Part 1

http://www.understandingrace.org/

In particular click on the the topics within the website: history, human variations, and lived experiences. The topics on human variation and lived experiences have multiple pages, make sure to click on the “next” button in the lower right hand corner.

After checking out the website, answer the following discussion questions:

1. What critical points does the website make about the use of race in connection to biology and to human differences?

2. The website uses this quotation from Robin D.G. Kelley, a historian, “Racism is not about how you look, it is about how people assign meaning to how you look.” Do you agree or disagree with this statement? Why or why not?

3. Is race a useful category in denoting human differences? If yes, why? If no, how would you change the way we talk about human differences?

Part 2

Instructions: read the following religious song and determine which one is primarily a song for the poor and which is primarily a song for the rich. Justify your answer with examples from the lecture and the song itself.

“A Gathering in the Sky”

There’ll be a great gathering in the sky

When all of God’s children get home

We’ll join the happy millions as they sing

There around the great white throne

I’m speaking of a big tent meetin’

Where we never shall say good-bye

I’m longin’ for the day

When I hear my savior say

There’s a gathering in the sky.

One by one we passed through the valley dim

Our load seems hard to bear;

But I’m going to a great reunion,

Where People’s not afraid of prayer.

There’ll be lot of old time singing.

Somewhere up there on high.

It seems I can hear them saying

There’s a gathering in the sky

“I Sing a Song of the Saints of God”

I sing a song of the saints of God

Patient and brave and true,

Who foiled and fought and lived and died

For the Lord they loved and knew

And one was doctor, and one was a queen,

And one was a shepherdess on the green:

They were all of them saints of God,

And I mean, God helping, to be one too.

They loved their Lord so dear, so dear,

And his love made them strong;

And they followed the right, for Jesus’ sake,

The whole of their good lives long,
And one was a solider, and one was a priest,

And one was slain by a fierce wild beast:

And there’s not any reason, no, not the least,

Why I shouldn’t be one too.

They lived not only in ages past,

There are hundreds of thousands still
The world is bright with the joyous saints

Who love to do Jesus’ will.

You can meet them in school or in lanes, or at sea.

In church, or in trains, or in shops, or at tea;

For the saints of God are just folk like me,

And I mean to be one too.

Part 3

1. How is education related to race and class?
2. If you could restructure the education to be more equitable, what changes would you make?

Write a 150-200 word response to each the following discussion activities. Use specific references and direct quotes from our readings this week to illustrate and support your view/s.

Discussion Activity #1

• Fifty thousand American soldiers died in what became known as “The Great War” and those who returned home shared the disillusionment of their European counterparts. Many wrote about the war in the years following. It seemed proof positive that the frightening trends of modernization, advances in science and technology in particular, had terrifying and unimaginably destructive consequences. T. S. Eliot’s The Waste Land depicts the world as a place devoid of life or meaning, a waste land not unlike the stretches of ground that separated opposing armies, over which they meaninglessly fought and refought, moving a few yards forward, only to be driven back, move forward, and be driven back again. Reporting in Europe generally neglected to mention the carnage on the battlefields, and the public was largely unaware of the extent of the destruction and the comparatively small gains made in return for the thousands of lives lost in each battle. Both during and after World War I, European and American writers expressed disillusionment with the lofty ideals that had led them into battle. In Britain a number of young writers such as Wilfred Owen and Sigfried Sassoon wrote poetry in response to what they had seen on the battlefields of France. E. E. Cummings–who, like Hemingway, Dos Passos, and Anderson, served as an ambulance driver in France–wrote “next to of course god america i,” which questions the blind patriotism that young men like himself had been encouraged to feel. Their ideals shattered, young writers returning from war appeared to Gertrude Stein a “lost generation,” a generation whose worldviewhad been radically altered by the most horrifying and destructive war anyone had yet experienced. The work these writers produced demonstrates their belief in the world as an uncertain and often illogical place, and their fiction and poetry often employ a similarly disorienting structure. By breaking with traditions of narrative and poetic form, these authors attempted to capture in the very fabric of their writing the confusion and dislocation fostered by modernity. Consider how war is presently portrayed in our popular culture. What do you think influences societal beliefs about war? Compare and contrast the modernists’ reactions to WWI to how war is portrayed today.

Discussion Activity #2

• You are an editor at a large publishing house, and you have been asked to put together a book on Modernism for two age groups: ages 14-17 and ages 25-45. How will you present modernism to each of these groups? How will you use the modern poetry of Eliot and the fiction of Hemingway and Fitzgerald to explain the ideas behind modernism to them? How will you alter your presentation for different age groups? Use specific illustrations and examples to support your decisions.

1)

A one- to two-page (250- to 500-word) outline and reference list. USE THE TEMPLATE SHOWN HERE.

Step 1 Review the process of outline creation.

Review the information that discusses creating outlines. In particular, study the section that describes full-sentence preparation outlines, their elements, and how to create them.

Step 2 Review a Topic you chose from a past assignment.

Review the assignment in which you selected a speech topic, wrote a thesis statement, identified a question based on the thesis statement, and identified at least three main points.

Step 3 Select a Pattern of Organization.

Based on your knowledge of patterns of organizing speech information, select a pattern of organization to use to create an outline for your speech.

Step 4 Open the outline template provided below

• You can type directly on the document and save it as new

Step 5 Enter Identifying Data.

Enter the Identifying Data for your speech:

• Title
• General Purpose
• Specific Purpose

Step 6 Create an outline.

Using the template, create a full sentence, formal outline for your speech. Follow the guidelines presented in the lesson for using a consistent set of symbols, using full declarative sentences, and entering transitions within square brackets.

