DESIGNING CURRICULUM THROUGH
INTEGRATION
Tina Jordan, Boatomo Mosupyoe, Toni Tinker, Jerry L. Blake
PAN AFRICAN
LEARNING COMMUNITY
DESIGNING CURRICULUM THROUGH
INTEGRATION
© EOP Learning Communities
6000 J St.
Sacramento State University
Sacramento, CA 95821
Phone 916.278.6183 • Fax 916.278.5491
Table of Contents
INTRODUCTION ....................................................................................................................... 1 ABOUT THE PAN AFRICAN LEARNING COMMUNITY ...................................................................................1 OBJECTIVES ........................................................................................ ERROR! BOOKMARK NOT DEFINED. MODULE 1:.............................................................................................................................. 2 THE EDUCATIONAL GAP: TO WHAT EXTENT IS THE AMERICAN EDUCATIONAL SYSTEM SIMILAR TO APARTHEID?...2 THE PURPOSE OF THIS INTEGRATIVE ASSIGNMENT:....................................................................................2 DISCIPLINARY GROUNDING: .................................................................................................................2 MODULE 2:.............................................................................................................................. 3 NON STANDARD DIALECT: WHAT IS BLACK ENGLISH? ..............................................................................3 THE PURPOSE OF THIS INTEGRATIVE ASSIGNMENT:....................................................................................3 DISCIPLINARY GROUNDING: .................................................................................................................3 MODULE 3:.............................................................................................................................. 4 GENDER ROLES AND ADVERTISEMENT: IS IT STILL A MAN’S WORLD? ............................................................4 THE PURPOSE OF THIS INTEGRATIVE ASSIGNMENT:....................................................................................4 DISCIPLINARY GROUNDING: .................................................................................................................4 ASSIGNMENTS......................................................................................................................... 5 ASSIGNMENTS 1‐THE GAP IN EDUCATION: .............................................................................................5 Jordan: Apartheid in America .....................................................Error! Bookmark not defined. Blake: The Gap (CNN Video documentary of Shaker Heights High school) ..............................7 Mosupyoe: Soweto Explodes (I am not sure of what title she was using)Error! Bookmark not defined. Tinker: Leadership, ownership, and responsibility ..................................................................9 ASSIGNMENTS 2‐NON STANDARD DIALECT ...........................................................................................13 Jordan: Gender roles and the double standard ..........................Error! Bookmark not defined. Blake: “Riding in Redrica’s Hood”… An original play and Ebonics discussion .........................15 Mosupyoe: Soweto Explodes ..................................................................................................16 Tinker: Non‐standard dialect‐“Is it accepted in ACADEMIA?” ................................................17 ASSIGNMENTS 3‐GENDER ROLES ........................................................................................................19 Jordan: The Double Standards in Gender Roles ..........................Error! Bookmark not defined. Blake: Gender Roles in Commercial Advertisement................................................................22 Mosupyoe: ..............................................................................................................................23 Tinker: Gender Roles and Advertisement...............................................................................24 ACTIVITIES/ATTACHMENTS.................................................................................................... 25 RIDING IN REDRICA’S HOOD: THE “PLAY” ON EBONICS ............................................................................25 C U R R I C U L U M
I N T E G R A T I O N
Introduction
About the Pan African Learning Community:
Pan-Africanism is a movement of solidarity among the nations of Africa, most particularly Black
Africa. The Pan-African perspective is one of common cause with citizens of other African nations,
as a result of shared history and shared struggle against a number of threats and challenges, among
them such as racism, white supremacy, slavery, colonialist exploitation, neocolonialism, and
imperialism.
The community consists of a cohort of classes including: Freshman Seminar (ETHN 21),
Introduction to Pan African Studies (ETHN 70), a basic writing (LS15) course and a group tutorial for
the ETHN 70 (LS39B). As a participant in this exciting EOP learning community, students build
community and develop goals in an environment with other students of similar backgrounds such as:
family upbringing, cultural values, socio-economic status and educational experience to foster longterm academic and career success.
This learning community extends from the fall Ethnic Studies 21 course (Freshman Seminar)
through the spring Ethnic Studies 98 course (Transitions). In the fall courses, students develop and
exercise fundamental learning strategies to improve basic learning skills. In the spring students
develop skills needed for career goals, academic writing and personal transition into college.
Through these courses, which includes class activities such as research projects, interviews, cocurricular activities, EOP program activities and individual counseling appointments; these students’
experiences should result in them reaching their goals academically and professionally.
Objectives
On completion of this learning community experience students will:
•
Demonstrate an understanding of how the Pan African experience constitutes a specific
ideology and explain how that ideology interacts with other ideologies within the United
States and throughout the world.
•
Demonstrate an understanding of the contemporary issues and arguments concerning the
role of race, class, music, and gender in Pan African Thought.
•
Demonstrate an understanding of how to effectively write academic language in the context
of the University setting.
•
Introduce students to the skill sets needed to write effective and well organized college level
expository essays.
•
A better understanding of the philosophy and history of higher education and the CSUS
mission, the relationship of education to personal development, and the significance of the
teaching and learning process.
[Pan African Learning Community, 2007‐2008 Page 1 Module 1:
The Educational Gap: To what extent is the American Educational System Similar to
Apartheid?
