The document outlines a free online course focusing on the historical and economic challenges faced by American workers, particularly emphasizing the experiences of the black community through the lens of Woodson's 'The Mis-Education of the Negro.' Key discussions include the importance of understanding racial identity, the role of entrepreneurship, and the socio-political participation of marginalized communities. Final class activities encourage critical thinking about business practices and social responsibilities in addressing these issues.

1. Free Online Course:
American Workers,
Communities and Economy
Required Text: The Mis-Education of the Negro
13-Week Course (9/8 – 12/7, 2014)
Provided by the H.E.L.P. Forward Program of A Time To Learn
Academy, a non-profit organization.
Audio lecture broadcast can be heard at www.sherleneonline.org

2. Final-Class Lecture and Activities:
Week of November 24,2014
Lecture: Conclusion of Chapter 14 -18, pg. 154 -197; Appendix
1. Woodson highlighted the importance of learning about your own race identity, first. Then, one
should be maturely prepared to learn and understand the value of other racial identities.
2. There is a step-by-step approach in learning new things.
3. There is a need to pursue business ventures with the idea that someone will always be
available to lead it for forthcoming generations.
4. Woodson was very concerned that the black-race identity would be lost in overall American
business participations because of their lack to participate in the beginning of new work
opportunities and industries.
5. Blacks participate in a lot of “group thinking” activities in regards to job opportunities,
entrepreneurship, etc.
6. Black lawyers didn’t seem to fully understand civil law in Woodson’s time.
7. Other countries would come to America to learn and study the black race and individual
habits.
8. In order to have real political participation of any race identity, you must participate.
9. Names associated with being black: Africans, African-Americans, Negroes, colored people,
and people of color.
10. A person’s value should not merely be based on skin color, but should include one’s skills,
giftings, talents, attitude, and contributions socially.

3. Final-Class Activities
Questions: Week of November 24, 2014.
1. Did you notice how many times the author kept repeating the need—without any inner or
personal reasons to do so--to teach people to “think” and to develop things on their own: live
and learn.
2. Is it possible to have too many of the same type of businesses on the same street-block? In
your response, think about the difference of money (revenue) that each owner would earn.
3. “Skilled fine artists must train on a professional scale or there will be little job opportunities for
them in the industry.” Agree or disagree with Woodson’s point of view.
4. If you can thereby determine what he will think, you will not have to worry about what he will _
_. Complete the sentence or thought.
5. Blacks in Africa have similar problems of blacks in America. True or false.
6. International responses to solving situations are far different or brutal than American
behaviors. True or false.
7. Entrepreneurs give or create something that people need or desire, and, then—while
providing to all—target a certain group of customers who they know can afford what they are
offering. True or false.
8. G&T student participant: Identify and provide a summary for each of the following: Karl Marx,
Abraham Lincoln, and The Association for the Study of Negro Life and History.
9. Ferguson, MO: How will you now organize more productive activities for youth in your
community? Have you provided clear expectations to your aspiring community and business
leaders?

4. Vocabulary
Week of November 24, 2014
1. Democratic education
2. Classical education
3. Industrial education
4. Practical education
5. Undesirable students
6. Interracial cooperation
7. Church denomination or religious sect vs. non-denominational
8. Segregated community zones
9. Financial idolatry defined by underserved communities
10. Jim Crow
11. Jim Crow behaviors that are inappropriate
12. Social rights
13. Civil rights
14. Customers
15. Members
16. Leadership activities
5. Social class systems
a. Poor-earning citizens
b. Middle-earning citizens
c. High-earning citizens
Thank you to all who participated in this distant-learning course model.
Lecture broadcasts will remain available 24/7 at www.sherleneonline.org