Double-Entry Journal - Weekly Homework



Double-Entry Journal - Weekly Homework

|Name & Course Section: Danuel James Sec. 07 |

|Week: 2 |

|Reading / Viewing Assignment: The History of the idea of race, Racitatif, and Understanding Race |

|Date: 08-29-2008 |

|Understanding/Note taking: Identify thesis and main points of |Interpretation/reflection: Connect notes from the left side to yourself and to |

|article. Summarize text that is intriguing, puzzling, or moving,|the world around you. How do you “feel” about what you read? What ideas does |

|or which connects to a previous entry or situation. Note |the reading stimulate? How does it relate to the learning objectives indicated |

|vocabulary and major concepts. |for the unit? How does it impact you as a scholar/activist? Metacognition: |

| |Examine how you’re “thinking” about this topic? Why was that your first |

| |reaction? After reflection, how might you broaden you perspective? |

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|The History of the idea of Race |The History of the idea of Race |

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|The article titled “The History of the idea of Race” main point |In the first reading I also reed a section that said “especially the role |

|was when and how the separation of the people came about. |Africans in the making of this country”. If that’s true then why isn’t black |

|Information that I see moving in this reading selection was the |the main race that seems as the cream of the crop like whites? Why slavery was |

|way that Colonists bluntly stated “We can not survive without |even started? Every man was created equal and all walked on two feet; no one |

|Africans” but in today’s society we are considered as the out |should be able to control the free movement of others in any shape, form of |

|cast and ruled out against. |fashion. This reading makes want to over power the stereotype and make black |

| |people inferior to the world with my future decisions. It goes great with the |

|Racitatif |objectives because these two reading helped me to understand the role African |

| |Americans played in shaped the world as it is today that is un noticed. My |

|The article title “Racitatif” main point was that the two girls |first reaction was anger, I immediately went into defense and wanted to argue |

|were of different races and back grounds. Different hard ships |the point that race was created for no major reason just to make one race feel |

|tried to tear them apart over the years as they grew up; but in |of importance. I would rather hear why race was created from the white mans |

|the end race was not a factor and they still ended up being |point of view and see if a better reason will surface. |

|friends. What I see puzzling in this insert was when Roberta’s | |

|mother was known to be sick, was it because they were considering| |

|her being racist a sickness? |Racitatif |

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|Understanding Race |The second reading was very confusing to me. At times in the passages it didn’t|

| |tell the reader who was speaking. Like the situation in the grocery store; who |

|The video explains where and why race classifications were |was talking to the Big Bozo, Twyla or Roberta? In response to when they were at|

|started. Mostly in the western part of Europe and United States. |the Howard Johnson Twyla left and went to the grocery store because Roberta was|

|Slavery started out under the name of indentured servitude then |with her friends; so who was in the grocery store. Over all the reading points |

|the servants lost all rights then they were called slaves. The |out the girls, who are of two different races see different views of things |

|main point in this segment was that race was created to social |going on through out their lives They also encounter feuds and arguments but |

|hierarchy. |over come all that in the end and acknowledge that they were wrong about a lot |

| |of what they did and remained friends. Upon reading this insert the girls never|

| |really planned to visit each other they just ended up in the same place at the |

| |same time a lot. This insert played more on goal thirteen with the since of |

| |diverse world cultures. |

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| |Understanding Race |

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| |From this short clip I interpreted that whites were know to be superior to |

| |blacks, which is still in play today. Back in the 19th century scientist were |

| |pushing the theory of race inferiority. They then tried to use your family’s |

| |genes to classify your race. Characteristics such as work ethics, education or |

| |criminal behavior were all things that affected mostly blacks so this tactic |

| |worked. My view of race is similar to Darwin; everybody is the same and made |

| |the same way just different back grounds. I can’t see the word being any |

| |different today than if we didn’t have races to classify the people. This video|

| |doesn’t do a job to me explaining the evolution of race, just elaborates on |

| |what were the reasons it was created not too much on why and is it effective. |

