This document provides an overview and objectives for a unit on contemporary African American language from enslavement to the present. It discusses how language has evolved over time, from the slave trade through emancipation and into modern times, and how racism has influenced generations of African Americans and their ability to speak and write English. The unit will examine this topic through primary documents, debates between historical figures, and analysis of influential African American intellectuals and artists from different eras. Students will critically analyze challenges to language acquisition and debates around these issues from multiple perspectives.
Bittinger & Hieber - Language revitalization: Issues with reference to NavajoDaniel Hieber
Bittinger, Marion and Daniel W. Hieber. 2011. 'Language Revitalization: Issues with Reference to Navajo'. Lecture given to ANTH 305 'Language and Culture', Professor Amy L. Paugh, James Madison University, 7 April.
The common thread throughout these examples and the premise for this paper is the following. Slavery, Jim Crow, The Trail of Tears, the Holocaust, the internment of Japanese citizens during World War 11, and the current administrations desired prohibitions regarding Muslims, the fixation with a wall at the southern border, and now separating children from their families all stem from a tragic lack of belief in and respect for the humanity of “The Other.” When one group thinks itself better than another, tragedy happens. The fear of other races and ethnicities comingling feeds such thinking. Another theme is a very strong desire to retain what many believe is the one true culture, not to be mixed with language, religion, or traditions from other cultures. There is hope , though, and it comes from what for some may be a surprising source.
Topic: The U.S. governed school system in Puerto Rico and indigenous identity. A talk I gave about my doctoral research (and future book): a study of the legacy of biased histories and institutionalized cultural identity, and how it is taught in schools.
Bittinger & Hieber - Language revitalization: Issues with reference to NavajoDaniel Hieber
Bittinger, Marion and Daniel W. Hieber. 2011. 'Language Revitalization: Issues with Reference to Navajo'. Lecture given to ANTH 305 'Language and Culture', Professor Amy L. Paugh, James Madison University, 7 April.
The common thread throughout these examples and the premise for this paper is the following. Slavery, Jim Crow, The Trail of Tears, the Holocaust, the internment of Japanese citizens during World War 11, and the current administrations desired prohibitions regarding Muslims, the fixation with a wall at the southern border, and now separating children from their families all stem from a tragic lack of belief in and respect for the humanity of “The Other.” When one group thinks itself better than another, tragedy happens. The fear of other races and ethnicities comingling feeds such thinking. Another theme is a very strong desire to retain what many believe is the one true culture, not to be mixed with language, religion, or traditions from other cultures. There is hope , though, and it comes from what for some may be a surprising source.
Topic: The U.S. governed school system in Puerto Rico and indigenous identity. A talk I gave about my doctoral research (and future book): a study of the legacy of biased histories and institutionalized cultural identity, and how it is taught in schools.
Knowledge is power - this insight is at least four centuries old, formulated by philosopher Francis Bacon during the Enlightenment. His statement has lost nothing in terms of relevance and significance: Knowledge is power, and education is the fundamental precondition for political development, democracy and social justice. This paper explores how African writer Ngugi Wa Thiong’o establishes the relationship between the language and power in the process of decolonising the mind. On the other hand, Freire‟s generative themes is a student centered system of learning that challenges how knowledge is constructed in the formal education system and in society at large. Freire’s student centered approach stands in stark contrast to conventional educational practice, which he referred to as the “banking approach” to education. Freire has been able to draw upon and weave together a number of strands of thinking about educational practice and liberation .His theoretical innovations have had a considerable impact on the development of educational practice all over the world.
Keywords: Colonisation,Banking Education, Reflection, Culture, Codifications, Praxis.
· Identify the question number, but do not write the questions. Yo.docxodiliagilby
· Identify the question number, but do not write the questions. Your answers should be primarily based on the reading assigned
· You can strengthen your arguments by doing library research.
When you use external sources, you must use scholarly articles in the peer reviewed journals ( wright state database )
· you may cite the specific concept, phrase, or sentence in the reading or other course materials when you support your arguments. Don’t cite a long sentence; it shouldn’t be more than 15words in each direct citation. Make sure that you identify the page number so that I can verify your supporting evidence in the reading ( the book )
· Each your answer should be brief and to the point (approximately 70-100 words).You must state word countat the end of each answer (e.g., Word Count: 85). Your paper should adhere to appropriate standards of organization, spelling, and grammar; that is, it should be formatted in complete sentences and paragra
The questions are
1. From sociological perspective, there is no biological basis for distinguishing among human groups along the lines of race; rather race is a social construction. (1) Explain the idea of race as 2 social construction (or racial formation) discussed in two readings and the film “Race: Power of an Illusion, and (2) illustrate it with examples.
