Global Inquiry Notebook

1. Foundations
in Global Inquiry
Instructional Guide
Jackson State University
Compiled & Edited:
Robert Blaine
Authors:
Sakinah Abdur-Rashied, Taunjah Bell, Shakira Cain, Helen Chukwuma, John Colonias, Noel Didla, Fidelis Ezeala-
Harrison, Monica Flippin-Wynn, Rachel Jordan, Thomas Kersen, Robert Luckett, Preselfannie Whitfield McDaniels,
Byron D’Andra Orey, Kaye Sly, Celestin Wafo-Soh, Rodney Washington, & Warren Yoder
1

2. Foundations in Global Inquiry
Table of Contents
FOREWORD 4
Unit 1: Contemporary Language 6
Unit 2: Music as Culture 13
Unit 3: Corporate Citizenship 17
Unit 4: Rwanda and Genocide 23
Unit 5: African Diaspora & the Mississippi Delta 31
Unit 6: Natural Disasters: The Great Flood & Katrina 36
Unit 7: Roma and Human Rights 43
Unit 8: Palestinian-Israeli Conflict 51
Unit 9: Energy Consumption 55
Unit 10: Water and Sanitation 59
Unit 11: Fusion = Energy 66
Unit 12: Maternal Mortality 71
Readings 74
The Interesting Narrative of the Life of Olaudah Equiano 74
What to the Slave is the Fourth of July? 84
Speech Before the Atlanta Cotton States and International Exposition 102
Of Booker T. Washington and Others 105
The Talented Tenth 114
Southern Horrors: Lynch Law in All Its Phases 126
Note on Corporate Citizenship 141
Appendix 1 - Unit Resources 150
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3. Unit 2 150
Unit 3 152
Unit 4 153
Unit 5 156
Unit 7 162
Unit 10 163
Unit 12 167
Appendix 2 - Rubrics 170
Rubric for Written Assignment 170
Rubric for Oral Assignment, Source:
www.shenet.org/high/.../Rubrics/jporalpresentation.htm 172
Book Citations 175
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4. FOREWORD
The University Success course is described as a course “designed to assist freshmen in maximizing their
poten;al to achieve academic success by providing a general orienta;on to the func;ons and resources
of the university thereby assis;ng students in adjus;ng responsibly to the individual and interpersonal
challenges presented by collegiate life through exposing them to posi;ve learning experiences, u;liza‐
;on of instruc;onal methods of lectures, demonstra;ons, group discussions, consultants, technology
and assignments.” The general objec;ves for the University Success course are designed to posi;vely
impact the first‐year experience of incoming freshmen and transforming them into func;onal and ef‐
fec;ve members of the academic community by crea;ng awareness through the university history,
mission, vision, core objec;ves, collegiate code of conduct, etc. The students will be guided to succeed
in ac;on research, build leadership skills and effec;ve wriFen and oral communica;on skills to make
progress at the university.
Vision
In tune with the change in global academics and economics, the vision, mission and core values of the
university were recently modified to beFer suit the needs of the students and is defined as follows:
“Building on its historic mission of empowering diverse students to become leaders, Jackson
State University will become recognized as a challenging, yet nurturing, state‐of‐the‐art
technologically‐infused intellectual community. Students and faculty will engage in crea;ve re‐
search, par;cipate in interdisciplinary and mul;‐ins;tu;onal/ organiza;onal collabora;ve learn‐
ing teams and serve the global community.”
Mission
JSU is a 133 year old historically black ins;tu;on which redefined its core mission with the following:
“The University produces technologically‐advanced, diverse, ethical, global leaders who think cri;cally,
address societal problems and compete effec;vely.”
QEP
The primary goal of the Quality Enhancement Plan (QEP) is to engage students in a global inquiry coop‐
era;ve learning community, focusing on analy;cal reasoning. This ac;vity is intended to drama;cally
improve the global analy;cal reasoning and problem solving capacity of first and second year students,
adding value and rigor to the upper undergraduate division’s teaching, research and service mission.
GIFTSeminar
Founda;ons in Global Inquiry was developed through the GIFTSeminar. GIFTSeminar is a four week
summer faculty development ins;tute geared towards strengthening the capacity of the mul;disciplin‐
ary faculty to be master teachers who engage students in analy;cal reasoning and cri;cal thinking
which enables them to become professional students. Through learning from a global inquiry frame‐
work, students apply cri;cal thinking and analy;cal reasoning skills.
This compila;on of innova;ve and comprehensive teaching units is a response to the call for instruc;on
that addresses specific student outcomes and that encompasses the areas of cri;cal thinking, technol‐
ogy use, and global awareness which embodies the new vision and mission of the university.
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5. Those outcomes are as follows:
1. Students will demonstrate cri;cal mul;disciplinary analy;cal and original thinking in global in‐
quiry courses, including Contemporary Topics, Colloquia, and Guidance.
2. Students will be able to demonstrate effec;ve communica;on in English (wri;ng, reading,
speaking and listening skills).
3. Students will be able to demonstrate competency as inves;gators as shown by their ability to
formulate and test appropriate hypotheses, apply new knowledge, as part of their inquiry, lan‐
guage and service learning requirements.
Each instruc;onal unit is a comprehensive, research‐based response to a set of globally related and
cri;cally challenging ques;ons. The units are described as comprehensive because they are responses
that involve interdisciplinary faculty instruc;onal strategies, in‐depth incorporated scien;fic method
use, and direct student‐centered research produc;on. The interdisciplinary faculty represent the areas
of Business, Educa;on, English, History, Mass Communica;on, Mathema;cs, Modern Foreign Lan‐
guages, Music, Lifelong Learning, Psychology, Social Work, Sociology, Science and Technology and Po‐
li;cal Science. The culturally diverse faculty hail from Nigeria, South Africa, Greece, India, Cameroon,
Canada, Arkansas, Florida, Iowa, Louisiana, Wisconsin, Colorado, Washington, D.C., all areas of Missis‐
sippi, including the Delta, and other parts of the United States. Each team member has added value to
this project through extensive research experience, global academic and service par;cipa;on, project
and proposal development and implementa;on.
The units range in scope from exploring economic and health dispari;es, energy crisis solu;ons to dis‐
sec;ng the historical importance of hip‐hop and jazz connec;ons, Mississippi Delta poli;cs, genocide,
historical conflicts, Islam, ethics, and racial and cultural iden;ty. Students should have experience with
three to four of the units in the compila;on in order to be exposed to a variety of cri;cal thinking
situa;ons and research produc;vity modes. The selec;on of the units to be used in any par;cular
course should be based upon the instruc;onal team, the mix of students, and the pathways created by
engaging classroom discussion. To add to the depth of the course, the team‐teaching pedagogical ap‐
proach is being implemented in the classes selected to be instructed by GIFTS faculty. Such a concept is
conducive to faculty enhancement, as well as proac;ve, innova;ve, energe;c instruc;on being pro‐
vided to students.
5

