...from you. During this activity exercise, you will have the opportunity to engage with an individual who identifies themself as coming from a background or culture that is not your own. PART I: FINDING YOUR INTERVIEWEE Using the list below, review the potential categories of identity. In one color, highlight the categories that you identify with. Then find someone that identifies with a different term(s) than you. Highlight those terms with a different color. For example, if you are African American, find someone who is European American, Caribbean American or from another country. Or, you might interview someone who identifies as middle or upper middle or upper class if you come from a working class background. If you are Hindu, you might interview someone who is Jewish, Muslim or Christian. If you identify as heterosexual, you might interview someone who identifies themselves as bisexual, transgender, lesbian, or gay. Class: Middle-class Upper-class Working-class Religion: Atheist/Agnostic Buddhist Christian Hindu Jewish Muslim Other: ________________ Nationality: U.S.-American Other:___________________ Age: Senior Citizen Race/Ethnicity: African American Asian American European American Native American Southeast Asian Caucasian American Hispanic American Middle Eastern American Other:___________________ Gender Identity: Female Male Transgender Other: ___________________ Sexual Orientation: Bisexual Lesbian Gay Heterosexual ...
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...Introduction The African American and Native American communities have suffered significant turmoil in the United States. It was not an uncommon belief at the time that white Europeans were superior to nonwhite Native Americans and African Americans. Both communities were held down under the boot of either White owners or American settlers making it extremely difficult to work, raise a family, get an education or even live. This thinking drove white Europeans to steal land, assimilate and decultralize Native Americans and enslave and deny African Americans education. During this “Globalization and Culture” module, I have gained an understanding of the biases, racism, and stereotyping on education for both communities. In this reflective bias...
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...What It’s Like to Be a Black Girl" the author used strong and forceful language to show the readers that she is really into her poem. The meaning of the poem was how a black girl was before and after she grow up in life, were blacks were not welcome. When the author stated " it’s being 9 years old and feeling like you’re not finished" she was meaning that everything had started to change for her at the age of 9 that was helping her change into that young black girl that she was to become. Also in the poem, she stated that " its dropping food coloring in your eyes to make the, blue and suffering their burn in silence. It’s popping a bleached white mophead over the kinks of your hair and primping in front of mirrors that deny your reflection" That section to me meant that she wanted to blend in The literary works I will compare are “Child of the Americas” by Aurora Levin Morales and “What’s It like to be a Black Girl” by Patricia Smith. The works focus on the psyche of two women of African descent, plagued by the historical American public perceptions of their culture. These negative perceptions play an important part of the individual’s psyche due to prejudice. It has misconstrued and distorted the minds of these young African American girls. These poems show how two young girls from different American minority sub-cultures, view themselves in totally different perspectives. One of the young women wishes to identify...
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...Curriculum Theory Educational theories attempt to distinguish, understand and propose educational practices. The theories encompass many different types of instruction, curriculum methods and techniques to teach as well as policy, organization and leadership (Ornstein& Hunkins, 2014). People have different understandings of learning theories and different beliefs and opinions about how people process information and learn new material. Their beliefs may derive from personal knowledge, self-reflection, performance of others, research, and from trying to educate or convince others to adopt their way of thinking (Wang, 2012). According to Shuell (2013) the various theories are pertinent to different kinds of learning and may be similar. Nonetheless, they provide different viewpoints on the difficult aspects of learning and go hand in hand in their capacity to clarify different kinds of learning conditions. Consequently, completely different theories are pertinent to the classroom by speaking to several elements of classroom learning. Theories of learning are attempts to describe how people learn. Various theories center on different traditions and are suitable for clarifying certain educational conditions but not others. Theories of learning may be able to advise instruction and suggest different educational resources to include new forms of technology. At the end of the day, the instructional activities in which the student undertakes will determine what the student...
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...Summary Reflection This chapter began with it was summertime 1999 in New York City platform. He didn't how to start conversation with this young, dreadlocked, in a baggy, charcoal gray jean suit. Somehow they stared conversation with gay people and god. Then he accused lesbianism and devil. He spoke in a assertively, artistically, and hurtfully, weaving language. There was was a young man in hip hop as hip hop artist, a feminist man and also lyrics composed. There is usually a man who is interested in hip hop but here was was a black woman who was also interested in hip-hop. On the subway platform this woman saw a bad side of hip-hop. Gender hip-hop has termed “femiphobia”. Hip-Hop is a masculine music. In this chapter it discuss about...
