T.V.E.E For this assignment, you must pick a historical topic, within the timeframe of this course, and create at T.V.E.E for the topic you pick. What is a T.V.E.E you ask? To create a T.V.E.E. is to apply a certain method for thinking critically about the world around us. T.V.E.E. stands for Topic, Viewpoint, Evidence, and Evaluate. For a specific topic, you are supposed to come up with your viewpoint, list your evidence for your viewpoint, and then evaluate the significance of the argument. If you are confused – don’t worry! Included are handouts with a sample of what a T.V.E.E is and how to do it. I really think this assignment is important because students often have a hard time explaining why they have a certain belief or they have a hard time evaluating an author’s argument. If you apply the T.V.E.E Method, you will be ahead of the game! Follow the steps below to begin! STEP 1 Here is a list of certain topics that are part of the African American experience since 1877. Pick one of these topics and go from there! Black Educational Philosophy after Reconstruction The Freedmen’s Bureau Civil rights movement protest philosophies Women in the Civil Rights Movement Legal lynching in America Post-racial America The Confederate Flag in America Stereotypes of Black Athletes in Contemporary America Stereotypes of Black women in Contemporary America The church in Black America Affirmative Action Reparations Black America and Education in Contemporary America The NAACP Black America and the Communist Party Black Nationalism The Harlem renaissance Black American and the Great Depression Black Power The Black Arts Movement Black Poverty in America Medical Experimentation on Black America White involvement in the Civil Rights Movement Hip Hop Black Feminism The School to Prison Pipeline Do you have your own topic: Your topic of interest is:_________________________________________ Proceed to Step 2 STEP 2 Now that you have a topic, what is your opinion on the topic? For example, I will pick a topic and give you a good idea of the T.V.E.E Method in action. Topic: White Privilege in America If my topic is white privilege in America, what is my viewpoint, opinion or argument? There are several opinions an individual can have on white privilege in America. For purposes of this activity, I argue that: Americans access to equality in America is impacted by white privilege. So, my T.V.E.E. currently looks like this: TOPIC: White Privilege in America (no opinion is in the topic) VIEWPOINT: Access to equality in America is impacted by white privilege (here is your argument) Now, we will go to STEP 3, forming our evidence STEP 3 What is the evidence for our viewpoint? If I am arguing that white privilege is impacting equality in America – why do I think this way? What is my evidence? For this section of your T.V.E.E, list the evidence you have for your viewpoint. Since, this is a history class; you will have to find ...

1. T.V.E.E
For this assignment, you must pick a historical topic, within the
timeframe of this course, and create at T.V.E.E for the topic you
pick.
What is a T.V.E.E you ask?
To create a T.V.E.E. is to apply a certain method for thinking
critically about the world around us. T.V.E.E. stands for Topic,
Viewpoint, Evidence, and Evaluate. For a specific topic, you are
supposed to come up with your viewpoint, list your evidence for
your viewpoint, and then evaluate the significance of the
argument.
If you are confused – don’t worry! Included are handouts with a
sample of what a T.V.E.E is and how to do it.
I really think this assignment is important because students
often have a hard time explaining why they have a certain belief
or they have a hard time evaluating an author’s argument. If you
apply the T.V.E.E Method, you will be ahead of the game!
Follow the steps below to begin!
STEP 1
Here is a list of certain topics that are part of the African
American experience since 1877. Pick one of these topics and
go from there!
Black Educational Philosophy after Reconstruction
The Freedmen’s Bureau

2. Civil rights movement protest philosophies
Women in the Civil Rights Movement
Legal lynching in America
Post-racial America
The Confederate Flag in America
Stereotypes of Black Athletes in Contemporary America
Stereotypes of Black women in Contemporary America
The church in Black America
Affirmative Action
Reparations
Black America and Education in Contemporary America
The NAACP
Black America and the Communist Party
Black Nationalism
The Harlem renaissance
Black American and the Great Depression
Black Power
The Black Arts Movement