6. Analytical Reasoning: From
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 educa;on 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 genera;on of students to speak and write English? Using at least ten jour‐
nal ar;cles/book sources, review the literature on African‐American language acquisi;on and the chal‐
lenges iden;fied in those sources. Cri;que the challenges from at least two perspec;ves. Tape your cri‐
;que of the works, ci;ng major premises and evidence used to support major premises. Ask students
in your learning community to assess your cri;que. Redrac the cri;que, making sure that your gram‐
mar, syntax and ideas meet college‐level expecta;ons. (Criteria for assessing your essay are contained
in Appendix 2.)
Unit Descrip?on:
Educa;on, language, and popular culture share an in;mate rela;onship that informs all socie;es. This
class looks at the interac;on of these three social pillars in the context of African‐American history and
culture from the ;me of the great West African civiliza;ons to the present. It addresses how people of
African descent fought to preserve their heritage (despite the experience of slavery) and how this pres‐
erva;on effort accommodated a new culture as they became Americans.
Unit Narra?ve:
This unit will engage in a mul;‐disciplinary ex‐
amina;on of what cons;tutes knowledge, es‐ Class Topics
pecially in terms of language acquisi;on and
popular culture in the African‐American com‐ From Africa to America
munity. Through primary documents, students
tackle the myth that African Americans, due to
the harshness of slavery, did not have the abil‐ From Emancipation to the Present
ity to engage the English language at a high
level. Instead, black intellectuals have influ‐ Timeline of Language Development
enced all of American history in important
ways—a topic further explored through other
in‐class assignments. Yet, some care should be Contemporary Influences on African-
taken to indicate that the African‐American American language
elite did not hold a monopoly over language,
educa;on, and knowledge. Instead, popular
culture shows that people could use language on their own terms and could mold it to suit their cir‐
cumstances. The final class exercises lead to an explora;on of how people have u;lized language to
envision and empower themselves and how the acquisi;on of a “mother tongue” informs personal
6

7. iden;ty. In the end, students should come away with an apprecia;on for the complex rela;onship be‐
tween educa;on, language, knowledge, popular culture, and power.
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 reflec;on journal on the “Overarching Ques;on.” Acer class, amend
your responses and post it to the discussion forum.
In‐class Ac5vity: Break into three groups, each represen;ng one of the three following people: Benja‐
min Banneker, Phyllis Wheatley, and Thomas Jefferson, using the brief bio and wri;ng sample of each
person, debate the “Overarching Ques;on” from each perspec;ve. Each group will have approximately
10 minutes to make its case.
Objec5ve: This sec;on engages students in a discussion about educa;on and language, specifically in
the context of African‐American history from the ;me of the great West African civiliza;ons 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 per;nent to ask if language
evolves or devolves. Students should ques;on what cons;tutes knowledge. They should also address
how Africans fought to preserve their heritage through the experience of slavery and accommodated a
new culture as they became Americans. The readings highlight these issues. The Equiano piece in par‐
;cular looks at the experience of Africans from the displacement of cap;vity and the terror of the Mid‐
dle Passage to the inhumanity of enslavement. S;ll, Equiano clearly expanded his capacity for lan‐
guage.
Similarly, Frederick Douglass was born into slavery and became one of the most important American
intellectuals of the 19th Century. Douglass emphasizes the contradic;on embedded in an American so‐
ciety that celebrated its independence but enslaved millions of people. Banneker, Wheatley, and Jef‐
ferson debated this very ques;on in the 18th Century.
An ardent aboli;onist, Wheatley represented the Enlightenment philosophy which
believes that environment plays a major role in a person’s life. Leaders of the Ameri‐
can Revolu;on debated whether black people were inherently inferior to white peo‐
ple or whether supposed black inferiority was due to enslavement. Some slavehold‐
ers like Thomas Jefferson, who held racist assump;ons, dismissed Wheatley alto‐
gether 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 Revolu;on. 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. No;ng Jefferson’s words in the Declara;on of In‐
dependence, Banneker took the man to task over slavery. Referring to the Declara;on, Banneker
7

