we will…

Peer Review:

  • Bring a complete draft (at least 1,000 words) to class–preferably printed, but at least a digital copy you can quickly email to your partner! Remember, just bringing a draft to be peer reviewed earns 50 points!
  • I’ll have hard copies, but if you’d rather use a digital copy, go to Course Profile > Files > ENG1101 Handouts to find the “Educational Narrative Peer Review Worksheet” and download a copy.
  • Please be prompt! If you come late to class, you might not get a partner to peer review your draft. If you are late or miss class, talk/email me to find out what you need to do to earn the 50 points.
  • You have the entire class time to complete this assignment; that said, don’t RUSH!
  • When you’re finished, both you and your partner come to my desk to show me the essay AND the peer review worksheet to earn the points. If you leave without showing me the work or show an incomplete worksheet you won’t earn the points.