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...This course examines dance traditions and cultures from around the world in an exploration of the human search for meaning. From ritual dances that prepare us for weddings and wars, to social dances that reinforce cultural order, to artistic dance performances that express the human condition —dance is alive and evolving where we live. In this way, it tells the story of who we are and who we may become. In this course, you will learn how to think, read, watch, talk and write about dance. We will study world dance forms and artists in the context of spirituality, myth, folklore, history and music. We will also study the nature of the creative process in dance. As we examine dance traditions from around the world, we will study their influence on dance practices here in the Bay Area. Through active participation in dance activities (our daily ‘lab work’), you will gain firsthand knowledge of contemporary modern dance, a North American dance tradition that constantly grows in response to world dance, music and spiritual culture. This quarter our primary focus will be the African Diaspora and American Contemporary Dance. No previous dance experience is necessary for this class, only the willingness to learn! COURSE OBJECTIVES Students will: • Learn about selected cultures through learning and experiencing the dance and the music of different regions; • Gain appreciation for the aesthetic of traditional dance and culture; • Experience the language, myths, stories...
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...While I was in the screened art program, I simultaneously took part in the science research program at my school. As a result, these two programs peaked my interest in pursuing a career that intersects visual art with science research. I attached images from my portfolio for viewing. 4. Describe one of your ideas or goals that you have for yourself. What have you done or what do you plan to do in order to bring your idea to fruition or reach you goal? In reflection of the perseverance and strength that it took to overcome the tribulations of slavery, I made it my goal to embrace my culture in various facets of my life, one of which being my academics. A prime example is shown in the college that I selected to attend. I chose Smith College because it is a relatively diverse place that not only empowers women, but it will also provide me with the skills necessary to reach my goals. In particular, I feel inspired to positively contribute to the African American community, based on my appreciation for my African American...
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...works more than any others we have read in class so far: Rodriguez's writing I found to be dull and victimized; Jacobs's was precisely an explanation of how bad slaves lives were and nothing more; and although Virginia Woolf's writings were not painful to read the overall style left me feeling dreamy and disconcerted (after a while all those semicolons got to me). Baldwin's writing had not only content, but a reflection upon it that I found interesting to read. He offered a fresh perspective, analyzing the social history of America and its causes. It is very interesting to read the sections discussing the concept of fighting poison by using poison, and the section discussing the choice of amputation or gangrene. Rather than throw up his hands in despair and say, "Life's not fair that I must choose between amputation and gangrene," he analyzes the benefits and trade-offs. All this I knew before reading his Autobiographical Notes, but while I read them I was suddenly struck with a very powerful revelation. I realized that I liked his writings because I found in him the same philosophy I have adopted. I immediately wondered if there was a connection between our philosophies and the fact that we were both minorities. I'm curious as to how much of the similarities in our philosophies can be attributed to being minorities, and how many differences can be explained by the fact that we are from two different minorities and those that can be explained by the fact that he wrote and lived...
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...Smith. Morales is a woman if mixed race; Puerto Rican and Jewish, while Smith is African-American. We all want to think that someone’s race or color of their skin wouldn’t determine how they are treated or how they are perceived, but this is not the case. When talking amongst friends about someone they do not know we often describe them by using their skin color. And when meeting someone new one of the first questions we ask is “what race are you?” or the harsher “what are you?” Both of these poems give the reader a look into the mind of two young women of different races, one being mixed and the other being an African American, and how each girl views herself. The poem, “Child of The Americas” by Aurora Levins Morales, the reader looks into the consciousness of a young multi-racial woman. Morales herself is a multiracial woman “Puerto Rican-born and Jewish American Aurora Levins Morales is a poet, essayist, historian, and activist” (Fiandt, 2006). Morales’ poem talks about finding ones identity. Morales starts her poem off by stating that she is an American “she does not claim any single identity beyond “American” and this “American” includes the multiple races and nationalities that have entered the Western hemisphere” (Bost, 2000). The next lines go into more detail of where her ancestors came from. She is a mestiza or “a person of mixed blood; specifically: a person of mixed European and American Indian ancestry” (Merriam-Webster.com, 2013), and a diaspora “a Jew living outside...
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...Steven Pou Professor Malloy American Civilization 2 Term Paper 4/21/15 The Disuniting of America: Reflections on a Multicultural Society Arthur M. Schlesinger, whose original name is Arthur Bancroft Schlesinger was born on October 17th in Columbus, Ohio, and died February 28th, 2007, in New York. He had graduated from Harvard University in 1938, and in 1940, Schlesinger was appointed a three fellowship at Harvard. This is derived from the society of fellows at Harvard University which gave Schlesinger the opportunity in the early stages of his scholarly career to pursue studies in any department, free from any formal requirement. This opportunity was only given to individuals who display exceptional ability, originality, resourcefulness, and academic achievement of the highest caliber. Unfortunately for Arthur, this opportunity was interrupted once the United States had made its entry into World War 2. When he failed his physical military examination he was appointed to the Office of War Information department, in which he served as an intelligence analyst from 1943 to 1945. In 1952 and 1956 he became a presidential speech writer to democratic presidential nominee Adlai Stevenson the second. He had also served as an assistant and Court historian to President Kennedy from 1961 to 1963. He had also supported the presidential campaign for Kennedy which had ended when he was assassinated in Los Angeles. Arthur eventually returned to his teaching career in 1996 as a professor...