The purpose of this integrative assignment is to:
Teach first-year students about the educational disparities that often effect students of color in the
United States and compare these disparities to those in South Africa’s historical Bantu educational
system. Students will learn whether these inequities are similar, and to what extent do many
students in America experience institutionalized racism. In each discipline, students will participate in
relevant activities to foster critical thinking and to evaluate two educational systems. Primarily, this
integrative assignment is to help students reflect, evaluate and write about the problem and some
possible solutions to the educational achievement gap among students in the United States.
Disciplinary grounding:
In the general education (GE) course Pan African Studies, freshmen will not only closely study and
become grounded in the historical foundation of the Bantu educational system, but students will also
be grounded in the ideology of Pan Africanism and how black South African students fought to
become educated during the odious system of Apartheid. Primarily, through text and lectures,
students will learn to identify and evaluate how an oppressive system failed to address the needs of
its native black students.
In the GE course Freshmen Seminar, students will be grounded in some aspects of American
sociology. They will lean about the economical and social implications for African American students,
who are inadequately educated in the public school system. Through film and text that provide
concrete examples of how some students are treated in America, the learning community will be
encouraged to compare ideas and examples to determine if these behaviors can be identified as
institutionalized racism in public schools which in some cases may be similar to how students were
treated in South Africa during Apartheid.
In the remedial non GE Learning Skills, (LS15) Reading and Writing Course, students will learn
how to evaluate and integrate several sources, including the shared Pan African text, Soweto
Explodes, the Beginning of the End of Apartheid. Students will then be guided to develop a threepage expository essay, drawing upon information presented in their GE courses. A final writing
project will be to synthesis information that explicitly connects their ideas from each of the courses.
The 39b tutorial will allow first-time college students to practice and develop metacognitive reading
and writing strategies. Students will receive direct instruction in how to extrapolate and integrate
information from a variety of assignments from all three courses within the learning community. This
tutorial provides students with additional support in skill building activities.
[Pan African Learning Community, 2007‐2008 Page 2 Module 2:
Non Standard Dialect: What is Black English?
The purpose of this integrative assignment is:
To teach students the difference between standard and non-standard English dialect and how
speech and writing effects communication in the academic community and among social classes.
Students will become aware of the origins of the nonstandard dialect known as African American
Vernacular English and how through history and research it is proven to be a rule governed linguistic
system that should be valued and respected just as students’ cultural and social backgrounds are
valued in the academic community. The overall assignment question is: Is speaking a nonstandard
dialect an issue in society?
Disciplinary grounding:
In the general education (GE) course Pan African Studies, freshmen will study the types of
languages in Africa and how those languages historically effect people in certain regions of Africa
and the role of Music in the development of Pan Africanism, including a Videos: Amandla, Hip-Hop
as an Expression of Liberation of The Pan African Movement in the United States.
In the GE course Freshmen Seminar course, students will learn how language affects people
politically and socially. In addition this class will into the Oakland School Board’s Description of
Ebonics and analyzed and discussed an original play written by Blake… “Riding in Redrica’s Hood.
In the non GE Learning Skills, (LS15) Reading and Writing Course, will learn the types of
rhetorical reading, and writing and linguistic forms of non standard dialect. Students will learn how to
evaluate and integrate several sources that are related to standard and non-standard dialect.
Students will write a culminating academic essay that requires them to explain to what extent should
speaking and writing standard English should be requirement in the United States.
The 39b tutorial will allow first-time college students to practice and develop metacognitive reading
and writing strategies. Students will receive direct instruction in how to extrapolate and use
information from a variety of assignments from all three courses within the learning community.
[Pan African Learning Community, 2007‐2008 Page 3 Module 3:
Gender Roles and Advertisement: Is it still a man’s world?
The purpose of this integrative assignment is:
To teach students about how gender plays specific roles in societies and how some of these roles
have changed over the years. Specifically, students will learn how women’s roles have evolved
throughout history and how most women currently participate in the workforce, but are still only
seen as objects or symbols of beauty by many in the United States. The overall focus of this
assignment is for students to explore how women are viewed and valued globally. In addition,
students will examine this problem and further evaluate the inequality between genders.
Disciplinary grounding:
In the general education (GE) course Pan African Studies, freshmen will examine the role of race,
class and gender in the development of Pan Africanism. Moreover students will look at how specific
political, religious and cultural methodologies and ideologies develop from Pan African Experience
and thought as it relates to gender movements within the Diaspora.
In the GE course Freshmen Seminar courses, students will learn about gender roles in commercial
advertisement and how some women are viewed in today’s society. Students will be grounded in
communication and sociology while focusing on objectification of women in society.
In the in the non GE Learning Skills, LS15 Reading and Writing Course, students will learn how
to write an expository essay on the inequality of gender roles. Moreover, students will read
expository articles and learn how women are described compared to men in media. Students will
examine how women and men are treated differently and how women are degraded in the political
field.
[Pan African Learning Community, 2007‐2008 Page 4 Jordan: Apartheid in America
Assignments
Readings
1. Soweto Explodes, the Beginning of the End of Apartheid
2. “Higher Education Gap May Slow Economic Mobility” by Eric Eckholm
3. “Tests show racial achievement gap- state results shed new light on wealth vs. poverty debate”
By Laurel Rosenhall, Sacramento Bee
4. “Educators seek solutions to diversity’s challenges” by Laurel Rosenthal
5. “Cosby remarks spark Cultural give-and-take” by Stephen Maganini
Assignments 1-The Gap in Education:
Most people fail to understand the American educational system is relatively similar to the Bauntu
structure of education that plagued South Africa for so many years. This destructive Apartheid
system was designed to be sufficient enough to allow African students to be only employed in low
paying jobs. Students of color were not offered the same educational opportunities as white South
African students from affluent families. The structure was inferior and racist and produced
inadequately prepared students.