Required Reading:Read “Defining Race and Ethnicity”(Markus & Moya, Chapter 1)& “Racial Formation” (Unit 01)
2. Based on the film, The Eye of the Storm, (1) identify the key elements of racism,and (2) discuss the mechanism through which racial discrimination reinforce racial stereotypes and racial inequality.*Film: Eye of the Storm
3. Chapter 2 discusses four models that provide answers to a question: How should members of different ethnic groups related to one another? Among them, (1) describe what group separatism is, (2) discuss how group separatism is different from racial segregation in the United States.*Required Reading: “Models of American Ethnic Relations” (Markus & Moya, Chapter 2
4. Why were Africans enslaved but not American Indians or Europeans? Specifically, what are the key variables (according to Noel Hypothesis and Blauner Hypothesis)that explain why Africans were enslaved instead of the other groups?*Required Reading: “The Development of Dominant-Minority Group Relations in Preindustrial America” (see Unit 04
5. What are the main features of the Jim Crow system of race relations? (2) What were the causes of the Jim Crow system? *Required Reading: “Industrialization and Dominant-Minority Relations” (see Unit 04
4
The Developmeml 0f
D0minant-Min0rity {;roup
Relations in Preindustrial America
The Origins of Slavery
No man can put a chain about the ankle of his fellow man without at last finding
the other end fastened about his own neck.
- Frederick Douglass (1818-1895)
ex~slave, abolitionist, orator, author
Washington, D.C. 1883
F com the first settlements in the 1600s until the 19th century, most ...
Learning the Language ofPrejudice ·Noone has ever been maple8qvlisbey
Learning the Language
ofPrejudice
·'Noone has ever been born a Negro hater, a Jew hater, or any other
kind ofhater. Nature refuses to be involved in such suicidal practices.
·what Harry Bridges said about bigotry is
also true of prejudice. No one is born
prejudiced, yet all human beings learn
prejudice along with everything else as they pass
from infancy to adulthood. Prejudices will vary
depending upon family, friends, location, and racial
or ethnic group; some are simply embedded in cul
ture, specifically in language. One way to under
stand the history of prejudice in the United States is
to examine how immigrants were perceived by
those already established as American citizens. To
be accepted, immigrants were expected to adopt
American cultural traits and integrate themselves
into society. Insistence that immigrants reject their
cultural heritage and adopt dominant cultural
norms is a historical pattern that persists in Ameri
can society.
How has language reflected
negative attitudes toward
innnigrants?
As immigrants became assimilated, they often
shared existing American attitudes of suspicion, and
even hostility, toward newer immigrants, the "for
eigners" in th~ir midst. Changes in immigration
laws document a tug-of-war between those who
advocated inviting others to America and those
who wanted newcomers to return to their home
land. If immigrants came to America, they were
HARRY BRIDGES (1900-1990)
usually expected to assimilate quickly. Assimila
tion placed enormous pressure on new arrivals; to
assimilate meant to abandon their roots, their
native cultures and traditions, and even their native
language, and to replace them with the traditions,
customs, and language of standard American cul
ture. Language especially has been a significant
issue in the assimilation process. Immigrant -school
children were punished if they were caught speak
ing their native language.
Assimilation expectations endure: To be differ
ent often arouses suspicions, stereotypes, and prej
udices. The Hmong, American allies during the
Vietnam War, were persecuted when Laotian com
munists took control. In the 1980s, Hmong refugees
entering the United States became a significant
presence in communities and public schools across
the nation. A large number of Hmong families set
tled in a small, midwestern community. In the local
high schools, white students resented those stu
dents talking to one another in the Hmong lan -
guage in the hallways. The white students were
uncomfortable and seemed to believe that by talk
ing in their native language, Hmong students were
demonstrating a reluctance to "become American"
by maintaining their culture and their differences.
In the past, many ethnic immigrants have tried
to preserve their culture. While striving for eco
nomic success, Chinese Americans established Chi
nese schools and German Americans built German
64
schools to maintain their cultural h ...
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
How libraries can support authors with open access requirements for UKRI fund...
Unit 1 contemporary language
1. Analy Fro Unit 1: Contemporary Language
m
Enslavement to Freedom, a
Productive Life-long Learner
Unit 1: Contemporary Language
Contemporary Language
African‐American pop culture has developed new norms in the expression of contemporary
language.