| |It does help better explain objective nine about political economic. |

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Double-Entry Journal - Weekly Homework

|Name & Course Section: Danuel James, 07 |

|Week: 3 |

|Reading / Viewing Assignment: “Race Matters”, and “Ethnic Notions” |

|Date: 09/05/2005 |

|Understanding/Note taking: Identify thesis and main points of |Interpretation/reflection: Connect notes from the left side to yourself and to |

|article. Summarize text that is intriguing, puzzling, or moving,|the world around you. How do you “feel” about what you read? What ideas does |

|or which connects to a previous entry or situation. Note |the reading stimulate? How does it relate to the learning objectives indicated |

|vocabulary and major concepts. |for the unit? How does it impact you as a scholar/activist? Metacognition: |

| |Examine how you’re “thinking” about this topic? Why was that your first |

| |reaction? After reflection, how might you broaden you perspective? |

|Race Matters |Race Matters |

|1. The thesis and main point of this article is to understand |About the text “Race Matters” it really goes deep inside and takes a look at |

|Nihilism |several reasons and perspectives on how the black community does things and |

| |things they need to do in order to get ahead. For example the black candidate |

|2. Majority of this text was confusing and puzzling to me because|Obama running for president. Like their failure in leadership and the vigorous |

|it didn’t really point to why race matters. It just spoke a lot |attempts buy Louis Farrakhan and Al Sharpton. This reading doesn’t really give |

|on how Nihilism is to be a philosophic doctrine that there are no|me any ideas. The objective thirteen really goes well with this reading because|

|rational grounds fro legitimate standards or authority. |you must first understand the role of the human conditions in diverse world |

| |cultures in order to be able to right about another culture. Objective fourteen|

| |also goes well because this whole article is trying to resolve social issues |

|3. Major vocabulary that should be understood to be able to |with the AA race. I really didn’t have a reaction to this reading because I was|

|process this text is the reoccurring word Nihilism. |a little confusing to me. |

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| |Ethnic Notions |

|Ethnic Notions |The video displayed a very strong message to me, that some of the products that|

|1. The main point was to see how poor drawn and over exaggerated |I buy today may have been part of the reason my race has a negative image. |

|ugly cartoons and sculptures have shaped the image of how blacks |Maybe I should research everything I buy so I won’t help build an empire that |

|look today. |has torn me down all my life behind my back. Both objectives are on the bases |

| |of understanding a role such as the division of cultures and professional |

|2. I was intrigued by how the most popular brands such as Aunt |issues. This video makes me think negative. It helps me to see that past |

|Jemima, and Parker Bros. helped shape the negative image created |brands/products got rich off of downing a race that has continuously supported |

|of blacks. |its product and has done nothing but live under the shadow it has cased on us. |

| |I am going to broaden my knowledge on the history of the bigger brands that I |

|3. Major concept(s) is/are can blacks live down all the hype and |buy to see if they helped to down play my race and hopefully buy black produced|

|negative tone they have been given. Should cartoons be able to |products. |

|give a entire race a image? | |

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Double-Entry Journal - Weekly Homework

|Name & Course Section: Danuel James 07 |

|Week: 4 |

|Reading / Viewing Assignment: “The Life of Olaudah Equiano”, “African, Slavery, and the Shaping of Black Culture”, and The Slave Auction” |

|Date: 09/12/2008 |

|Understanding/Note taking: Identify thesis and main points of |Interpretation/reflection: Connect notes from the left side to yourself and to |

|article. Summarize text that is intriguing, puzzling, or moving,|the world around you. How do you “feel” about what you read? What ideas does |

|or which connects to a previous entry or situation. Note |the reading stimulate? How does it relate to the learning objectives indicated |

|vocabulary and major concepts. |for the unit? How does it impact you as a scholar/activist? Metacognition: |

| |Examine how you’re “thinking” about this topic? Why was that your first |

| |reaction? After reflection, how might you broaden you perspective? |

|1. Equiano |1. Equiano |

|The main point of this article was to show from a first person |I see this similar situation were facilities are created to hold our black |