3. Black Poverty in America
Medical Experimentation on Black America
White involvement in the Civil Rights Movement
Hip Hop
Black Feminism
The School to Prison Pipeline
Do you have your own topic:
Your topic of interest
is:_________________________________________
Proceed to Step 2
STEP 2
Now that you have a topic, what is your opinion on the topic?
For example, I will pick a topic and give you a good idea of the
T.V.E.E Method in action.
Topic: White Privilege in America
If my topic is white privilege in America, what is my viewpoint,
opinion or argument?
There are several opinions an individual can have on white
privilege in America. For purposes of this activity, I argue that:
Americans access to equality in America is impacted by white
privilege.
So, my T.V.E.E. currently looks like this:
TOPIC: White Privilege in America (no opinion is in the topic)

4. VIEWPOINT: Access to equality in America is impacted by
white privilege (here is your argument)
Now, we will go to STEP 3, forming our evidence
STEP 3
What is the evidence for our viewpoint?
If I am arguing that white privilege is impacting equality in
America – why do I think this way? What is my evidence?
For this section of your T.V.E.E, list the evidence you have for
your viewpoint. Since, this is a history class; you will have to
find concrete and reliable evidence for your viewpoint.
You must have at least three primary sources and as many
secondary sources as you like. You must use Chicago citation
style.
So, for your evidence, create a list add endnote citations.
Your T.V.E.E. might look like this so far:
TOPIC: White Privilege in America (no opinion is in the topic)
VIEWPOINT: Access to equality in America is impacted by
white privilege (here is your arguement)
EVIDENCE:
· Our country’s freedoms were based upon the color of one’s
skin. This is clearly seen by looking at the Constitution of the
United States which stated that slaves were 3/5th of all other
persons for the purposes of taxes and representation in
Congress.
· The United States use to have indentured servitude and

5. slavery. Once it was realized that indentured servants of all
races could come together and fight for better working
conditions, the US phased on indentured servitude and switched
to a race-based slave system.
· Slaves were not allowed to vote, marry, own land, go to school
or hold political office
· Once slavery was abolished, states still created laws that
denied black citizens the same rights as white Americans. Many
of these were called Jim Crow laws.
· After World War II and the passage of the GI Bill, black
soldiers were not given access to the same benefits as white
soldiers.
· Banks started a process called red-lining and this impacts
housing and land prices. White neighborhoods were valued
higher than black neighborhoods allowing more wealth to be in
the hands of white Americans.
· Even after the passage of the Civil Rights Act of 1964 and the
Voting Rights Act Black Americans were still encountering
daily acts of racism and prejudice.
· Law enforcement and criminal justice systems are still
impacted by race today.
· The ideal of whiteness still impacts the body image of young
black kids today.
· White individuals currently have access to Affirmative Action
policies but it is seen as a normal part of American society
unlike Affirmative Action policies impacting communities of

6. color.
· White Privilege is so engrained into our culture that we don’t
even recognize it as privilege.
Now go to Step 4
Step 4
The last step is to evaluate the argument
This is where you really need to think critically.
To evaluate is to ask the following question of yourself after
you create your argument/viewpoint and list your evidence:
· What happens immediately or in the long run if my viewpoint
and evidence are accepted? Or, what conclusion does this line
of reasoning suggest?
· Since this is an African American History class, what is the
significance of your T.V.E.E to African American history? Why
should we care?
If you are evaluating someone else’s argument, you would ask
yourself these questions:
· What happens immediately or in the long run if the viewpoint
and evidence are accepted? Or, what conclusion does this line
of reasoning suggest?
· Are their problems with the author viewpoint and evidence? If
so, what are they?
· Do you agree with the author’s viewpoint? Why or why not?
· What is the historical, political, social or economic
significance to the argument?
Here is what my EVALUATE section would look like for my