8. wrote, “You were then impressed with proper ideas of the great valua;on of liberty, and the free pos‐
session of those blessings, to which you were en;tled by nature; but, Sir, how pi;able is it to reflect,
that although you were so fully convinced of the benevolence of the Father of Mankind, and of his
equal and impar;al distribu;on of these rights and privileges…that you should at the same ;me coun‐
teract his mercies, in detaining by fraud and violence so numerous a part of my brethren, under groan‐
ing cap;vity and cruel oppression.” He did not mince
words, and Jefferson responded. Both Banneker’s leFer
Read Phyllis Wheatley’s and Jefferson’s response are available online for students
poetry online
http://www.pbs.org/wgbh/aia/par
t2/2h20.html
From Emancipa?on to the Present
Readings:
Booker T. Washington, Speech before the Atlanta CoFon States and Interna0onal Exposi0on
W.E.B. DuBois, Of Booker T. Washington and Others
W.E.B. DuBois, The Talented Tenth
Ida B. Wells‐BarneF, Southern Horrors: Lynching in All Its
Phases Check it out - Look on-line
(http://www.pbs.org/wgbh/aia/part2/2
h71t.html
In‐class Wri5ng: Begin class with a 15‐minute reflec;on
journal on the “Overarching Ques;on.” Acer class, stu‐
http://www.pbs.org/wgbh/aia/part2/2h
dents should amend their responses and post them to
WebCT in a discussion forum. 72t.html).
In‐class Ac5vity: Break into four groups, each represen;ng
one of the following ar;sts from the Harlem Renaissance: Claude McKay, Countée Cullen, Langston
Hughes, and Zora Neale Hurston. Provide each group with a brief bio and wri;ng sample of each per‐
son, and debate the “Overarching Ques;on” from each perspec;ve. Each group will have approxi‐
mately 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 dis;nct views on the role of educa;on for African Americans but
both displayed a mastery of language. Wells‐BarneF 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 accomoda;onist and DuBois eli;st. Her efforts to inves;gate lynchings and dispel the myths that
surrounded white vigilan;sm gave her a voice that capitalized on both her educa;on 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 Ac;vity” gives students the opportunity to further engage the “Over‐
arching Ques;on” from the perspec;ve of these ar;sts. They should also consider the per;nence of
the ques;on in light of 21st Century African‐American ar;sts.
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9. Part I ‐ Personal Iden?ty:
Implicit Associa;on Test
assess your racial iden;ty.
The professor will lead the class in taking the Implicit Associa;on Test, a subconscious test designed to find out
how you have been socialized. Acer taking this test, discuss the agents of socializa;on (e.g., schools, peers,
church, parents/family…). How does one acquire nega;ve or posi;ve aqtudes toward one group over an‐
other?
Discuss the various forms of racism, ranging
Question: Has the legacy from: Old‐Fashioned Racism (the no;on that
blacks are biologically inferior to whites); The
of racism influenced the New Racism (subtle, aversive…): the no;on
ability of this generation of that blacks do not subscribe to the protestant
work ethics of hard work and individualism;
students to speak and and Internalized Racism‐the internaliza;on of
write English? nega;ve racial aqtudes/stereotypes projected
on blacks by the dominant culture.
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.
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10. Part II ‐ Personal Iden?ty:
Exercise 1
What language do you speak at home with family and friends?
i) French
ii) English
iii) Ebonics, Black English
iv) Creole
v) Spanish
vi) Italian
vii) Other
Basic Truisms:
Language is a cultural tool of learning and communica;on. 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 com‐
munica;on between a baby and it’s mother. The mother’s language is the first means of communica;on be‐
tween mother and child. In a diverse marriage situa;on where both parents come from different linguis;c
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 educa;on, for‐
mal communica;on 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. Ci;zens speak the ruler’s language in formal commu‐
nica;on 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 exami‐
na;ons and to communicate effec;vely in oral presenta;ons and discussions, na;onally and globally.
10

11. Exercise 3 :
Study the diagram below; analyze and discuss your impression.
Discussion:
How do we develop competence in Formal
Wri;ng?
What problems do we encounter in “code‐
switching” from L1 to L2, or from conversa‐
;onal or colloquial English to formal Eng‐
lish?
!
Translate the following passages from L1 to L2
Zora Neale Hurston – Every Tongue Got to Confess, p. 9 (Exercise in class – L1)
God done preFy good when He made man, but He could have made us a lot more convenient. For in‐
stance: 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 preFy nohow ‐ George Brown.
Richard Wright ‐ Black Boy, pp. 23 ‐24 ( Appendix – as an example of formal wri;ng in English by an
African American which brings up the no;on of racial iden;ty)
I soon made myself a nuisance by asking far too many ques;ons of everybody. Every happening in the
neighborhood, no maFer how trivial, became my business. It was in this manner that I first stumbled
upon the rela;ons 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 emo;onally. I
11

12. had seen white men and women upon the streets a thousand ;mes, but they had never looked par;cu‐
larly “white”. To me they were merely people like other people, yet somehow strangely different be‐
cause 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 tardi‐
ness in learning to sense white people as “white” people came from the fact that many of my rela;ves
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 fa‐
ther. 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.
“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 posi;ve and af‐
firma;ve way. How do you define yourself and why? Define yourself in the context of American na;onhood.
12

13. Analytical Reasoning: From Enslavement to Freedom, a Pro-
ductive Life-long Learner
Unit 2: Music as Culture
Music as Culture
Music has played a central role in the culture and sociopoli;cal strivings of African‐Americans. Using the coded mes‐
sages of slave songs (field hollers, work songs and spirituals) as a background, discuss the contemporary messages of hip‐
hop and the overarching development of jazz. How has commercializa;on impacted pop art and culture in contempo‐
rary society? How has this commercializa;on been exported to the world?
Unit Descrip?on:
Music adds the spice to life, since it directly and indirectly affects language, fashion, educa;on, history,
and many other elements of human dis;nc;on. Students will consider the obvious and not‐so obvious
connec;ons between music and culture. In addi;on, students will explore the connec;ons of hip‐hop
to slave songs and Jazz and consider the affects of commercializa;on on music around the world.
Unit Narra?ve:
Storytelling is the link, which ;es the American
Slave to the African. In West African culture the
Griot is an esteemed member of the community
who is charged with preserving the history of
the tribe or village. The Griot uses humor, dra‐
ma;c narra;ves, poetry, song and dance not
only to entertain but to glorify and extol the vir‐
tues of the community at important cultural
events. This tradi;on of poetry, dance, and sto‐
rytelling combined and crossed the
waters with the enslaved African. The tradi;on
was carried forward by the field hollers, the
blues, jazz, and rap musics of the twenty first
century. Music is ocen labeled as a common
denominator, one of the greatest avenues of
unity among human groups around the planet.
The response to the death of music icon Michael Jackson would be a prime example of how music can unite
those who seem worlds apart. Almost everyone connects with others via some type of music. So, music di‐
rectly results from culture, and culture directly results from music. What beFer way to look at historical ele‐
ments and connec;ons than through the evolu;on of music itself. In this unit’s research tasks, students have
wonderful opportuni;es to explore the connec;ons between music and culture and the current music trend
13