|point of view; the life and journey of how the slave trade was |people and are filled over capacity and have poor living conditions. I call |

|and the way it worked. When the Africans were on the boat and the|this place jail, more and more are being created everyday. Then when you go to |

|way conditions that they lived in was very touching. Even when |jail it’s also a form of hidden slavery where they make you work along side |

|the slaves would jump over board the boat to commit suicide to |roads and other places to do work. This work should be the responsibility of |

|escape the white men. |the state or city like the crops were property of the slave master. I feel sad |

| |to see how humans were treated so wrong just because the color of there skin or|

|2. Shaping of Black Culture |the place they lived. When we all were created the same way just in different |

|Of this reading the main point that I grasped and stood out was |places. It really doesn’t stimulate me at all just a little sad because I |

|that “The African influenced American slavery in a number of |couldn’t help those people. These readings are great for the set of objectives |

|ways.” That is very un clear to me how Africans are at fault for |like in week. Which both objectives deal with culture, and the way people live |

|being kidnapped. Major concept was that there were more than one |such as living conditions. As an activist I would love to educate blacks on the|

|type of slave and depending on how you became one you could be |past and show them how we are still being put in this situation but in a hidden|

|free or not be sold. |way which is jail. I know racism is wrong but after reading how they treated |

| |people of innocence especially children makes me think why cant we do the same |

|3. The Slave Auction |back to them and shape their culture like they did ours. The way I’m thinking |

|This who poem created the scene in the reader’s head of what an |is quick and ill tempered but this is how the reading makes me feel |

|auction looked like from the slaves being sold to the family | |

|losing someone. The major concept was the children being sold. |2. Shaping of Black Culture |

| |I guess I would say this is true about blacks influencing slavery. Just like in|

| |the above paragraph, blacks do things and whites use that as a way to get them |

| |in jail and use them for service. So I would say blacks influenced the out come|

| |of them going to jail or not. I feel that it was not true back around those |

| |times because how could they influence slavery when they were poor and could |

| |barely feed themselves. Unlike today we have money and goods that we can use to|

| |go places and do things. For example using money to buy drugs and reselling it |

| |for a higher profit would be influencing the person to go to jail. Not just |

| |living like they did in Africa. These readings are great for the set of |

| |objectives like in week. Which both objectives deal with culture, and the way |

| |people live such as living conditions. I feel as if I can’t do anything about |

| |our young people falling for this brighter future for the white race by locking|

| |them all away. Because they are ignorant to their past and the way the world is|

| |going. I am thinking as if I were in some of those peoples shoes how I would |

| |not fall into there plan/glory hole. |

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| |3. The Slave Auction |

| |This is an example of basketball and the way they give endorsement deals to the|

| |players to be on there team. But its reversed and you are being paid for your |

| |work. But if you don’t do what they say they will find away to take all of what|

| |they gave you away like if you didn’t cooperate a slave. This can be seen |

| |happening to Mike Vick, Pac man Jones and a host of others blacks being bought |

| |buy record companies and franchises to perform a certain task for them. I give |

| |my heart out to the families that have to stand there and watch there children |

| |being sold off as if they were a product. These readings are great for the set |

| |of objectives like in week. Which both objectives deal with culture, and the |

| |way people live such as living conditions. I really can say I was thinking too |

| |much about when reading this exert because it is too short. |

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Double-Entry Journal - Weekly Homework

|Name & Course Section: Danuel James 07 |

|Week: 10 |

|Reading / Viewing Assignment: The Rise and fall of Jim Crow; If we must Die. |

|Date: |

|Understanding/Note taking: Identify thesis and main points of |Interpretation/reflection: Connect notes from the left side to yourself and to |

|article. Summarize text that is intriguing, puzzling, or moving,|the world around you. How do you “feel” about what you read? What ideas does |