Using the progression of educaOon in African‐American society from slavery through the
twenty‐first
century, discuss how language has evolved or devolved. In what sense, if any, has the legacy of
racism
influenced the ability of this generaOon of students to speak and write English? Using at least ten
journal
arOcles/book sources, review the literature on African‐American language acquisiOon and the
challenges
idenOfied in those sources. CriOque the challenges from at least two perspecOves. Tape your
cri‐
Oque of the works, ciOng major premises and evidence used to support major premises. Ask
students
in your learning community to assess your criOque. Redrah the criOque, making sure that your
grammar,
syntax and ideas meet college‐level expectaOons. (Criteria for assessing your essay are
contained
in Appendix 2.)
Unit Descrip?on:
EducaOon, language, and popular culture share an inOmate relaOonship that informs all
socieOes. This
class looks at the interacOon of these three social pillars in the context of African‐American
history and
culture from the Ome of the great West African civilizaOons to the present. It addresses how
people of
African descent fought to preserve their heritage (despite the experience of slavery) and how this
preserva
Oon effort accommodated a new culture as they became Americans.
Unit Narra?ve:
This unit will engage in a mulO‐disciplinary examina
Oon of what consOtutes knowledge, especially
in terms of language acquisiOon and
popular culture in the African‐American community.
Through primary documents, students
tackle the myth that African Americans, due to
the harshness of slavery, did not have the ability
2. to engage the English language at a high
level. Instead, black intellectuals have influenced
all of American history in important
ways—a topic further explored through other
in‐class assignments. Yet, some care should be
taken to indicate that the African‐American
elite did not hold a monopoly over language,
educaOon, and knowledge. Instead, popular
culture shows that people could use language on their own terms and could mold it to suit their
circumstances.
The final class exercises lead to an exploraOon of how people have uOlized language to
envision and empower themselves and how the acquisiOon of a “mother tongue” informs
personal
6
Class Topics
From Africa to America
From Emancipation to the Present
Timeline of Language Development
Contemporary Influences on African-
American language
From Africa to America
Readings:
Olaudah Equiano, The Interes0ng Narra0ve of the Life of Olaudah Equiano, Chapter 2
Frederick Douglass, What to the Slave Is the Fourth of July?
In‐class Wri5ng: Write in your reflecOon journal on the “Overarching QuesOon.” Aher class,
amend
your responses and post it to the discussion forum.
In‐class Ac5vity: Break into three groups, each represenOng one of the three following people:
Benjamin
Banneker, Phyllis Wheatley, and Thomas Jefferson, using the brief bio and wriOng sample of
each
person, debate the “Overarching QuesOon” from each perspecOve. Each group will have
approximately
10 minutes to make its case.
Objec5ve: This secOon engages students in a discussion about educaOon and language,
specifically in
the context of African‐American history from the Ome of the great West African civilizaOons
through
the experience of enslavement, the Middle Passage, and life in the Americas. It should not just be
a
debate about how language evolves or devolves but whether it is even perOnent to ask if
language
evolves or devolves. Students should quesOon what consOtutes knowledge. They should also
address
how Africans fought to preserve their heritage through the experience of slavery and
accommodated a
3. new culture as they became Americans. The readings highlight these issues. The Equiano piece
in par‐
Ocular looks at the experience of Africans from the displacement of capOvity and the terror of
the Middle
Passage to the inhumanity of enslavement. SOll, Equiano clearly expanded his capacity for
language.
Similarly, Frederick Douglass was born into slavery and became one of the most important
American
intellectuals of the 19th Century. Douglass emphasizes the contradicOon embedded in an
American society
that celebrated its independence but enslaved millions of people. Banneker, Wheatley, and
Jefferson
debated this very quesOon in the 18th Century.
An ardent aboliOonist, Wheatley represented the Enlightenment philosophy which
believes that environment plays a major role in a person’s life. Leaders of the American
RevoluOon debated whether black people were inherently inferior to white people
or whether supposed black inferiority was due to enslavement. Some slaveholders
like Thomas Jefferson, who held racist assumpOons, dismissed Wheatley altogether
even as he carried on a long‐term affair with one of his slaves, but others
considered Wheatley an example of what people of African descent could achieve if
freed from oppression.