Likewise in the United States, African-American and Latino students lack the skills necessary to
function productively in society because of institutionalized racism. For African Americans, students
are behind in their skill levels in reading and writing compared to white students. They cannot
compete in the workforce today. We should not blame parents as Bill Cosby says. Instead we
should place the blame on the racist educational system in America. We need to wake up to the
reality that our educational system is Apartheid all over again.
Daniel Adam, Principal of Elk Hill High
School
Explain Adam’s position in your own words and discuss the extent to which you agree or
disagree with at least two of his arguments. Support your position, providing reasons and
examples from your own experience, observations or reading. Be sure to refer to at least two
of the readings you were given to prepare for the assignment. Also include supporting ideas,
explanation and/ or quotations about the Apartheid system from your class text Soweto
Explodes.
[Pan African Learning Community, 2007‐2008 Page 5 Overall observation and reflection of the assignment:
This writing assignment was closely aligned with other disciplines within the community; students
were assigned a joint textbook Soweto Explodes. Students were able to draw from the curriculum
both in Pan African Studies and in their Freshmen Seminar class in developing the essay
assignment in the writing course. Many used examples from the text and learned how to use
historical events to compare current issues in the American educational system. The film that
students watched in their Freshmen Seminar course was extremely helpful in giving students a
visual of what happens in some public schools in America today. In their first drafts, many students
had a difficult time making specific reference such as including titles and author’s names, explaining
the necessary background of an example, or providing the appropriate documentation of all outside
sources. However, integrating ideas of others and the appropriate documentation is a task that many
basic writers struggle with during their first year. Students need at least three drafts to discover how
the skill of integration from other disciplines works in writing an essay. In evaluating students’ work
for this particular assignment, I learned that they will need to see well-written models so that it is not
a mystery when it comes to integrating ideas and examples from several sources and courses.
[Pan African Learning Community, 2007‐2008 Page 6 Blake: The Gap (CNN Video documentary of Shaker Heights High school)
“The Gap”, 50 years after Brown versus the Board of Education
What is the responsibility of Black America?
1. Purpose of the assignment: To give students the opportunity to see what others are experiencing
in the realm of higher education. I wanted to students to hear from other students some of the
realities of the educational divide and what they can do about it.
2. Describe the question or issue: The issue is that there is a disparity in the educational resources
and support that Black students receive in contrast to the support that white students receive
and how it affects their academic success in college.
3. Describe the assignment itself: Students went online and linked to a video stream of “The Gap”,
a documentary aired by CNN. They viewed the entire video and came prepared for an in-class
discussion and journal writing entry following the discussion.
4. Describe the disciplinary grounding: Students were to reflect on their past experiences in High
school and compare their experiences to their classmates. A component of the disciplinary
grounding for the assignment was an audio clip of Bill Cosby as he talked about his perspectives
on the current state of “Black America”. There was a journal written for that assignment along
with a discussion. Students were encouraged to reflect on Cosby’s views as it compares to the
gap in education.
5. Describe how students were helped to develop the disciplinary grounding: We listened to audio,
and watched the video. We then divided the class into a debate setting of two groups and
students were allowed to “argue” their viewpoints. Afterwards, broke the class up into small
discussion groups and further shared their views.
6. Describe what you noticed about students’ work: I noticed that the students were very closely
divided on the issue of responsibility. Some felt that it was the responsibility of the student
themselves; others placed a significant amount of blame on the institution and parents. The
debate became heated at points and the small groups resulted in serious and “focused”
discussions.
7. Describe your reflections and general assessment of the work: Overall, I think it was a great
process. Students were able to share and hear varying views in regards to the education gap
among Black America. The video stream was an effective tool to solicit input and conversation. I
think it was very helpful for the students to see and hear from other students when dealing with
these types of issues. Also, I think being able to view other students in a “professional” and
academic manner had a significant impact on the way they responded during the debates.
[Pan African Learning Community, 2007‐2008 Page 7 Mosupyoe: The Gap in Education-Apartheid system (Lecture series)
The Slave vs. the Enslaved African
How did colonizers over come various African Nations in South Africa. How did these actions
perpetuate future actions in relation to Apartheid?
1. Purpose of the assignment: To provide students with an understanding of how specific
political, religious and cultural methodologies and ideologies develop from Pan African
Experience and Pan African Thought
2. Describe the question or issue: To provide students with a relevant understanding of the precolonized South Africa.
3. Describe the assignment itself: Lecture
4. Describe the disciplinary grounding: Pan African studies take an inter-disciplinary approach
to understanding African/and African-American culture, language, and historical and
contemporary issues.
5. Describe how students were helped to develop the disciplinary grounding: Students are
encouraged to explore their disciplinary grounding through lectures, group discussions, inclass writing assignments and reflection.
6. Describe what you noticed about students’ work: Students displayed a range of weaknesses
in the following areas: critical thinking skills, analytical skills and writing abilities. Students
lacked an understanding of the African perspective and culture.