|or which connects to a previous entry or situation. Note |the reading stimulate? How does it relate to the learning objectives indicated |

|vocabulary and major concepts. |for the unit? How does it impact you as a scholar/activist? Metacognition: |

| |Examine how you’re “thinking” about this topic? Why was that your first |

| |reaction? After reflection, how might you broaden you perspective? |

| | |

|If we must die |If we must die |

|The way we died back then was vulgar and unjust. Accursed is an |Common foe? What did the author mean by this? Was he talking about our |

|unfamiliar word in my vocabulary but according to the context |ancestors or others that are of our predecessors? How can we honor our selves |

|clues I interpret the word. The word seems like it was talking |when we are dead? A lot of things in this poem didn’t make sense to me but it |

|about whites making their mark at our home land which they use |still was a great poem to show the pain and hurt blacks felt toward the |

|accursed. |execution of our fellow African Americans. |

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|The Rise and Fall of Jim Crow |The Rise and Fall of Jim Crow |

|Integrated schools, Brown vs. Board of Education all are a thing |Slaves were considered property, not people but thanks to the 13th, 14th, and |

|in my past that I appreciate. If it wasn’t for Charles Hamilton |16th amendment that all men were considered equal, and given the right to vote.|

|Houston how would my education be, is all I can think about. |The NAACP was started and was the start of a black coalition that focused on |

| |equal rights of blacks. This movement led to the continued unjust treatment of |

| |blacks by lynching. After Houston’s death his movement was continued and is |

| |not history to all African Americans because he has set the tone of out future|

| |and past. |

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Double-Entry Journal - Weekly Homework

|Name & Course Section: Danuel James 07 | |

|Week: 11 | |

|Reading / Viewing Assignment: The Atlanta Exposition Address and | |

|The Talented Tenth | |

|Date: 11/31/2008 | |

|Understanding/Note taking: Identify thesis and main points of |Interpretation/reflection: Connect notes from the left side to yourself and to |

|article. Summarize text that is intriguing, puzzling, or moving,|the world around you. How do you “feel” about what you read? What ideas does |

|or which connects to a previous entry or situation. Note |the reading stimulate? How does it relate to the learning objectives indicated |

|vocabulary and major concepts. |for the unit? How does it impact you as a scholar/activist? Metacognition: |

| |Examine how you’re “thinking” about this topic? Why was that your first |

|The Atlanta Exposition Address |reaction? After reflection, how might you broaden you perspective? |

|The main points were to let the white race in the south know what| |

|the blacks could do for them if given the chance. But if they |The Atlanta Exposition Address |

|continue to leave blacks ignorant and inexperienced then the two |I see Barack Obama as the new era Washington. The way he gets up in front of |

|races will continue to be separate as the fingers , and not one |crowds and addresses several issues people have been wanting to hear about , |

|as the hand in all things essential to mutual progress. A |like George Bush’s wrong doing in office. Obama is the hope blacks are excited |

|puzzling situation to me was after Washington gave his address at|about just like Washington was when they all wanted to shake his hand after |

|the exposition and returned to his the city and the men wanting |the his speech. I liked selection because it reminds me what our race has been |

|to shake his hand. Were the men black or white, or both? If so |fighting for, for so long and its finally in reach. The idea of me being able |

|then it meant they respected what he said at the address. They |to get a top notch job and not be categorized since Obama made it this far, |

|may have been waiting for someone to speak on that topic as |shows racism is no so bad and maybe a thing of the past. Washington tries to |

|Washington had done. |get whites to understand the AA culture and his speech is political and |

| |challenges the social aspects of both races. He talks about AA condition in the|

| |white world. This impacts me by wanting to fight harder for what I want and die|

| |doing that even if I don’t get the chance, maybe someone in the future will get|

| |that spot I fought for and died. I’m thinking like a demarcate which is for the|

| |people. I was glad to see the president was on his side after the speech. |

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Double-Entry Journal - Weekly Homework