14. with which they iden;fy (hip‐hop) and its historical connec;ons to slave songs and Jazz. They also have the
opportunity to research the commercializa;on elements that affect music and, thereby, affect culture.
Class 1
Introduc;on
A. Faculty Introduc;on
B. Class Goals
C. Review of Unit Syllabus
D. Class Guidelines and Regula;ons
E. Blog Intro and instruc;ons
Bell, Ed; Lennon, Thomas, “Unchained Memories: Readings From the Slave Narra;ves”, HBO Documentary,
2003
Class 2
Timeline/history
A. YouTube examples to correlate with the ;meline
B. Excerpts maybe from the HBO series, or from the movie Love Jones
Conyers, James L. ed., “African American Jazz and Rap”, McFarland and Co., 2001.
hFp://books.google.com/books?id=e9lTE2pmAlYC&dq=Jazz+Rap&printsec=frontcover&source=in&hl=en&ei=‐
ZEwTJ_KEsKqlAeQsYWeCQ&sa=X&oi=book_result&ct=result&resnum=12&ved=0CFEQ6AEwCw#v=onepage&q
&f=false
Class 3
YouTube Video examples
A. You Tube/ Video
1. Rap/Hip Hop
2. Jazz
3. Rap and Jazz
B. Blogging assignment 1 (Instructor’s choice of topic)
C. Presenta;on/Discussion
Daulatzai, Sohail; Dyson, Michel Eric, “Born to Use Mics:Reading’s Nas Illam;c”, Basic Civitas Books, New York,
2010.
Als, Hilton, “The Next Music Mogul, The New Negro”, The New Yorker, 1997.
hFp://www.newyorker.com/archive/1997/10/20/1997_10_20_144_TNY_CARDS_000380491
Class 4
Oral Discussion ‐ show clip for Beyond Beats and Rhymes, which looks at misogyny and the history.
A. Ideas, impression, cri;cal discourse
B. Blogging assignment 2 (Instructor’s choice of topic)
14

15. Class 5
Roots of Rap /Hip Hop
A. Presenta;on on African influences
B. Modern Influences ‐ guest speaker
Wastrous, Peter, “Review/Jazz; Rap Group Releases Album That Includes Disputed Song”, New York Times,
1990.
hFp://www.ny;mes.com/1990/04/11/arts/review‐jazz‐rap‐group‐releases‐album‐that‐includes‐disputed‐song
.html
Brody, Richard, ”MILES TO GO”, The New Yorker, 2010.
hFp://www.newyorker.com/online/blogs/movies/2010/01/miles‐to‐go.html
Frere‐Jones, Sasha, “Doom’s Day, Madvillain redeems the pretensions of independent hip‐hop”, The New
Yorker, 2004.
hFp://www.newyorker.com/arcive/2004/04/12/040412crmu_music#ixzz0sivsr979
Class 6
Minstrel Shows
A. Slave narra;ves, audio and visual
B. Work songs/field hollers, audio and visual
C. Modern comedy shows, audio and visual
Pilgrim, David, “The Coon Caricature”, Oct. 2000.
hFp://www.ferris.edu/jimcrow/coon/
Class 7
Quiz
Class 8
Group Presenta;on
A. Oral presenta;on by groups
B. Individual wriFen documenta;on
Youtube Resources
hFp://www.youtube.com/watch?v=‐eh16a7n_44&feature=related
Gang Starr‐ “Jazz thing”
hFp://www.youtube.com/watch?v=ot6j7Jf9al0
Miles Davis‐ “Fusion”
hFp://www.youtube.com/watch?v=F22yKJRZoZc
Tribe called Quest‐ “Jazz (We’ve Got)”
hFp://www.youtube.com/watch?v=54OlRNrnAes&feature=related
GURU‐“Hood Dreamin c. Solar”
hFp://www.youtube.com/watch?v=SRpdlij3GVo
Public Enemy‐ “Fight The Power”
15

16. Reading List
• Bernard, Shane K., Swamp Pop: Cajun and Creole Rhythm and Blues, University Press of Missis‐
sippi, Jackson, Mississippi, 1996. (Men;ons black Creole music, but not Creole folk songs.)
• Borders, Florence E., "Researching Creole and Cajun Musics in New Orleans," Black Music Re‐
search Journal, vol. 8, no. 1 (1988) 15‐31.
• Cable, George W., "The Dance in Place Congo," Century Magazine, vol. 31, Feb., 1886, pp. 517‐
532.
• McGinty, Doris E. and Nickerson, Camille, "The Louisiana Lady," The Black Perspec5ve in Music,
vo. 7, no. 1 (Spring, 1979) 81‐94.
• Nickerson, Camille, Africo‐Creole Music in Louisiana; a thesis on the planta5on songs created by
the Creole negroes of Louisiana, Oberlin College, 1932.
• Perone, James E., Louis Moreau GoOschalk, a Bio‐Bibliography, Greenwood Press, Westport,
Connec;cut, 2002.
• Scarborough, Dorothy, On the Trail of Negro Folk‐Songs, Harvard University Press, 1925.
• Starr, S. Frederick, Bamboula! The Life and Times of Louis Moreau GoOschalk, Oxford University
Press, 2000.
• Tiersot, Julien, "Notes d'ethnographie musicale: La Musique chez les peuples indigenes de
l'Amerique du Nord," Sämmelbande der Interna5onalen MusikgesellschaS 11 (1910); 141‐231.
Melodies only, with musicological notes.
• Tiersot, Julien, Chansons Nègres, Heugel, Paris, 1933.
• Veillon, Ching, Creole Music Man: Bois Sec Ardoin, Xlibris, 2003.
16

