The steps below are meant to prepare you for a socratic seminar about South Africa's apartheidsystem. Remember, you should be able to transfer your understanding of power dynamics to anywhere on the globe and any time in history or in the present. Step 1: Read through the following website (there are 4 pages). Do not take notes! Just read it!
Step 2: Answer the following questions in your notebook.
-What are some of the important resources in South Africa?
-Why was the apartheid system invented?
-What were some of the laws that kept the races separated?
-List some tactics used to enforce the apartheid system.
-How did technology support apartheid?
-What were some tactics used to end apartheid?
Consider the strategies and the conditions in the following struggles for power.
Be prepared to discuss and provide connections to other topics we have covered this year.
More Information about the Constitutional Amendments
In 1865, after the civil war, the 13th, 14th and 15th amendments were passed.
13TH AMENDMENT
AMENDMENT XIII
SECTION 1.
Neither slavery nor involuntary servitude, except as a punishment for crime whereof the party shall have been duly convicted, shall exist within the United States, or any place subject to their jurisdiction.
SECTION 2.
Congress shall have power to enforce this article by appropriate legislation.
14TH AMENDMENT
AMENDMENT XIV
SECTION 1.
All persons born or naturalized in the United States, and subject to the jurisdiction thereof, are citizens of the United States and of the state wherein they reside. No state shall make or enforce any law which shall abridge the privileges or immunities of citizens of the United States; nor shall any state deprive any person of life, liberty, or property, without due process of law; nor deny to any person within its jurisdiction the equal protection of the laws.
15TH AMENDMENT
AMENDMENT XV
SECTION 1.
The right of citizens of the United States to vote shall not be denied or abridged by the United States or by any state on account of race, color, or previous condition of servitude.
It wasn't until 1920 that the 19th amendment was passed.
19TH AMENDMENT
AMENDMENT XIX
The right of citizens of the United States to vote shall not be denied or abridged by the United States or by any state on account of sex.
In class, we have been discussing power. Who has power? How does power shift?
Currently, our nation, along with other developed countries, is in the middle of what has been deemed a "culture war" where the topic of gay marriage is concerned. Regardless of where you stand on this issue, it is important to think about the tactics and tools used by both sides to promote their ideas and, ultimately, to maintain or obtain power.
Consider the following links, images and videos. Be prepared to discuss your thoughts in class, utilizing relevant terminology and concepts to dig deeper into the question of power.
Perspective Shift (please note that this video contains some disturbing content)
Consider how this same tactic could be used for a different issue or a different group.
Contextualizing Anti-Miscegenation Laws
Now consider a similar historical debate. Remember, our goal is to contextualize history. Rather than judge the past, we must seek understanding.
"Anti-miscegenation laws or miscegenation laws were laws that enforced racial segregation at the level of marriage and intimate relationships by criminalizinginterracial marriage and sometimes also sex between members of different races. Such laws were first introduced in North America from the late seventeenth century onwards by several of the Thirteen Colonies, and subsequently by many US states and US territories and remained in force in many US states until 1967. After the Second World War, an increasing number of states repealed their anti-miscegenation laws. In 1967, in Loving v. Virginia, the remaining anti-miscegenation laws were held to be unconstitutional by the Supreme Court of the United States. Similar laws were also enforced in Nazi Germany as part of the Nuremberg laws, and in South Africaas part of the system of Apartheid. In the United States, interracial marriage, cohabitation and sex have been termed "miscegenation" since the term was coined in 1863. Contemporary usage of the term is less frequent, except to refer to historical laws banning the practice." -Wikipedia Entry Read about this case from 1967, just 47 years ago): Supreme Court Case: Loving vs. Virginia
1. For each section write down the guiding questions/topics in your notebook. These will be our framework for our discussion next class. Please take notes on all of the links/footage.
Note: We will have a socratic seminar and quiz during our next class.
2. Complete any assignment highlighted in orange.
3. EVERYTHING on this post is due by next class.
Section 1: Power and Oppression
How does oppression work? What does it look like, feel like, sound like? How do humans maintain power?
Cultural Symbols: Does changing the currency (money) of a country matter? Why? How does this relate to power?
Jim Crow Laws
Look over these examples of Jim Crow laws. In your notebook, write down a few laws that stand out to you. Also, be sure to write down a synthesis of what you understand about the Jim Crow era, taking into account the Origins, Purpose, Values/Beliefs, and Limitations of the system.