7. white privilege argument:
EVALUATE:
In the field of African American Studies, white privilege is very
important to discuss because many believe we are living in a
post-racial America; where race is no longer an issue. Clearly,
by looking at the documents and articles in my bibliography,
race is still a factor. When discussing issues surrounding white
skin privilege, it is important to note that privilege is given out
whether or not one asks for it or acknowledges it (see Peggy
McIntosh article). If it is such an ingrained part of our society,
how can we get rid of it?
If race is still a factor, how does this impact Americans access
to equal housing, jobs, education, medical care, and over all
opportunity?
If white privilege exists, how does this impact the belief, of
many Americans, that you only have to work hard, pull yourself
up from your boot straps, and you can have anything you want?
Since this class focuses on African American history since
1877, it is important to realize how white privilege has
impacted our previous history classes, how we were taught
about history, how we view history, and ultimately, how past,
present and current legislation has impacted African Americans
today. An example of this is how our mainstream media
portrays the New Deal legislation. History books often leave out
the role that race had in how New Deal policies were created
and enforced. Clearly, after taking this class, it is evident the
role that race has played in the formation and implementation of
our nation’s policies and laws.
Professor Cristy Tondeur
T.V.E.E Sample
History 222

8. TOPIC: White Privilege in America
VIEWPOINT: Access to equality in America is impacted by
white privilege
EVIDENCE:
· Our country’s freedoms were based upon the color of one’s
skin. This is clearly seen by looking at the Constitution of the
United States which stated that slaves were 3/5th of all other
persons for the purposes of taxes and representation in
Congress.
· The United States use to have indentured servitude and
slavery. Once it was realized that indentured servants of all
races could come together and fight for better working
conditions, the US phased on indentured servitude and switched
to a race-based slave system.
· Slaves were not allowed to vote, marry, own land, go to school
or hold political office
· Once slavery was abolished, states still created laws that
denied black citizens the same rights as white Americans. Many
of these were called Jim Crow laws.
· After World War II and the passage of the GI Bill, black
soldiers were not given access to the same benefits as white
soldiers.
· Banks started a process called red-lining and this impacts
housing and land prices. White neighborhoods were valued
higher than black neighborhoods allowing more wealth to be in
the hands of white Americans.
· Even after the passage of the Civil Rights Act of 1964 and the
Voting Rights Act Black Americans were still encountering

9. daily acts of racism and prejudice.
· Law enforcement and criminal justice systems are still
impacted by race today.
· The ideal of whiteness still impacts the body image of young
black kids today.
· White individuals currently have access to Affirmative Action
policies but it is seen as a normal part of American society
unlike Affirmative Action policies impacting communities of
color.
· White Privilege is so engrained into our culture that we don’t
even recognize it as privilege.
EVALUATE:
In the field of African American Studies, white privilege is very
important to discuss because many believe we are living in a
post-racial America; where race is no longer an issue. Clearly,
by looking at the documents and articles in my bibliography,
race is still a factor. When discussing issues surrounding white
skin privilege, it is important to note that privilege is given out
whether or not one asks for it or acknowledges it (see Peggy
McIntosh article). If it is such an ingrained part of our society,
how can we get rid of it?
If race is still a factor, how does this impact Americans access
to equal housing, jobs, education, medical care, and over all
opportunity?
If white privilege exists, how does this impact the belief, of
many Americans, that you only have to work hard, pull yourself
up from your boot straps, and you can have anything you want?