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...Malcolm X. Malcolm X got his point across and successfully improved the Civil rights of African Americans with the support of not only African Americans but Muslims too. There will be three focal points I will be discussing in this research paper. The first one being the nation of Islam made a huge difference in the popularity growth of Malcolm X which allowed Malcolm to have a louder voice in public and be able to speak to the people. The second one consist of Malcolm being smart with how he approached communicating with the people, he spoke and...
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...Mamie Phipps Clark was born Mamie Katherine Phipps. An African-American Psychologist who made a significant impact on developmental psychology. Mamie received distinguished alumni awards from both Howard and Columbia Universities. She also received honorary doctorate degrees from Williams College and the Pratt Institute and a noted fellowship award from the American Association of University Women for her research on the psychological effects of racism and segregation. Her contributions stimulated racial desegregation in education in order to improve the lives of minorities. She was born in 1917 and died in 1983. She was the eldest of two children born to Harold H. and Katie F. Phipps in Hot Springs, Arkansas where Mamie attended racially segregated elementary and secondary schools. She graduated Pine Bluff's Lanston High School in 1934 at the age of 16. After High School, Mamie enrolled in Howard University to major in Mathematics and Physics. After her first year at Howard University, Mamie met her future husband, Kenneth Bancroft Clark, who influenced her to change her major to Psychology due to her interest in children. She was enrolled into the Psychology program, she graduated magna cum laude in 1938 and then spent some time working in a law office where she was able to witness first-hand the damaging effects of segregation. She soon started graduate school and had two children while pursuing her studies. Her master's thesis titled “The Consciousness of Self in Negro Pre-school...
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...May, 2016 Reflections on Location in Patricia Glinton Meicholas's An Evening in Guanima and Zora Neale Hurston's Mules and Men. Oral tradition dates back to the beginning of time, this tradition includes folktales, myths, legends, songs, riddles and any other form of verbal communication. Different aspects of the tradition has been used in various ways, including for entertainment, education, providing histories, or to bring awareness to societal ills. While each country/society have their own oral traditions and folktales, there are those folktales that are shared by several different communities. However, even though different communities may share the same stories, inevitably, those stories will be changed based on the specific community’s culture, language , history and geographical location. The effects of location and history on the folktales within the community can be seen very clearly in the texts An Evening in Guanima by Patricia Glinton Meicholas, and Mules and Men by Zora Neal Hurston, respectively. ***You need a very strong thesis here*** In “Talkin Ol' Story: A Brief Survey of the Oral tradition in the Bahamas”, Patricia Glinton Meicholas describes the Bahamian ol' story as existing “in a dream time landscape where human beings exhibit a fluid morphology…”(Meicholas 10). Much of Bahamian oral tradition , like that of the African Americans, has been influenced by what has come before, during and after the trans Atlantic slave trade. The enslaved African brought with...
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...The Transformation of Hip-Hop African American playwrights are writing about difficult topics that affect the hip-hop generation. In this paper, I will focus on the transformation of hip –hop through theatre in the work of Robert Alexander, A Preface to the Alien Garden, and the work of Kamilla Forbes, A Rhyme Deferred. These playwrights reflect the evolution and different elements of the hip-hop culture. There are many similarities and differences between them regarding themes, intent, definition of hip hop generation and black theatre, the impact each play has on the hip-hop generation, and the historical context of each play. Both playwrights do an amazing reflecting an accurate depiction of the hip-hop generation, which embodies gangster rap, regular hip-hop music, dance, and music. Kamilla Forbes is an actress, director, and playwright who wrote and directed Rhyme Deferred. She is the Founding Artistic Director of the Hip Hop Theatre Junction where she focuses on producing and creating works reflecting the hip-hop generation. Her thoughts and passion for hip hop and theatre and the idea that the new hip hop generation was not reflected through theatre, sparked her to began her story and write the play Rhyme Deferred. This highly energetic play engages the audience through dance and breaking down the “third wall” between the actors and the audience. Rhyme Deferred is the story of two brothers, both rappers. The older brother, Kain, is a mainstream rapper and becomes successful...
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...autobiography was “a simple, straightforward story, with no attempt at embellishment,” readers for nearly a century have found it richly rewarding. Today, Up From Slavery appeals to a wide audience from early adolescence through adulthood. More important, however, is the inspiration his story of hard work and positive goals gives to all readers. His life is an example providing hope to all. The complexity and contradictions of his life make his autobiography intellectually intriguing for advanced readers. To some he was known as the Sage of Tuskegee or the Black Moses. One of his prominent biographers, Louis R. Harlan, called him the “Wizard of the Tuskegee Machine.” Others acknowledged him to be a complicated person and public figure. Students of American social and political history have come to see that Washington lived a double life. Publicly he appeased the white establishment by remaining cautious in his charges and demands. Privately he worked tirelessly to undo the effects of institutional and cultural racism. Although he seemed to have made a grand compromise, first with the white south and then with white America, he worked in deepest secret to undermine the compromise and advance the social and economic position of blacks. No doubt exists as to his greatness....
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