Listen to this talk about what oppression feels like to someone. Be prepared to discuss your understanding/take away.
Assignment:
Find an example from another country that is similar to the Jim Crow era or an example similar to what Panti is describing.
Post it on your blog and discuss your thoughts. Entitle the post, "Oppression."
Section 2: Acts of Resistance
Watch the first 5 minutes of this footage from the Selma to Montgomery march. You do not need to watch the entire thing. What do you notice?
Watch 5-10 minutes of the documentaries below and note the tactics of resistance used to shift power. (I recommend that you consider watching the full documentaries if you have time!)
You have all heard the quote by George Santayana, "Those who do not learn from history are doomed to repeat it."
Perhaps it is equally true that those who learn from history know how to use it to predict and change the future.
Step 1: Make sure you have written in your notebook the three main categories of strategies related to power: organization, communication, innovation.
Step 2: Watch Matt Damon's reading of Howard Zinn's speech during a debate on Civil Disobedience:
Step 3: Read the following articles and be prepared to discuss more recent acts of civil disobedience (Thank you, Chase Hites, for sharing these articles!). Remember, Civil Disobedience is a strategy to create change.
Step 4: Find two more examples of civil disobedience--one in the United States and one internationally. Post these examples on your blog and discuss your own thoughts on civil disobedience.
Note: To earn a top score for Criterion A, you will need to demonstrate detailed knowledge. Therefore, I suggest you reference Matt Damon's speech and perhaps even extend into Thoreau's remarks in his essay, Civil Disobedience, as well as Gandhi's Satyagraha approach.
2. Create a set of questions for your interview (3-5 questions will be perfect). Submit these questions via Google Classroom.
3. Anticipate the "I don't know" response. Most people don't consider themselves activists and they may not know what you mean by "social movement." Create a list of social movements that might help spark memories and submit via Google Classroom. 4. Post interview on your blog.
So, I kind of have a thing against complaining. But, I think if we take out the negative spins, this guy has some awesome suggestions on content we might consider for our changes, additions, super course, etc. He also brings up some good questions about the purpose of education--worth discussing further. Thanks to sophomore, Chris Espino, for sharing!
Flexible learning requires flexible learning environments!
One idea I had was to knock down the wall between our room and Mr. Ward's room--what if it was one big learning space. We would have to schedule our classes at different times, but it would mean we could have more room to "workshop" ideas.
[Write the part in blue in your notebook if you haven't already done so.]
Students will understand that systems create and reflect culture through an inquiry into education models.
Over the course of this unit, we will explore teaching and learning in order to determine the impact that different education systems have on culture. Our goal is to design new, innovative models for the future.
Our unit will be guided by lines of inquiry (big questions), similar to the ones posted on the board last semester. Please write the following lines of inquiry in your notebook [each question needs its own notebook page, so you can treat it like a page heading]:
How do different cultures approach teaching and learning?
• Cross-cultural Comparisons
How has learning and teaching changed over time?
• Historical Context
Are there better ways to "do school"?
• Innovative Options
Who is responsible for culture?
• Rights and Responsibilities
How do different models of education create culture?
• Exploring Systems
What is the purpose of school? What is the impact of school? What is/isn't working?
Under each line of inquiry in your notebook, write your own specific question to add to the learning process (you can write more than one).
Take a look at the example below. You can use some of the questions I wrote if you want to; just make sure you also come up with some of your own questions. We will continue adding to these LOI's (lines of inquiry) over the course of the unit, so you don't need to come up with every question today.
Example
How do different cultures approach teaching and learning?
• Cross-cultural Comparisons
What is school like in China?
Which country has the best education system in the world? How do we know (what's the measure)?
How has learning and teaching changed over time?
• Historical Context
What was school like in the 1930s in America? Did they have the same classes?
When did they invent Middle School? Why?
Are there better ways to "do school"?
• Innovative Options
Are there schools where most of the learning is outside?
Is there any evidence that more physical activity would improve our learning?
Who is responsible for culture?
• Rights and Responsibilities
Who changes schools? Who is in charge?
Why doesn't everyone have an excellent education? Who should fix the system?
How do different models of education create culture?
• Exploring Systems
Why do some schools seem more inclusive? Are there schools where kids can't wait to get to school everyday? What is the purpose of school? What is the impact of school? What is/isn't working?
• Exploring Systems
What happens when people don't go to school?