7. Describe your reflections and general assessment of the work: Students began to have a
broad understanding of topical areas such as slavery, colonization, and the beginning of the
Apartheid System in South Africa. Lectures and classroom discussions provided students
with a deeper understanding to the connections that African and African Americans share.
[Pan African Learning Community, 2007‐2008 Page 8 Mosupyoe:
The Roles of Class and Gender from a Pan-African Perspective.
How does gender play a role within Pan African Thought and experience?
1. Purpose of the assignment: Demonstrate an understanding of the development of gender
movements within the Pan African Thought.
2. Describe the question or issue: Students are asked to understand how gender issues play a
role within Pan African Thought and experience?
3. Describe the assignment itself: Lecture and classroom discussion
4. Describe the disciplinary grounding: Pan African studies take an inter-disciplinary approach
to understanding African/and African-American culture, language, and historical and
contemporary issues.
5. Describe how students were helped to develop the disciplinary grounding: Through lecture
and discussion students are encouraged to critically think and discuss the topics relating to
the Origin of Pan African Ideas, The Role of Churches and Women, The Role of Class and
Gender. Students are also asked to consider the roles of Ethiopian and Zionist Churches in
Pan Africanism and how they influence gender roles in Africa.
6. Describe what you noticed about students’ work: Students understanding of African thought
and gender roles increased. Students began to engage in deeper and more complex
conversations on race, class and gender in both Africa and the United States.
7. Describe your reflections and general assessment of the work: Student’s summary journals
and classroom discussions clearly became more enriched with academic vocabulary and
content based vocabulary. Lectures and classroom discussions were an overall success in
heightening student’s awareness of Pan African concepts.
[Pan African Learning Community, 2007‐2008 Page 9 Non-Standard Dialect- Is it acceptable to use in Academia?
Purpose of the assignment: To give students an understanding of how non-standard dialect is
perceived with in western education.
Describe the question or issue: Non-Standard Dialect- Is it acceptable to use in Academia?
Describe the assignment itself: Lecture, videos and classroom discussion
Describe the disciplinary grounding: Pan African studies take an inter-disciplinary approach to
understanding African/and African-American culture, language, and historical and contemporary
issues.
Describe how students were helped to develop the disciplinary grounding: students are encouraged
through series of lectures, videos and classroom discussions to deepen students awareness of the
dialectal issues that African/ and African-Americans faces when confronted with western education
system.
Describe what you noticed about students’ work: The topic of Black vernacular resonated with the
students. Students showed an interdisciplinary understanding of the question from the beginning of
this particular lecture series. Student’s prior knowledge and lived experiences allowed for a free and
well engaged classroom conversation. Through this lecture topic a heighten sense of the shared
experiences of African and African Americans was understood by the class.
Describe your reflections and general assessment of the work: Lectures on language and academics
are great way to invite students to discuss Pan African experiences. Students are able to draw from
a number of American educational experiences to connect to the African educational experiences.
[Pan African Learning Community, 2007‐2008 Page 10 Tinker: Leadership, ownership, and responsibility- Pre Apartheid
Assignment Title: Understanding the History of Pre-Apartheid South Africa: Role Playing
Authors: Toni Tinker, Boatomo Mosupyoe, and Tina Jordan
Institution: ELL strategies, and English tutoring strategies
1. The purpose and goals of the Pan African learning community is to give students an
understanding the history and current issues of African decent people throughout the world,
fostering leadership and community building skills, provide peer tutoring/mentorship for
students, the importance of strong English skills
2. Students are encouraged through the act of role playing to understand the colonization of
South Africa. This assignment also gives students the perspective of different participants of
colonization.
3. How did colonizers over come various African Nations in South Africa? How did these
actions perpetuate future actions in relation to Apartheid?
4. This assignment takes 3 class sessions to complete.
Class session 1
Students are divided into several groups. Each group is given a group and a set of
problems/barriers that was faced by the real groups
Groups
1) The Zulu Nation
2) The Xhosa
3) Dutch & German Europeans
Within each group several leaders are established. Based upon their readings and lectures,
each group must role play with each of the other groups on how they will deal with the issue
of colonization in South Africa. A strategy must be created and written down in each group.
This portion is designed to integrate African history, note taking, time management, and
collaborative learning.
Class session 2
This portion of the role playing game is based on the game Risk.
Students must use their strategies to make strategic moves to better their group. Students
must also keep in mind the history of how each group reacted and make moves accordingly.
Students continue this role playing by creating treaties; historical documentation etc. based
upon what they have learned and what they believe will help their group.
[Pan African Learning Community, 2007‐2008 Page 11 This game is played until the participants get to the colonization of South Africa.
Class session 3
Students are asked to reflect upon their experiences, asking themselves such questions as:
what could they have done differently, what would be done the same, what do you now
understand better as result of this role playing activity?
5. Students are utilizing their knowledge from courses in: Pan African studies, English and
Ethnic 21.
6. Smaller assignments and discussions relating to reading and writing in academic language
were addressed in Pan African studies.
7. Students demonstrated the ability to articulate their understanding of racism, historical facts
pertaining to South African colonialism and apartheid, as well as a noticeable improvement in
the content areas of their writing assignments.
8. This assignment worked well to prepare students for future lectures in their Pan-African
course as well as their English course. Students were able to gain a real life perspective of
how historical events played out from many different perspectives. The use of time
management, critical thinking and reflection were key lessons learned. I would like to spend
more time on having students develops questions based on their reflections.