10. Since this class focuses on African American history since
1877, it is important to realize how white privilege has
impacted our previous history classes, how we were taught
about history, how we view history, and ultimately, how past,
present and current legislation has impacted African Americans
today. An example of this is how our mainstream media
portrays the New Deal legislation. History books often leave out
the role that race had in how New Deal policies were created
and enforced. Clearly, after taking this class, it is evident the
role that race has played in the formation and implementation of
our nation’s policies and laws.
� Mintz, S. “The Three Fifths Compromise.” Digital History,
(2007), (� HYPERLINK
"http://www.digitalhistory.uh.edu/documents/documents_p2.cfm
?doc=306"
�http://www.digitalhistory.uh.edu/documents/documents_p2.cf
m?doc=306� (accessed June 28, 2011).
� Howard Zinn, A People’s History of the United States (New
York : Perennial Classics, ©2003) � HYPERLINK
"http://historyisaweapon.com/indextrue.html"
�http://historyisaweapon.com/indextrue.html� (accessed June
28, 2011).
� Chief Justice Taney. The Dred Scott Decision (New York:
Van Evrie, Horton & Co., 1859).� HYPERLINK
"http://memory.loc.gov/cgi-
bin/query/r?ammem/llstbib:@field([email protected](llst+022))"
�http://memory.loc.gov/cgi-
bin/query/r?ammem/llstbib:@field([email protected](llst+022))
� (accessed June28, 2011).

11. �PBS, Race: The Power of An Illusion¸ (California Newsreel,
2003) � HYPERLINK
"http://www.pbs.org/race/006_WhereRaceLives/006_00-
home.htm%20%20"
��http://www.pbs.org/race/006_WhereRaceLives/006_00-
home.htm � (accessed June 18, 2011)
� Servicemen Adjustment Act of 1944 published by The
National Archives and Records Administration of the United
States . “Our Documents” � HYPERLINK
"http://www.ourdocuments.gov/doc.php?flash=true&doc=76"
�http://www.ourdocuments.gov/doc.php?flash=true&doc=76�
(accessed June 18, 2011) and David Pilgrim, “What was Jim
Crow?” posted on Jim Crow Museum of Racist Memorabilia
(Ferris State University in Big Rapids, Michigan) �
HYPERLINK
"http://www.ferris.edu/htmls/news/jimcrow/what.htm"
�http://www.ferris.edu/htmls/news/jimcrow/what.htm�
(accessed June 18, 2011).
� PBS, Race: The Power of An Illusion¸ (California Newsreel,
2003) � HYPERLINK
"http://www.pbs.org/race/006_WhereRaceLives/006_00-
home.htm "
�http://www.pbs.org/race/006_WhereRaceLives/006_00-
home.htm � (accessed June 18, 2011)
� � HYPERLINK "http://www.timwise.org/2002/03/racial-

12. profiling-and-its-apologists/"
�http://www.timwise.org/2002/03/racial-profiling-and-its-
apologists/� and � HYPERLINK
"http://www.nyclu.org/schooltoprison"
�http://www.nyclu.org/schooltoprison�
� Here is a long list of articles on race � HYPERLINK
"http://www.pbs.org/race/007_Resources/007_01-
search.php?getonly=Online%20article&searchheader=Online%2
0articles" �http://www.pbs.org/race/007_Resources/007_01-
search.php?getonly=Online%20article&searchheader=Online%2
0articles� bibliography information is here: PBS, Race: The
Power of An Illusion¸ (California Newsreel, 2003) �
HYPERLINK
"http://www.pbs.org/race/006_WhereRaceLives/006_00-
home.htm%20%20"
��http://www.pbs.org/race/006_WhereRaceLives/006_00-
home.htm � (accessed June 18, 2011)
� Kiri Davis, “A Girl Like Me,” posted on The Media That
Matters Film Festival website (Reel Works Teen Filmmaking,
2005).” � HYPERLINK
"http://www.mediathatmattersfest.org/watch/6/#"
�http://www.mediathatmattersfest.org/watch/6/#� (accessed
July 17, 2011).
� Paula Rothernberg Ed. Race, Class and Gender in the United
States: An Integrated Study, Unpacking the Invisible Knapsack
by Peggy McIntosh, (New York: Worth Publishers, 2009)177.