What is the big goal of school? Is it just to get a job?
Why do we have to take SAT's?
Once you have your own questions written, start answering them. Find articles, videos, interviews, statistics. You can look online or you can use the resources on the tables. You can spend the entire period learning about one question, or you might find answers to multiple questions. Either way is fine!
When there are 15 minutes left in class, post your findings on your blog with your own brief explanation about your thoughts.
Here is an example blog post:
LOI (line of inquiry): What is/isn't working? Why?
I was wondering about SAT's. They don't seem like a good measure of our ability to do well in college. I found this really powerful piece about how students feel about standardized tests. It got me thinking--what would happen if I just refused to take the SAT? What if I wrote a letter to the college I want to go to and told them why I was opposed? Would they read it?
I found this breakdown of the history of the SAT: http://www.pbs.org/wgbh/pages/frontline/shows/sats/where/timeline.html
What concerns me is that in 1948 it became a business. That means that they make money from the test, which means that it may or may not be actually valuable to education. Perhaps it is just valuable to the Educational Testing Service. This led me to a new question, are there places where they don't require standardized tests? If not, how do they handle college admissions? What if every college had its own test? Would that just be way too much for students to handle?
I am going to research this further.
These videos were shared with me by Sophomore, Addy Davis. She's a lifelong learner and we should all appreciate her willingness to share interesting stuff out there that can get us thinking, talking and maybe even changing.
Remember that there are no correct answers, only supported arguments. You must have complex responses with multiple and diverse examples to support your arguments.
What is feminism? When did it come into existence? Why?
Do feminists want to take away rights from men?
What is the perspective of “anti-feminists”? Do you agree or disagree?
Is gender equity important? Why or why not? To whom?
To what extent are women limited by gender norms?
If gender equity is important, why are girls and women systematically discriminated against in terms of leadership, education, and economic opportunity? Or, perhaps they aren’t discriminated against--is it possible that women just aren’t as qualified or interested?
Why is gender based violence such a problem worldwide? (consider areas where it is particularly prevalent compared to areas where it is relatively low)
Who is responsible for women’s rights--men or women or both?
Should men care about these issues?
The Girl Effect claims that girls are the key to ending global poverty.
Do you agree? Why or why not?
Is gender equity mainly a problem for impoverished countries? Does the United States really need to get involved or concerned?
Respond to the statements in the girls' declaration.
What do you think of the action plan attached to the girls' declaration?
What's the solution to the issues we have touched upon? Is it feminism or something else?
Issues to consider:
Child marriage
Gender-based violence
Sexual objectification
Gender Parity
Leadership Equity Economic Opportunity
Helpful Resources
Note: This list is not exhaustive, but merely a starting point.
In this post, I've included the main discussions we have in class for those of you who would like to re-watch anything or for anyone who misses class.
Intercultural Understanding
Take a look at our shared document on Google Classroom: Intercultural Understanding.
Be sure to also look at the corresponding notes on our shared Humanities Notes document.
Toxic Masculinity
Discussion Topic: What does "be a man" mean?
Watch: 10 Responses to the Phrase, "Man Up"
Discussion Topic: How do we learn to be? Who influences our choices?
Discussion Topics: Are men allowed to show affection? Consider the venue (public or private).
What are the rules of the "man code"?
How are these rules taught and enforced?
Are there any consequences related to the "man code"?
Curated Knowledge: Look through your classmates' posts about Self-Concepts.
What's normal? (list as many things you can think of that you consider normal--dress, words, behavior, relationships, etc.)
What is not normal? (list as many things you can think of that you are consider abnormal--dress, words, behavior, relationships, etc.)
Discuss
Concept of normal: what is right, what is acceptable
Oppressive history of "normal" for certain groups (consider gender, race, sexual orientation, age, class)
Culture is always changing: how? Who changes it?
Explore & Reflect
For each of the clips below, "normal" is being molded. As you will see, some of the clips are pushing the social boundaries in order to include more people, more behaviors and more ideas in the realm of "normal," while others are tightening social boundaries in order to confirm the place of certain people in society.
For each clip, consider the question in context: What is normal?
Find Your Own Example
1. Find an example of a song, image, website, speech, organization or film that is tightening the boundaries of "normal."
2. Find an example of a song, image, website, speech, organization or film that is pushing the boundaries of "normal."
Publish it on your blog with a short discussion of your thoughts.