[Pan African Learning Community, 2007‐2008 Page 12 Jordan: Non-Standard Dialect vs. Standard English
Assignments
Readings
1.
2.
3.
4.
“A language barrier that should fall” by Marco Breton
“What Wrong with Black English” Rachel L Jones
“Mother Tongue” by Amy Tan
Slang Dictionary Communication Arts and Sciences Berkeley High School
Pre-Reading Activity
What is non-standard dialect? Instruct a few students to write nonstandard sentences on board, and
the rest of the class will identify why they are nonstandard English sentences. Students also identify
as they read thesis, examples and author’s conclusion in all articles.
Examples:
What are the authors’ claims?
Are there claims that are not adequately supported?
Have any arguments been left out?
How does the author appeal to our emotions?
Students write a summary and response to “What’s Wrong with Black English” by Rachel Jones.
Visiting CSUS English lecturer English, Hiliary Harvey will discuss concepts surrounding African
American dialect and its linguistic features: How is this dialect governed by its own rules?
This assignment helped students to understand the usage of dialect in academic writing and how
they can use both standard and non-standard dialect when appropriate (see attached assignment.)
Students then were instructed to demonstrate their ability to integrate sources within a three-page
expository essay.
Speak the way you want: Standard English is unnecessary-Assignment II
We are Americans, and we should be able to speak and write in any way we choose. As a favorite
radio personality I meet people who are hard working and don’t need to be pushed into learning
standard English to survive. And if we are true Americans, we should not discriminate against those
who don’t speak standard English well.
Many immigrants who come to America easily find a job and live the dream that they desire, and
their broken English or nonstandard dialect does not hamper their careers in any way. They can do
their jobs effectively, without speaking standard English. Recently, I met a lady who arrived from
Mexico six-years ago, and she owns a successful cleaning service and communicates without
speaking “proper” English. She probably makes more money than I do, and when she needs to
conduct serious business about her property or bank accounts, she uses her daughter as an
interpreter. To me that “speaks” to achieving the America dream.
Through African-American vernacular, children, parents and their peers stay connected as a people.
Their language is closely connected and embedded in their culture. However, many educators
[Pan African Learning Community, 2007‐2008 Page 13 believe that children should be forced to speak only standard English in order to do well and be
accepted in our society. Surely, we should not denigrate the language of this group of people.
This is America. We cannot judge people by the way they talk. Our status is not determined by our
speech. After all, if people get their point across, nothing else matters.
DJ,Davey Bee,
103.5 The Bomb!
Explain Davey Bee’s position and discuss the extent to which you agree or disagree with his
arguments and conclusion. Support your arguments relating to his position, providing
reasons and examples from your experience, observations or readings. Be sure to refer to at
least two of the readings you were given to prepare for this assignment.
Overall observation and reflection of the assignment
This assignment was the most rewarding one since it helps students to learn about their language
and culture, and how both are closely connected. Students were able to develop their essays based
on what they learned in both Pan African studies and Freshmen Seminar. Many learned about the
different dialects of Africa and were able to articulate in writing how dialects are connected to a
person’s identity and culture. Bringing in a linguistics specialist helped students to see how the
nonstandard dialect of African Americans is not inferior to those who speak standard English but is
different dialect. This assignment was also away to make students aware of their own language
usage in writing. Showing students how language can be used to achieve writing success in the
academic community helped to increase student confidence. In retrospect, basic writing students
need direct instruction both in developing academic language in their essay and in drawing from
other sources to integrate ideas from their GE courses. It would be ideal for instructors to at least
teach one class session together so that students see how professors work in collaboration to
achieve one integrative assignment.
[Pan African Learning Community, 2007‐2008 Page 14 Blake: “Riding in Redrica’s Hood”… An original play and Ebonics discussion
“Riding in Redrica’s Hood”, An original play on Ebonics
What’s wrong with the way I talk?
1. Purpose of the assignment: To give students an opportunity to discuss the issue of Ebonics
and language in a fun, yet thought provoking way.
2. Describe the question or issue: The issue surrounds the Oakland school board views on
“Black English” or “Ebonics”. There continues to be debate on the validity or importance of
black vernacular.
3. Describe the assignment itself: Three volunteers were solicited to serve as actors for the
play. I served as the narrator to ensure that the play flowed accordingly. I encouraged the
students to have fun with it and to get into the characters they were portraying. After which
we discussed a reading on the issue.
4. Describe the disciplinary grounding: Students were given in advance readings regarding the
Oakland School board and Ebonics. They also received articles on Ebonics and Black
Vernacular before the activity.
5. Describe how students were helped to develop the disciplinary grounding: We read about
Colloquialisms and slang and its usage in speech. We also talked about how language has
transcended throughout history.
6. Describe what you noticed about students’ work: I noticed that the student actors were a bit
“shy” at first or felt like that it was “childish”, however as we progressed, they got more into
roles and started “becoming the characters”. I noticed in the later journal writings that a
number of students made comments regarding how they were taking more care not to “write
how they speak.”
7. Describe your reflections and general assessment of the work: This was a fun activity for
them while at the same time challenging their ideals and values of language. The issue of
“code-switching” was introduced to them. Some struggled with dealing with that in the sense
of not wanting to lose their identity or “selling out”. Being themselves was important to them,
however, writing more “academically” seemed intimidating to some of them.