Like Wheatley, Banneker championed human equality and pointed to the ideals of
the American RevoluOon. In 1791, he sent Jefferson, who was then the U.S. Secretary of State, a
copy
of his almanac to refute his claim of black inferiority. NoOng Jefferson’s words in the
DeclaraOon of Independence,
Banneker took the man to task over slavery. Referring to the DeclaraOon, Banneker
idenOty. In the end, students should come away with an appreciaOon for the complex
relaOonship between
educaOon, language, knowledge, popular culture, and power.
7
wrote, “You were then impressed with proper ideas of the great valuaOon of liberty, and the free
possession
of those blessings, to which you were enOtled by nature; but, Sir, how piOable is it to reflect,
that although you were so fully convinced of the benevolence of the Father of Mankind, and of
his
equal and imparOal distribuOon of these rights and privileges…that you should at the same Ome
counteract
his mercies, in detaining by fraud and violence so numerous a part of my brethren, under
groaning
capOvity and cruel oppression.” He did not mince
words, and Jefferson responded. Both Banneker’s leIer
and Jefferson’s response are available online for students
From Emancipa?on to the Present
Readings:
Booker T. Washington, Speech before the Atlanta CoFon States and Interna0onal Exposi0on
4. W.E.B. DuBois, Of Booker T. Washington and Others
W.E.B. DuBois, The Talented Tenth
Ida B. Wells‐BarneI, Southern Horrors: Lynching in All Its
Phases
In‐class Wri5ng: Begin class with a 15‐minute reflecOon
journal on the “Overarching QuesOon.” Aher class, students
should amend their responses and post them to
WebCT in a discussion forum.
In‐class Ac5vity: Break into four groups, each represenOng
one of the following arOsts from the Harlem Renaissance: Claude McKay, Countée Cullen,
Langston
Hughes, and Zora Neale Hurston. Provide each group with a brief bio and wriOng sample of
each person,
and debate the “Overarching QuesOon” from each perspecOve. Each group will have
approximately
10 minutes to make its case.
Objec5ve: This class looks at the two most powerful black intellectuals at the turn of the 20th
Century,
Washington and DuBois, who had disOnct views on the role of educaOon for African Americans
but
both displayed a mastery of language. Wells‐BarneI breaks up the myth of the
DuBois/Washington
binary as the only two voices of import. She disagreed with both men, thinking that Washington
was
too accomodaOonist and DuBois eliOst. Her efforts to invesOgate lynchings and dispel the
myths that
surrounded white vigilanOsm gave her a voice that capitalized on both her educaOon and
capacity for
language.
Their debate spilled into the Harlem Renaissance, for which DuBois was one of the earliest and
most
important patrons. The “In‐Class AcOvity” gives students the opportunity to further engage the
“Overarching
QuesOon” from the perspecOve of these arOsts. They should also consider the perOnence of
the quesOon in light of 21st Century African‐American arOsts.
8
Check it out - Look on-line
(http://www.pbs.org/wgbh/aia/part2/2
h71t.html
http://www.pbs.org/wgbh/aia/part2/2h
72t.html).
Read Phyllis Wheatley’s
poetry online
http://www.pbs.org/wgbh/aia/par
t2/2h20.html
5. Part I ‐ Personal Iden?ty:
Implicit AssociaOon Test
assess your racial idenOty.
The professor will lead the class in taking the Implicit AssociaOon Test, a subconscious test
designed to find out
how you have been socialized. Aher taking this test, discuss the agents of socializaOon (e.g.,
schools, peers,
church, parents/family…). How does one acquire negaOve or posiOve astudes toward one group
over another?
Discuss the various forms of racism, ranging
from: Old‐Fashioned Racism (the noOon that
blacks are biologically inferior to whites); The
New Racism (subtle, aversive…): the noOon
that blacks do not subscribe to the protestant
work ethics of hard work and individualism;
and Internalized Racism‐the internalizaOon of
negaOve racial astudes/stereotypes projected
on blacks by the dominant culture.
9
Question: Has the legacy
of racism influenced the
ability of this generation of
students to speak and
write English?
Go to the website and watch
the videos Birth of a Nation
and contemporary clips from
the Boondocks.
Compare and
contrast the
stereotypes depicted in
each video, then BLOG IT
OUT on the class website.
Part II ‐ Personal Iden?ty:
Exercise 1
What language do you speak at home with family and friends?
i) French
ii) English
6. iii) Ebonics, Black English
iv) Creole
v) Spanish
vi) Italian
vii) Other
Basic Truisms:
Language is a cultural tool of learning and communicaOon. Language is the most important
element of culture,
if you take away language, the culture dies.