17. Analytical Reasoning: From Enslavement to Freedom, a Pro-
ductive Life-long Learner
Unit 3: Corporate Ci?zenship
What is meant by corporate ci;zenship in a global economy? In Asia, the United States, and the 27 na;ons of the
European Union, is that concept real or imagined? Pretend that you are a consultant to a Fortune 500 Company.
Begin your presenta;on by reviewing MIT professor Richard M. Locke’s “A Note on Corporate Ci;zenship in a
Global Society.” Cri;que his alterna;ve models of corporate ci;zenship. Now, reverse roles and pretend that you
are a holder of annui;es in a Fortune 500 company. Is your response to Locke’ ar;cle the same or is it different?
What are situa;onal ethics? What is crucial for pre‐professional students—future prac;;oners—to learn about
corporate ci;zenship and ethical decision making? Share your essay with a faculty mentor. Acerwards, examine
the essay and think about the evidence and the arguments. Are they aligned? Pod cast your answer. Listen to it
and revise it. Upload it to the website for this course.
Unit Descrip?on:
The unit is developed to create an understanding of corporate ci;zenship from a global perspec;ve.
Students will be provided extensive informa;on on the concepts and will be able to apply analy;cal
reasoning to provide solu;ons using case studies. This unit will equip students with knowledge on cur‐
rent issues like Arizona, Mexico and Cuba and engage them in a thorough understanding of ethics, val‐
ues and ci;zenship.
Unit Narra?ve:
Globaliza;on has unified the world in terms of trade and commerce and has a far‐reaching impact on
local economies through its func;ons. As a result of advanced communica;on technologies of the day,
globaliza;on has shrunk the world in size and has both posi;vely and nega;vely impacted local econo‐
mies around the world. One of the major outcomes of globaliza;on was the growth
of mul;na;onal conglomerates (MNCs) in the eastern hemisphere. Many of these
MNCs hail from the United States or Europe, but have reestablished their mass pro‐
duc;on units in Asian countries like China, India, Vietnam, Pakistan, Bangladesh, etc.
Due to globaliza;on, cheap labor has resulted in the dras;c price reduc;on of com‐
modi;es and increased their availability. The uproo;ng of the original work units in
local American communi;es has resulted in destroying local economies, social struc‐
tures, escala;ng crime rate, and increasing social and health dispari;es. The corpo‐
ra;ons owe moral, social, and economic obliga;ons to surrounding communi;es
from which they draw their work force. Disregard for environmental protec;on in the
race to making huge profits through massive produc;on and heavy interna;onal trade has resulted in
global warming, social upheaval, health dispari;es, urban challenges, etc.
17

18. Reading: Locke, Richard, A Note on Corporate
Ci0zenship in a Global Society
Unit Activities
Segment 1:
a. What is your conceptualiza;on of ci;‐ Class discussion - What is citizenship?
zenship?
b. Write your defini;on of ci;zenship in a A Note on Corporate Citizenship
250‐word essay to be completed in The Case of Nike & An Inconvenient Truth
class and shared with the en;re group.
c. Discuss your defini;on of ci;zenship Your Fortune 500
and share your defini;ons of ci;zen‐
ship with the class.
d. Ci;zenship as defined by the Merriam‐
Webster Dic;onary or some other valid
and reliable source.
e. Discuss ci;zenship, its rela;on to naturaliza;on, and current immigra;on issues. Specifically, the
instructors should facilitate a discussion of the immigra;on issues currently under discussion in
the following states/countries:
1. Arizona
2. Mexico
3. Mississippi
4. Cuba
f. Following the discussion of the issues surrounding ci;zenship, naturaliza;on, and immigra;on,
students should be administered a paper‐pencil Ci;zenship Test that will be scored in class acer
everyone is finished taking the test. In addi;on or in lieu of the Ci;zenship Test, the students
can ac;vely engage in an exercise by playing a game based on American ci;zenship, the Bill of
Rights, the Cons;tu;on, or the United States government.
g. There should be a discussion of test items in terms of the level of difficulty or ease of each item
as well as the fairness of each item.
h. Next, students should be shown the School House Rock video via YouTube concerning how a bill
becomes a law.
i. This video should lead to a discussion of the United States Cons;tu;on and the Bill of Rights.
j. Students should be given a paper copy of the United States Bill of Rights, and if possible, these
Bills should be shown on an overhead projector for the en;re class to view and discuss in an
open forum.
k. At the end of the above discussion, the instructor should introduce the concept of corporate
ci;zenship, which can be compared to or contrasted with domes;c ci;zenship.
l. Before students leave for the day, the instructors can administer a pre‐test as the first compo‐
nent of the Student Learning Outcome Assessment. This same test will be administered as a
post‐test at the end of Day 8 to serve as par;al comple;on of the Student Learning Outcome
Assessment.
Segment 2:
a. Students will be asked to revisit the formal defini;on of domes;c ci;zenship, they should be
prompted to provide an opera;onal defini;on of corporate ci;zenship, and the instructors
should provide the class with a formal defini;on of corporate ci;zenship.
b. Students should be reminded that corpora;ons are comprised of individuals with rights that
should be protected. Therefore, if the rights of the individuals within a corpora;on should be
18