[Pan African Learning Community, 2007‐2008 Page 15 Mosupyoe:
Non-Standard Dialect- Is it acceptable to use in Academia?
Purpose of the assignment: To give students an understanding of how non-standard dialect is
perceived with in western education.
Describe the question or issue: to give students an in-depth understanding of the language system
in South Africa and how there was a need by the South African government to rid the country of all
African dialects. Students are then instructed to make comparisons to the American education
system.
Describe the assignment itself: Lecture, videos and classroom discussion
Describe the disciplinary grounding: Pan African studies take an inter-disciplinary approach to
understanding African/and African-American culture, language, and historical and contemporary
issues.
Describe how students were helped to develop the disciplinary grounding: students are encouraged
through series of lectures, videos and classroom discussions to deepen students’ awareness of the
dialectal issues that African/ and African-Americans faces when confronted with a western education
system.
Describe what you noticed about students’ work: The topic of Black vernacular resonated with the
students. Students showed an interdisciplinary understanding of the question from the beginning of
this particular lecture series. Student’s prior knowledge and experiences allowed for a free and well
engaged classroom conversation. Through this lecture topic, a heighten sense of the shared
experiences of African and African Americans was understood by the class.
Describe your reflections and general assessment of the work: Lectures on language and academics
are great way to invite students to discuss Pan African experiences. Students are able to draw from
a number of American educational experiences to connect to the experiences of their African
counterparts.
[Pan African Learning Community, 2007‐2008 Page 16 Tinker: Non-standard dialect-“Is it accepted in ACADEMIA?”
Assignment Title: “Dat Dhere”: A lesson about Black English using music and poetry
Authors: Student works, Boatomo Mosupyoe, Tina Jordan, Zora Hurston, Alice Walker, Maya
Angelou, Tupac Shukur, rap artist Chingy
Institution:
1. The purpose and goals of the Pan African learning community is to give students an
understanding the history and current issues of African decent people throughout the world,
fostering leadership and community building skills, provide peer tutoring/mentorship for
students, the importance of strong English skills
2. Students are encouraged through discussions and group activities to understand and identify
the differences between Black English and Standard American English.
3. What is Black English and how is it used in media? Why or not is it used in academia?
4. This lesson is done over the course of 2-3, 45 minute class sessions:
Students are asked to form groups of 4 and 5. Students are given several pages which
consist of the following content: sentences needing corrections (these sentences reflect
sentences taken from essays, and sentences provided by the English instructor), quotes
from several books and that utilizes Black English Vernacular (BEV) and rap and media
lyrics and quotes. (Students at this point have been exposed to lectures, videos, and lectures
regarding BEV and Standard English.)
Groups are asked to discuss and select quotes or lyrics that represent BEV from sample
handouts.
Discussions about and from English, Ethnic 21 and Pan African Studies are continued and
carried over in the 39B tutorial.
Incorrect sentences are corrected as a class. This is task is done with the use of overheads.
5. Students are utilizing their knowledge from courses in: Pan African studies, English and
Ethnic 21
6. Smaller assignments and discussions were given on writing with academic language,
analyzing and discussing reading assignments from other classes
7. Students demonstrated the ability to articulate their understanding of BEV. Students where
able to identify of they used BEV, how to correct BEV and how BEV is embedded into the
media.
8. This assignment worked well to prepare students for future lectures in their Pan-African
course as well as their English Course. Students were able to gain knowledge of how BEV is
[Pan African Learning Community, 2007‐2008 Page 17 used in media, poetry and literature. Skills in English grammar and editing were reviewed as
well. Questions of why and how this can be used in K-12 classrooms was a question that
students raised; further discussions on how BEV can be used and respected would be a
logical revision to add to this assignment.
[Pan African Learning Community, 2007‐2008 Page 18 Jordan: The Double Standards in Gender Roles
Assignments 3-Gender Roles
Readings
1. “Media Coverage of Women and Women’s Issues,” by Louis Armstrong
2. “How to Be a Good Wife” from a 1950’s textbook.
3. “Women are Never Front-Runners” by Gloria Steinem
4. “The Double Standard: How Much Has Really Changed” Andrew Hacker
5. “Gender Roles and Degrading Women in America,” by Blakie
6. “Men and Women Found More Similar Than Portrayed in Popular Media”
Science Daily
Pre-Reading Activity:
Instruct students to write a list of roles and annotate next to each role which gender is more likely to
be assigned that role in society. Students form small groups to compare roles. In-class students
read, “How to Be a Good Wife” and are asked do they know any one who lives by these rules and
standards today. Then, students are instructed to annotate the article “Gender roles and Degrading
women in America,” as I conduct a think aloud activity.
Examples:
Students also identify thesis, examples and author’s conclusion in all articles.
What are the author’s claims?
Are there claims that are not adequately supported?
Have any arguments been left out? How does the author appeal to our emotions?
Students write a summary and response to “Women are Never Front-Runners.”Students are
required to cite and integrate quotations in the body of their summary. Students develop assignment
Essay 2 based on reading and film Beyond Beats and Rhythms.
Synthesize information from multiple sources to support your opinion about the roles of women in
today. Students should use readings and films from other courses to develop their essay
assignments (see attached assignment).