Your first language, noted here as L1, is your Mother Tongue. It is so called because it is the
language of communica
Oon between a baby and it’s mother. The mother’s language is the first means of communicaOon
between
mother and child. In a diverse marriage situaOon where both parents come from different
linguisOc
backgrounds, the tendency is for the children to speak their mother’s language or mother tongue.
Your second language, L2, is the formal language you learn at school as the official language of
educaOon, formal
communicaOon in learning, commerce and industry. The formal language in America is English
(although,
not the official language).
Exercise 2: Review the lyrics to your favorite song and translate it from L1 to L2 or from L2 to
L1, depending on
the lyrics.
Language is power. Language is predicated on rulership. CiOzens speak the ruler’s language in
formal communica
Oon as language follows the flag.
Your language use defines you. It exposes your status in society, tells your degree of literacy,
your knowledge of
words and your competence in correct usage.
Correctness and competence in English are your gateway to acquiring knowledge in your various
disciplines.
Lectures are delivered in formal English and you need language competence to write class essays
and examina
Oons and to communicate effecOvely in oral presentaOons and discussions, naOonally and
globally.
10
Exercise 3 :
Study the diagram below; analyze and discuss your impression.
Discussion:
How do we develop competence in Formal
WriOng?
What problems do we encounter in “codeswitching”
from L1 to L2, or from conversa‐
Oonal or colloquial English to formal English?
Translate the following passages from L1 to L2
7. Zora Neale Hurston – Every Tongue Got to Confess, p. 9 (Exercise in class – L1)
God done preIy good when He made man, but He could have made us a lot more convenient. For
instance:
we only got eyes in de front uh our heads – e need some in de back, too, so nuthin’ can’t slip
upon us. Nuther thing: it would be handy, too, ef we had one right on de end uv our dog finger
(first
finger). Den we could jest point dat eye any which way. Nuther thing: our mouths oughter be on
top uv
our heads “stead uh right in front. Then, when I’m late tuh work I kin just throw my breakfast in
my hat,
an’ put my hat on my head, an’ eat my breakfast as I go on tuh work. Now, ain’t dat reasonable,
Miss?
Besides, mouths ain’t so preIy nohow ‐ George Brown.
Richard Wright ‐ Black Boy, pp. 23 ‐24 ( Appendix – as an example of formal wriOng in English
by an
African American which brings up the noOon of racial idenOty)
I soon made myself a nuisance by asking far too many quesOons of everybody. Every happening
in the
neighborhood, no maIer how trivial, became my business. It was in this manner that I first
stumbled
upon the relaOons between whites and blacks, and what I learned frightened me. Though I had
long
known that there were people called “white” people, it had never meant anything to me
emoOonally. I
11
!
had seen white men and women upon the streets a thousand Omes, but they had never looked
parOcularly
“white”. To me they were merely people like other people, yet somehow strangely different
because
I had never come in close touch with any of them. For the most I never thought of them; they
simply existed somewhere in the background of the city as a whole. It might have been that my
tardiness
in learning to sense white people as “white” people came from the fact that many of my relaOves
were “white” – looking people. My grandmother, who was white as any “white” person, had
never
looked “white” to me. And when word circulated among the black people of the neighborhood
that a
“black” boy had been severely beaten by a “white” man, I felt that the “white” man had had a
right to
beat the “black” boy, for I naively assumed that the “white” man must have been the “black”
boy’s father.
And did not all fathers, like my father, have the right to beat their children? A paternal right was
the only right, to my understanding, that a man had to beat a child. But when my mother told me
that
the “white” man was not the father of the “black” boy, was no kin to him at all, I was puzzled.
8. “Then why did the ‘white’ man whip the ‘black’ boy?’ I asked my mother.
“The ‘white’ man did not whip the ‘black’ boy,” my mother told me. “He beat the ‘black’ boy.”
“But why?”
“You’re too young to understand.”
“I’m not going to let anybody beat me,” I said stoutly.
“Then stop running wild in the streets,” my mother said
Exercise 4: WORDS
Let us trace the history of labels used to describe blacks. For each we shall state what it means to
us.
Negro
Nigger
Nigga
Colored
Bi‐racial
Black
African‐American
African American
From Nigger to African American, you are making a statement and re‐defining yourself in a
posiOve and affirma
Ove way. How do you define yourself and why? Define yourself in the context of American
naOonhood.