19. protected, should the rights of the corpora;on be protected in the same manner under the
same laws, that is?
c. The instructors should facilitate a discussion of the term global economy, and the en;re class
should engage in a discussion of corporate ci;zenship in a global economy. The students should
be prompted to discuss the responsibili;es of the corpora;on as well as the rights of the corpo‐
ra;on previously discussed. The rights and responsibili;es of the corpora;on should be dis‐
cussed in both a domes;c/na;onal and global context. Can corpora;ons be viewed as transna‐
;onal ci;zens so to speak as the Roma are viewed as transna;onal people by some countries/
cultures/individuals?
d. The instructor can facilitate a discussion of instances in which the rights and responsibili;es of
the corpora;on (e.g., corporate social responsibility) supersede, if ever, the rights of the indi‐
viduals.
e. Here, the instructor can probe the students’ knowledge of the dis;nc;on between laws, morals,
and ethics to ensure that the students know the difference between theses terms.
f. This provides the instructors an opportunity to engage the students in a discussion of the fol‐
lowing topics:
1. corporate ethics (Discussion Ques;on/Wri;ng Prompt: What are corporate ethics?)
2. global ethics (Discussion Ques;on/Wri;ng Prompt: What are global ethics?)
3. situa;onal ethics (Discussion Ques;on/Wri;ng Prompt: What are situa;onal ethics?)
g. The discussion of the above topics should be followed by a presenta;on of the following case:
“Santa Clara County v. South Pacific Railroad”
h. This case should be discussed in conjunc;on with the “United States Cons;tu;on: Fourteenth
Amendment‐Rights Guaranteed Privileges and Immuni;es of Ci;zenship, Due Process and Equal
Protec;on.” Students should be provided with a paper copy of this amendment.
i. Following the aforemen;oned case presenta;on and group discussion, students will be given a
copy of Richard M. Locke’s ar;cle (“Note on Corporate Ci;zenship in a Global Economy”). The
instructors will introduce the ar;cle as well as provide a brief synopsis of its content.
j. Next, the students will be given a single‐page handout summarizing Locke’s alterna;ve models
of corporate ci;zenship (i.e., Minimalist, Philanthropic, Encompassing, and Social Ac;vist).
k. The students will be asked to cri;que/analyze each model in an open forum in which the in‐
structors would facilitate the in‐class discussion by asking students to pretend that they com‐
posed the Google corpora;on and view the “Google and China” issue from each of Locke’s al‐
terna;ve models of corporate ci;zenship.
1. For example, if the class was the Google corpora;on and they conducted business based
on the Minimalist model, how would Google handle the current issue with China?
2. On the other hand, if Google func;oned from a Social Ac;vist model, how would this
corpora;on conduct business with and in China?
3. In Asia, the United States, and the 27 na;ons of the European Union (EU), is the concept
of corporate ci;zenship real or imagined? Here, the instructor can inform the students of
the structure and func;on of the EU and spend a liFle ;me discussing various responses
to this ques;on with the class in an open forum.
l. In addi;on, the students will be instructed to read Locke’s ar;cle as a homework assignment,
and they would be required to write a short review (3‐5 pages that does not include the refer‐
ence page) that will be typed (double‐spaced in 12‐point font) and submiFed to the instructors
the following class period. This wri;ng assignment will be graded and/or scored and counted
toward the final course grade for the semester. Moreover, the graded and/or scored wri;ng as‐
signment will be returned to the students in a ;mely manner to facilitate the Fortune 500 role‐
playing exercise recommended for Day 6 (see f and g under Day 6).
19

20. m. Acer reviewing Locke’s four models and using the Google and China issue to facilitate the stu‐
dents’ understanding of the applica;on of each model in the opera;ons of an actual business
addressing a real and current issue, the students will be instructed to divide into groups so that
they can develop a corporate iden;ty or profile. Once the students are divided into groups that
will serve as businesses, each group will be assigned one of Locke’s models from which to func‐
;on as a corpora;on. [The instructor can divide the class into four groups with perhaps ten (10)
students per group. The number of groups and the size of each group will depend on the en;re
class size. However, there should be a minimum of four (4) groups so that each model is repre‐
sented.]
n. The students will be informed that they can choose the industry (clothing, music, gaming,
weapons, newspaper, etc.) for their corpora;ons as well as the following:
1. company name
2. company logo
3. product distribu;on
4. marke;ng/adver;sing strategy
5. research and development
6. corporate members (CEO, CFO, Consultants, etc.)
7. corporate image/public percep;on
o. Students will be instructed that they should work together as a team to develop a corporate
iden;ty/profile, and each corpora;on will have to present themselves to the class next period.
The instructors should inform the students that this presenta;on would be brief. However, they
should be told that each corpora;on would be required to conduct a final presenta;on (15‐20
minutes) at the end of this unit. Each corpora;on will be faced with a challenge that must be
resolved using input from every member of the corpora;on.
p. The instructors should prompt students to exchange contact informa;on such as telephone
numbers and email addresses that each student feels comfortable with giving to the group
members for the sole purpose of comple;ng the group assignments and course work.
q. The instructors should set aside ;me (e.g., 15‐30 minutes) each class period to discuss any is‐
sues concerning the wri;ng assignments or group tasks and final presenta;ons.
Segment 3:
a. Begin the class by answering any ques;ons regarding the alterna;ve model of corporate ci;zen‐
ship each group was assigned, each group’s corporate profile, etc.
b. Give the groups a few minute to organize their brief presenta;ons.
c. Ask each group to introduce the corpora;on to the class.
d. Offer the members of the class the opportunity to ask ques;ons of each corpora;on. The in‐
structors should ask ques;ons as well if they have any.
e. At this point, the instructors can either:
1. Present all the corpora;ons with only one scenario (see webpage developed by Dr. Mon‐
ica Flippin‐Wynn and Dr. Thomas Kersen) that each business will have to address from
the perspec;ve of the model that was assigned to them in the previous class period (on
Day 2).
2. Present each corpora;on with a separate dilemma that the business must face either
stateside or abroad based on the corpora;on’s model of func;oning as a business. Some
corpora;ons may be faced with ethical decision‐making in a global environment.
a. For example, an American corpora;on in the clothing industry may be faced with the
issue of corporate accountability, responsibility, codes of ethics, and sets of laws such as
20