|Name & Course Section: Danuel James 07 |

|Week: 12 |

|Reading / Viewing Assignment: “Ballot or the Bullet’; “Letter From Birmingham Jail”; Bullet Holes in the Wall” |

|Date: November 07, 2008 |

|Understanding/Note taking: Identify thesis and main points of |Interpretation/reflection: Connect notes from the left side to yourself and to |

|article. Summarize text that is intriguing, puzzling, or moving,|the world around you. How do you “feel” about what you read? What ideas does |

|or which connects to a previous entry or situation. Note |the reading stimulate? How does it relate to the learning objectives indicated |

|vocabulary and major concepts. |for the unit? How does it impact you as a scholar/activist? Metacognition: |

| |Examine how you’re “thinking” about this topic? Why was that your first |

| |reaction? After reflection, how might you broaden you perspective? |

|Ballot or the Bullet |Ballot or the Bullet |

|The main point of this article was to express the importance of |I don’t agree with X when he was saying how blacks make their own neighborhoods|

|blacks to vote for the officials from their community and not |slums. If there aren’t any black owned business too patronize then where else |

|some fake Republican or Democrat (Dixiecrat). Who acts like he is|will they get what they need to survive. From the white man which gives them no|

|for the community but really isn’t, just looking for their vote. |other choice. This reading makes me see how important the black vote is and how|

| |easily I placed my vote in this year’s election without thinking what our |

|Letter From Birmingham Jail |ancestors did to get us that right to vote. The 13 objective is not very clear |

|This was focused on MLK’s views on a lot of things that he came |in this reading but the other two talking about governments which is what the |

|to Birmingham to do and the things they thought he was there for |whole document deals with and how we should vote. Professional issues in the 14|

|but was not the truth. |objective also I a good relation to politics. This makes me take my voting |

| |rights moor serious than I have in the past. My thoughts are very mixed right |

|Bullet Holes in the Wall |now on whether I should claim any political party with X saying they both are |

|Revolt that happened at A&T was a struggle for racial and social |against the black man. |

|justice here, and every where else in the world. As seen in the | |

|presentation by Claude Barnes the revolt started only because of |Letter From Birmingham Jail |

|a student not being able to run for a school student body |“Oppressed people can’t be oppressed for ever” was probably something that MLK |

|government position. |saw happening in the future. What I think he meant by that was that black |

| |people will be on top one day. Like now with the upcoming president Obama, |

| |black people have finally come from under that rock and without the violence |

| |that MLK thought would do it for our people. This shows me that a bright future|

| |and a big dream is in reach for anybody regardless of race or color of your |

| |skin. Objective 13 talks about celebration of the human condition is a great |

| |objective when MLK said he came to Birmingham to try and get whites to see |

| |justice. My continuous readings of these articles that are from our past are |

| |creating a simple hatred for anybody who believes or believed that treatment of|

| |people according to the color of your skin is ok. |

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| |Bullet Holes in the Wall |

| |Several roles where played in the revolt at A&T. Claude Barnes who is a current|

| |professor at our university gave several names that are significant in the |

| |revolt. He called it Phase III- Black Power. The revolt was for the unjust |

| |treatment of black in their community, like Sandra Mae Benton who was thrown |

| |off a bus and beaten then taken to jail because she wanted to sit in the front |

| |of the bus. This then inspired the revolt but the famous Greensboro Four. |

| |Willie Drake who was the SGA President at the time of the revolt died last year|

| |who was a vital source for the complete story of what happened. Claude Barnes |

| |was one of the main advocates in the revolt, who was at the time a junior at |

| |Dudley High School. He started a picket for his seat in the student body |

| |government which he won but could not take do to his race. This reading |

| |stimulates the idea that our school is a mark in history and a bookmark in the |

| |book of revolts that took place during phase III to get blacks the rights we |

| |have today. Objective 15 was strong in this one when talking about social |

| |economic inequality. This whole article is based off of social inequality. |

| |After this reading I can let other students know the significance of the events|

| |that took place on our campus that gave way to our/their future. |

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