Step 7 Create a reference list.

Include any and all sources you use to locate information for your formal outline.

2) Prepare an informative speech

In this assignment, you will create a delivery outline and deliver an informative speech through YouTube. Here is where you go to find out how to do this: https://youtu.be/4kH6FBbse3U and go here as well: https://youtu.be/4kH6FBbse3U

A one- to two-page (250- to 500-word) outline and reference list. USE THE TEMPLATE SHOWN HERE.

Step 1 Review the process of outline creation.

Review the information that discusses creating outlines. In particular, study the section that describes full-sentence preparation outlines, their elements, and how to create them.

Step 2 Review a Topic you chose from a past assignment.

Review the assignment in which you selected a speech topic, wrote a thesis statement, identified a question based on the thesis statement, and identified at least three main points.

Step 3 Select a Pattern of Organization.

Based on your knowledge of patterns of organizing speech information, select a pattern of organization to use to create an outline for your speech.

Step 4 Open the outline template provided below

• You can type directly on the document and save it as new

Step 5 Enter Identifying Data.

Enter the Identifying Data for your speech:

• Title
• General Purpose
• Specific Purpose

Step 6 Create an outline.

Using the template, create a full sentence, formal outline for your speech. Follow the guidelines presented in the lesson for using a consistent set of symbols, using full declarative sentences, and entering transitions within square brackets.

Step 7 Create a reference list.

Include any and all sources you use to locate information for your formal outline.

Rock art, Petroglyphs, and Petrographs, are found around the world.

We see it in caves in France and Australia, specifically in the text book. I have, posted in Module 3, a couple sample works found in Australia, and also North America and South Africa.

Part 1: Read and look at the ones that you prefer name at least two. (work from both the book and the modules.)

Part 2: Which do you like the best. Tell me why. (your answer is subjective – don’t be afraid to explain why you think its cool or interesting.

Part 3: Please comment on two classmates posts. your comment should focus on the writing. Please try to be encouraging about the way your class mates have written and explained their opinion. For example, if the post is written professionally, say why it is; if the post is written like an anthropologist explain that, if its written like an artist would write explain why you think that, etc. etc.

please respond to my claasmate

First classmate/From The Module 3, I selected the petrograph of a cave painting titled Frieze of Little Horses. I liked that the drawings were life like and shapes and sizes seemed true to form. The cave drawer captured the movement as the wild horses ran. Their legs are bent to show movement and the brown tint showed their true color. The artist captured exactly what he saw to tell his story. From the textbook I selected a petroglyph of a carving called Lion Hunt. This was my favorite because it showed the wealthy on a chariot hunting lions with a bow and arrow. It appears their role is to injure the lions and slow them down. The foot soldiers have to com along and finish the kill. The carved details show the danger, the close call and how the hunt took place.

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Second classmate/For the assignment the two rock art paintings that stuck out to me are Cave Painting, Hands (c. 8,000-3,000 B.C.E., Castellon, Spain) and Cave Painting, Deer Hunt (c. 8.000-3,000 B.C.E., Castellon, Spain).

I liked the Deer Hunt painting the most, its simple yet storytelling potential stuck out to me from the jump, the way it is painted to me shows the Deer Hunt as more of a battle than a group of hunters going out on a normal hunt, the fact the bigger more fully grown deer are drawn up front adds to my theory that the painter of this wanted to show the strength of the animals the hunters went against. I also like the fact you can not tell if this is a drawing of how the hunt was supposed to go ( a plan of some sort ) or if this is a drawing recapping how the hunt actually went. Its simple yet the story behind it can be anything!

Creative Expression of Self

Goal:To create and present a creative expression of your life that gives our class a sense of who you have been, are currently, and want to become. How can you symbolically represent the following:What has composed your life so far? What are your values and what matters most to you? What is your image of what you would like your life to consist of in the future? When you “become yourself”–who do you want to that to be?

Guidelines:

• Spend a bit of time paying attention to important symbols, metaphors, objects that best symbolize what has been, is and will be significant to you as it relates to composing a life.What will best give the class a sense of who you were, are and want to be?
• Consider how you can best incorporate elements, principles and colors to represent you, your emotions, your mental state, and characteristics into your creative expression.Be sure to title your piece as well. What are you trying to convey through the use of all of this? Also think about Parker Palmer’s reading regarding inherent gifts and vocation and Fogarty’s reading Art Matters.
• Create a representation of what you value, and what has made you who you are and your dreams for the future.Be creative! No collections of your photographs or re-use of social media items, please. This should be an original artistic/creative work made for this assignment, not something you’ve previously created. Please remember that this offers a wide range of how you can express yourself… visual (painting, drawing, textiles, etc.), written work such as poetry or rap, music, and performance art.
• These projects will be shared via the Brightspace/D2L discussion board. Take a picture of your creation and post it to the discussion board (or upload a document or a link to the performance or sound recording, etc.) Use whatever method best captures the essence of your creation and shares it with the class. With this in mind, please share only what you are willing to with the class. We want to respect that some cultures and individuals are more private than others, while still challenging you to stretch your comfort zone.
• Along with this image or link, provide a description and reflect upon (in 6-8 sentences) what your creative expression tells us about who you are or who you will be. Be sure to title your reflection with the same title as your creative piece, so that we can track both your creative piece and your reflection easily. Reflect on such questions as: How and why did you choose to do/share what you did – both the content and materials genre? What does your creative expression say about you – past, present and future?How did you incorporate elements, principles and color into your artistic expression?