21. child labor laws, inhumane working condi;ons, and sweatshop scenarios abroad (in
China or Italy, for example).
b. If the instructors choose to present a corpora;on with the above example, it should be
discussed in conjunc;on with the following case: “The Promise and Perils of Globaliza‐
;on: The Case of Nike.” Other dilemmas can include the sell of weapons to mercenaries
for the weapons industry; the issues surrounding freedom of speech and censorship for
the music and newspaper industries; and the issue of ethical decision‐making and moral
obliga;ons to the customers of corpora;ons in the gaming industry that provides a form
of entertainment which is viewed by some as demoralizing due to the violent content of
some video games and by others as addic;ve because of the various categories of gam‐
ing that include off track beqng, casino gambling, state loFeries/loFo, etc.
Segment 4:
a. Now that students have been divided into groups represen;ng different corpora;ons, assigned
a business model, selected an industry, and presented a challenge in the form of a scenario or
dilemma, the students can begin to prepare for the final presenta;ons where each corpora;on
will present to the class the method that was chosen to resolve the challenge they faced.
b. To facilitate this process and provide the students with some guidance in the resolu;on of their
corporate challenges, the instructors will show por;ons of films that address issues with which
some major corpora;ons face in today’s society.
c. For example, the Film Supersize Me which addresses the issue of the moral, ethical, and legal
obliga;ons of corpora;ons to their customers, shareholders, etc.
Segment 5:
a. To facilitate this process and provide the students with some guidance in the resolu;on of their
corporate challenges, the instructors will show por;ons of films that address issues with which
some major corpora;ons face in today’s society.
b. For example, the Film An Inconvenient Truth which addresses the issue of corporate responsibil‐
ity, corporate accountability, and the environmental impact (e.g., global warming) as well as
other social, cultural, poli;cal, etc., ramifica;ons of the presence and implica;ons of the prac‐
;ces of certain corpora;ons in the United States and around the globe.
c. This segment also provides the instructors with the opportunity to engage the class in an open
and frank discussion about Bri;sh Petroleum and the Gulfcoast Oil Spill scandal that might have
a direct impact on some of the students and their families here in Mississippi and in Louisiana as
well as other places.
Segment 6:
a. Here students can be offered the opportunity to meet with their groups at the beginning or at
the end of class for approximately 30 minutes (more or less) so that the corpora;ons can
formalize/finalize the plans for their upcoming group presenta;ons that will be conducted over
the next two class periods.
b. The instructors can answer any ques;ons that the students might have about their presenta‐
;ons as well as arrange to reserve any needed audiovisual equipment (e.g., laptops, projectors,
extension cords, etc.).
c. Next, students can view a series of commercials adver;sements for various poli;cal campaigns.
These include the following:
1. The Daisy Girl
2. Willie Horton
21

22. 3. Swic Boat Veterans for Truth
and John Kerry’s Military Service
4. Barack Obama and Wyclef Jean
d. These poli;cal campaign adver;sements played on television or aired via video on demand
should be discussed in conjunc;on with the case “Ci;zens United v. Federal Elec;on Commis‐
sion” and the recent United States Supreme Court decision holding that corporate funding of
poli;cal broadcasts on candidate elec;ons cannot be limited under the First Amendment. The
instructors can facilitate a discussion of this ruling in rela;on to the rights and responsibili;es of
corpora;ons in the context of corporate ci;zenship and in terms of corpora;ons funding poli;‐
cal campaigns, backing certain candidates, and poten;ally influencing the outcome of United
States elec;ons.
e. Finally, students can prepare for their group presenta;ons, engage in cri;cal thinking drills, and
take part in the following analy;cal exercise by role‐playing with their peers. The class should be
divided into two groups. The first group will be the two corpora;ons assigned the Minimalist
and Philanthropic models, and the second group will be composed of the two corpora;ons as‐
signed the Encompassing and Social Ac;vist models.
f. The first group of students should be instructed to pretend that they are consultants to a For‐
tune 500 Company and they should be asked to do the following:
1. Begin your presenta;on by reviewing MIT professor Richard M. Locke’s “A Note on Cor‐
porate Ci;zenship in a Global Society.”
2. Cri;que/analyze alterna;ve models of corporate ci;zenship.
g. Now, the second group of students should pretend that they are holders of annui;es in a For‐
tune 500 company.
1. Is your response to Locke’s ar;cle the same as the first group?
2. Is your response to Locke’s ar;cle different from the first group?
Segment 7:
a. Group Presenta;ons and Student Learning Outcome(s) Assessments/Evalua;ons
b. Podcast the group presenta;on and answers to all in‐class wri;ng assignments.
c. Listen to the group presenta;on and answers to all in‐class assignments.
d. Revise and edit your work.
e. Upload your group’s presenta;on and all in‐class wri;ng assignments to the website for this
course.
Segment 8:
a. Group Presenta;ons and Student Learning Outcome(s) Assessments/Evalua;ons
b. Podcast the group presenta;on and answers to all in‐class wri;ng assignments.
c. Listen to the group presenta;on and answers to all in‐class assignments.
d. Revise and edit your work.
e. Upload your group’s presenta;on and all in‐class wri;ng assignments to the website for this
course.
f. Complete post‐test for this course.
g. A sample Student Learning Outcome Assessment Rubric and Ra;ng Scale that can be used to
evaluate the quality of both the individual wri;ng assignments and the group presenta;ons is
provided and con;nued on the following page.
22