This assignment helped students to understand the role of women historically in America. Students
had to provide relevant experiences of how women are treated in society based on the expository
readings and personal observations. Students were able to use all other courses within the
community to develop a three page expository essay that explores their thinking on how roles have
changed. Students were able to revise the first draft based on their peer’s comments and with
another close read of all the texts, revise the assignment.
[Pan African Learning Community, 2007‐2008 Page 19 Activity Assignment III-Gender Roles:
Spring 2008
It’s a Man’s World
Instead of complaining about the inequality in our world, women should be grateful that they can
participate in the workplace and be symbols of beauty in the media. Women still want more after
obtaining the right to vote, the right to work and the right to pursue any dream they can imagine.
Can’t they see that this quest for equal power can hurt our society as a whole?
A woman’s desire to work full-time outside of home erodes the fundamental structure of the
American family. We used to have peace of mind when a woman stayed home to create a tranquil
environment for her husband and children. For instance, when I came home from school, there was
always a hot meal on the table, and my mother made sure all our family’s needs were taken care of
before she went to sleep. Unfortunately, seventy-six percent of women work outside of the home.
Women who work risk creating an unstable home, which can result in a dysfunctional family.
Women should stick to jobs that capitalize on their grace, charm and beauty and leave the tough
leadership positions for the men who can handle the power. Our presidential primary is a farce
because of Hillary Clinton who has only gotten this far in the race because of her husband Bill. As
MSNBC’s Chris Mathews suggests, “The reason she’s a U.S. senator, the reason she’s a candidate
for president, the reason she may be a front-runner is her husband messed around.” She didn’t get
this far because of her intellect. Unfortunately, this is one woman who does not know her place in
the proper scheme of things; a position as president is meant for an indomitable man.
We should all just adhere to our roles and strive to make America a more cohesive society where
everyone knows their place.
By Richard Limburger
Radio Talk Show Host
Explain Limburger’s argument and discuss the extent to which you agree or disagree
with his analysis and conclusion. Support your position, providing reasons and
examples from your own experience, observations, or reading. Be sure to refer to at
least two of the assigned readings in your essay.
Overall observation and reflection of the assignment
In writing this assignment, I took on the persona of chauvinistic radio talk show host, Richard
Limburger, who wants to return to the life style in the 1950’s when women were relegated to
secondary roles in our society. In the introduction of the prompt, Limburger asks the question, “Can’t
they [women] see that this quest for equal power can hurt our society as a whole?” And, in his
conclusion, he asserts, “We should all just adhere to our roles and strive to make America a more
cohesive society where everyone knows their place.” I expected students, especially females, to be
enraged by these ideas. One of the goals in this writing course is to get students to critically think
about others’ ideas and perhaps refute outrage ones. However, in some of students’ essays, I was
surprised by how many agreed with Limburger’s line of thinking. Many of the students resigned to
the notion that if some women don’t stay home with their children, their children will become
[Pan African Learning Community, 2007‐2008 Page 20 dysfunctional adults. However, students who used information from other disciplines did better in
supporting claims in their essay. One student used lines from Maya Angelou’s poem, Still I Rise to
integrate how women throughout history have achieved success outside of the home and still raise
their families. This student drew upon the history of women who were the focus of study in the Pan
African Studies course. If I have the opportunity to teach this assignment again, I will focus on
including direct statements from other courses’ texts as part of the prompt to encourage students to
integrate from other disciplines.
[Pan African Learning Community, 2007‐2008 Page 21 Blake: Gender Roles in Commercial Advertisement
“Gender Roles in Commercials and Advertisement
Does the way gender is projected in the media affect learning?
1. Purpose of the assignment: To allow students to see visuals of gender bias and to hear from
experts in the field from a “Male” perspective.
2. Describe the question or issue: Gender bias has plagued our society for many years. It
affects employment, income, education, entertainment and family values. How does gender
bias affect us based on academic success and status? What are its implications?
3. Describe the assignment itself: Manual Lopez of the “Men’s Program” within the Women’s
Resource Center provided a presentation for the students involving the media’s impact on
gender bias. The assignment was to view the presentation and later we would engage in
small group discussions on the topic.
4. Describe the disciplinary grounding: We read and discussed the chapter on Gender bias
before the presentation and students were given a journal entry assignment to turn in and
also to develop questions for our presenter.
5. Describe how students were helped to develop the disciplinary grounding: I worked with the
students on reading and understanding the chapter readings and answered questions. We
discussed the lecture to ensure that the students had a clear understanding of the subject
and the chapter.
6. Describe what you noticed about students’ work: The students were very surprised at the
way that both men and women were portrayed. They were shocked at the many subliminal
messages (and blatant) that were throughout many of the examples they were given.
7. Describe your reflections and general assessment of the work: It was a great activity. Mr.
Lopez provided many video, audio and still picture examples of the bias and inequities. It
was interesting to note the “surprise” the students seemed to display. It led to a very
interesting discussion, and the students really enjoyed the topic and the speaker. I would
highly recommend the activity to others.
[Pan African Learning Community, 2007‐2008 Page 22 Mosupyoe: The Roles of Class and Gender from a Pan-African Perspective.
The Roles of Class and Gender from a Pan-African Perspective.
How does gender play a role within Pan African Thought and experience?
Purpose of the assignment: Demonstrate an understanding of the development of gender
movements within the Pan African Thought.
Describe the question or issue: Students are asked to understand how gender issues play a role
within Pan African Thought and experience?