13. Also found in multiple places online. One of these place is �
HYPERLINK "http://ted.coe.wayne.edu/ele3600/mcintosh.html"
�http://ted.coe.wayne.edu/ele3600/mcintosh.html�
� Mintz, S. “The Three Fifths Compromise.” Digital History,
(2007), (� HYPERLINK
"http://www.digitalhistory.uh.edu/documents/documents_p2.cfm
?doc=306"
�http://www.digitalhistory.uh.edu/documents/documents_p2.cf
m?doc=306� (accessed June 28, 2011).
� Howard Zinn, A People’s History of the United States (New
York : Perennial Classics, ©2003) � HYPERLINK
"http://historyisaweapon.com/indextrue.html"
�http://historyisaweapon.com/indextrue.html� (accessed June
28, 2011).
� Chief Justice Taney. The Dred Scott Decision (New York:
Van Evrie, Horton & Co., 1859).� HYPERLINK
"http://memory.loc.gov/cgi-
bin/query/r?ammem/llstbib:@field([email protected](llst+022))"
�http://memory.loc.gov/cgi-
bin/query/r?ammem/llstbib:@field([email protected](llst+022))
� (accessed June28, 2011).
�PBS, Race: The Power of An Illusion¸ (California Newsreel,
2003) � HYPERLINK
"http://www.pbs.org/race/006_WhereRaceLives/006_00-

14. home.htm%20%20"
��http://www.pbs.org/race/006_WhereRaceLives/006_00-
home.htm � (accessed June 18, 2011)
� Servicemen Adjustment Act of 1944 published by The
National Archives and Records Administration of the United
States . “Our Documents” � HYPERLINK
"http://www.ourdocuments.gov/doc.php?flash=true&doc=76"
�http://www.ourdocuments.gov/doc.php?flash=true&doc=76�
(accessed June 18, 2011) and David Pilgrim, “What was Jim
Crow?” posted on Jim Crow Museum of Racist Memorabilia
(Ferris State University in Big Rapids, Michigan) �
HYPERLINK
"http://www.ferris.edu/htmls/news/jimcrow/what.htm"
�http://www.ferris.edu/htmls/news/jimcrow/what.htm�
(accessed June 18, 2011).
� PBS, Race: The Power of An Illusion¸ (California Newsreel,
2003) � HYPERLINK
"http://www.pbs.org/race/006_WhereRaceLives/006_00-
home.htm "
�http://www.pbs.org/race/006_WhereRaceLives/006_00-
home.htm � (accessed June 18, 2011)
� � HYPERLINK "http://www.timwise.org/2002/03/racial-
profiling-and-its-apologists/"
�http://www.timwise.org/2002/03/racial-profiling-and-its-
apologists/� and � HYPERLINK
"http://www.nyclu.org/schooltoprison"
�http://www.nyclu.org/schooltoprison�

15. � Here is a long list of articles on race � HYPERLINK
"http://www.pbs.org/race/007_Resources/007_01-
search.php?getonly=Online%20article&searchheader=Online%2
0articles" �http://www.pbs.org/race/007_Resources/007_01-
search.php?getonly=Online%20article&searchheader=Online%2
0articles� bibliography information is here: PBS, Race: The
Power of An Illusion¸ (California Newsreel, 2003) �
HYPERLINK
"http://www.pbs.org/race/006_WhereRaceLives/006_00-
home.htm%20%20"
��http://www.pbs.org/race/006_WhereRaceLives/006_00-
home.htm � (accessed June 18, 2011)
� Kiri Davis, “A Girl Like Me,” posted on The Media That
Matters Film Festival website (Reel Works Teen Filmmaking,
2005).” � HYPERLINK
"http://www.mediathatmattersfest.org/watch/6/#"
�http://www.mediathatmattersfest.org/watch/6/#� (accessed
July 17, 2011).
� Paula Rothernberg Ed. Race, Class and Gender in the United
States: An Integrated Study, Unpacking the Invisible Knapsack
by Peggy McIntosh, (New York: Worth Publishers, 2009)177.
Also found in multiple places online. One of these place is �
HYPERLINK "http://ted.coe.wayne.edu/ele3600/mcintosh.html"
�http://ted.coe.wayne.edu/ele3600/mcintosh.html