Describe the assignment itself: Lecture and classroom discussion
Describe the disciplinary grounding: Pan African studies take an inter-disciplinary approach to
understanding African/and African-American culture, language, and historical and contemporary
issues.
Describe how students were helped to develop the disciplinary grounding: Through lecture and
discussion students are encouraged to critically think and discuss the topics relating to the Origin of
Pan African Ideas, The Role of Churches and Women, The Role of Class and Gender. Students are
also asked to consider the roles of Ethiopian and Zionist Churches in Pan Africanism and how they
influence gender roles in Africa.
Describe what you noticed about students’ work: Students understanding of African thought and
gender roles increased. Students began to engage in deeper and more complex conversations on
race, class and gender in both Africa and the United States.
Describe your reflections and general assessment of the work: Students’ summary journals and
classroom discussions clearly became more enriched with academic vocabulary and content based
vocabulary. Lectures and classroom discussions were an overall success in heightening students’
awareness of Pan African concepts.
[Pan African Learning Community, 2007‐2008 Page 23 Tinker: Gender Roles and Advertisement
Assignment Title: Gender roles: From the Student perspective
Authors: Toni Tinker
Institution: tutoring strategies, discussions
1. The purpose and goals of the Pan African learning community is to give students an
understanding the history and current issues of African decent people throughout the world,
fostering leadership and community building skills, provide peer tutoring/mentorship for
students, the importance of strong English skills
2. To allow students to discuss their perspectives on gender roles.
3. How do gender roles affect your current reality?
4. Students are asked to create a circle in which everyone can face each other. Students are
chosen randomly by instructor to pick leading questions that were posed by their classmates.
Students then read the question out loud. Students are then asked to toss a bean bag to
another classmate they would like to respond. The class then discusses the topic
surrounding gender in this manner by tossing the bean bag from one student to the next.
Once one question has been toughly discussed another question is read aloud and the
process is repeated for the remainder of the class session.
5. Students use their knowledge from courses in: Pan African studies, English and Ethnic 21.
Students are also adding their own cultural and societal knowledge and perspectives to the
classroom discussions
6. Smaller assignments and discussions were given on gender roles in Pan African studies,
English and Ethnic 21.
7. Students demonstrated the ability to articulate their understanding of racism, gender and
equity roles as it relates to their other classes and their worlds as well. Students also
demonstrate the ability to discuss and reflect on the content learned in their other learning
community courses, and then relate this knowledge to the class discussion.
8. This assignment worked well to help students to make connections between their
experiences and the knowledge that they are learning in the classroom. A written journal
reflection assignment could help to lead to more questions surrounding the integration of
writing skills and self reflection.
[Pan African Learning Community, 2007‐2008 Page 24 Activities/Attachments
Riding in Redrica’s Hood: the “play” on Ebonics
Riding in Redrica's Hood?
Adaptation by Jerry L. Blake
Narrator:
Mother:
Redrica:
Once upon a time there was a narrator who spoke perfect English who decided to tell
the class about "Riding in Redrica's Hood-" Redrica was a sweet little maiden who
was loved by all who knew her, but she was especially dear to her grandmother who
did not understand a single word that Red said. You see Red spoke in Ebonics and
slang. One day Red's mother said to her...
"Come here, Redrica! Take these Greens and Okra to grandmother.
Dang O.G.! you always be trippin! I had plans on hangin with the folks and
checking out the honey’s
Mother:
Redrica, now I done told you to stop talking like that!
Redrica:
Alt ite! Ah ite!
Narrator:
Red started along her way. Now her grandmother lived away in the woods, a
good half-hour from the village. When she got to the woods she met a "wolf'
Wolf
Yo lady, whom you spit those digits out to me and give me the 411?
Redrica:
Naw man, I don't just slip the knowledge to any ole fool!
Wolf
Well where ya goin! Can I hang?
Redrica:
Naw man, I gotta vamp and git to grams hizouze! Peace!!
Narrator:
Well, the wolf beat Red to grandmother's house and gobbled her up. Then he put on
her "rags" Red finally made it to her grandmother's "crib" See how "hip" I can be.
Anyway, Red says to the wolf in "sheep's clothing."...
Redrica:
Grams, what big ole flaps you got, I bet you can hear tomorrow!
Wolf
The betta ta receive my props.
Redrica:
Check out those peepers rya got grams, can you see what I am thinkin?
Wolf
The betta ta see ya sneakin
[Pan African Learning Community, 2007‐2008 Page 25 Redrica:
Wolf
Narrator:
Mother:
Dang... G!!! ya gots some "soup coolers" on you O. G.
Gots to git my grub on!!!
With that, the wolf sprang out of the bed and went "Cujo" and tried to eat
Redrica Naturally, Red
"bounced" out of there. She passed a woodsman who had an axe and she tried to
tell the woodsman of her ordeal. Alas, he could not understand her colloquialism, and
continued on his way. She then ran home (followed by the wolf) and tried explaining
her trauma to her mother who said...
I can't understand what you are saying. I have told you to stop talking like that.
Narrator:
Redrica yelled out!...
Redrica:
That's who I am !!! Now give me my props and you better recognize!!!
Narrator:
But it was too late, her mother and the woodsman so much wanted her to speak to be
understood that they did not understand what she was saying. Therefore Redrica too
was gobbled up by the wolf. The end....
[Pan African Learning Community, 2007‐2008 Page 26