23. Analytical Reasoning: Ethics, Values & Effective Citizenship
Unit 4: Rwanda and Genocide
Rwanda had an ethnic Genocide in 1994. Read closely Mahmood Mamdani’s When Vic;ms Become Killers:
Colonialism, Na;vism and Genocide in Rwanda (2002). Write a book review in which you analyze the follow‐
ing ques;ons: What were the origins of the genocide? What did the United Na;ons do to prevent the geno‐
cide? What could it have done? How many people were murdered? Who were the murdered and the murder‐
ers? What does truth and reconcilia;on mean in the context of a post‐genocide Rwanda? Think about how a
na;on recovers from genocide. In a pod‐cast intended for teen‐age listeners, explain lessons learned from the
Rwandan genocide that are cri;cal to human dignity, the rule of law, and tolerance.
Unit Descrip?on:
According to most researchers and scholars, in 1994 an es;mated 800,000 people were killed in the
Rwandan genocide. Since the incident occurred, Rwanda has made slow and liFle improvement. This
unit will explore the origins of the genocide, the events that led to the massacre, and what the United
Na;ons could have done to prevent the mass killings of the innocent, mainly women and children.
Unit Narra?ve:
This unit will explore key literature and terms germane to Rwanda and the Rwandan genocide. Stu‐
dents will par;cipate in analy;cal
and cri;cal thinking ac;vi;es to
enhance their knowledge of Class Topics
Rwanda and the Rwandan geno‐
cide. Students will learn demo‐ Why Genocide? Colonialism, Nativism, Ethnic cleans-
graphic and geographical informa‐ ing, Religious intolerance, Racism, and Economics
;on about Rwanda, examine who Origins of the Rwandan genocide
the murdered and the murderers
were, and explore the impact of Hotel Rwanda class discussion
poli;cs on the Rwandan genocide. The United Nations
Students will discover what truth
Cultural implication of genocide
and reconcilia;on mean in the
context of post‐genocide Rwanda. Truth & Reconciliation
Then, students will cri;cally think Lessons learned
about how a na;on recovers from
genocide and lessons learned from
the impact of genocide.
23

24. Rwanda and Human Rights
Rwanda and Poli5cs
Rwanda is the most densely populated country in Africa. And in 1994, as we all know, Rwanda was also
the site of a horrific genocide, in which over half a million people were killed in
less than three months. The conjunc;on of these two observa;ons has led some
observers to link these two phenomena directly.
Robert Kaplan's ar;cle, published in the Washington Post ten days acer
the genocide began, is illustra;ve. Having noted that "Rwanda is one of the most
densely populated countries in the world," that its popula;on "will double in 20
years," and that "even the tragic slaughter...will have a minimal sta;s;cal effect
on the popula;on growth," he then notes that "Rwanda’s [ie, similar genocides]
are endemic, built‐in, even to the world we inhabit." These are not primarily po‐
li;cal issues, Kaplan implied, but simply part of the landscape; "We must therefore view these places less as
countries than as crisis regions."
What is fundamentally at issue here is the characteriza;on of what he evoca;vely refers to as "new‐age
primi;vism," where dense popula;on and a high birth rate make such conflict "endemic." Poli;cs, people, and
policy explicitly do not factor into any explana;on or understanding of such "crisis regions."
Posi;ng a determinis;c rela;onship that "overpopula;on" leads directly to massive and inevitable vio‐
lence is a simplis;c approach and frees the observer from having to account for the circumstances giving rise
to genocide. More importantly, by implying that no other pathways exist, it also frees the perpetrators from
being held accountable for their decisions or their ac;ons.
But, the poli;cs of genocide were much more complicated than can be accounted for by a simple
equa;on of overpopula;on and genocide. As one observer points out: "An apparently Malthusian outcome
has occurred from more than merely Malthusian processes."
The Poli5cs of Rwandan Genocide
Three factors were involved in the central planning of the genocide. One was the recruitment of large
numbers of youth to the army and to the locally organized mili;as, ocen associated with the radicalized fac‐
;ons of the government. Surely this was a response to the rural crisis, for these recruits were those without
land, educa;on, jobs, or hope; the ecological and demographic crisis was cri;cally important in crea;ng this
context. But rural anger was nonetheless channeled through the poli;cs of the day and manipulated by the
decisions of those in power. In a context of growing class differen;a;on, that meant not among the vic;ms of
rural crisis. Ecology was surely a factor in this complicated equa;on, but it was not the sole explana;on of
genocide.
A second element in the poli;cs of genocide was the fact that the country was at war, figh;ng against
an army formed mostly of refugees from outside, seen as sons of the monarchy overthrown during decoloni‐
za;on. The members of this force had grown up in Uganda and their poli;cal posi;on had become increasingly
insecure in the evolving poli;cs of post‐Idi Amin Uganda. Their leaders had formerly been close associates of
the President of Uganda, Yoweri Museveni, in his long struggle for power. But as it became clear that his asso‐
24

25. cia;on with the Rwandan refugee community had turned from a poli;cal asset to a poli;cal liability, these
leaders, who were principally trained as soldiers, turned their aFen;on to new objec;ves.
Day 1 ‐ Why Genocide?
Class Ac;vity: Pretest, Defini;on and discussion of genocide.
Why genocide originated: Colonialism, Na;vism, Ethnic cleansing, Religious intolerance, Racism, and Econom‐
ics
Examples of historical origins of genocide: Nazi, Biafra, Sudan, Liberia, and Rwanda
Assignment: research genocide in Rwanda
Day 2 ‐ Analy;cal Reasoning: The Rwanda Genocide. 1994 ‐ The Preamble.
The Origins of Rwandan Genocide.
Rwanda is a land‐locked country in Central Africa with a popula;on of 7.3 million.(Show Map.) Their lan‐
guage is Rwanda but they also speak English, French and Swahili. They were colonized by Belgium before they
gained their independence in 1962. There are three ethnic groups in Rwanda:
a) The Hutus who are approximately 85% of the popula;on
b) The Tutsis who are approximately 14% of the popula;on
c) The Twa who are approximately 1% of the popula;on.
The conflict of ci;zenship and indigenousness was really between the Hutus and the Tutsis.
Causes of Genocide: 25Colonialism by Belgium
Racism and Indigenousness
Privileged Ci;zenship
The Plane Crash that killed President Habyarimana
Search for Jus;ce as an Act of Revenge, Retribu;on and Ethnic Cleansing.
Colonialism: Class test (Take Home) a) What is Colonialism? Iden;fy three countries that were former colonies
in the con;nents of Africa, Asia and the Americas.
b)Who are the Hutus and the Tutsis?
25

26. Colonialism severed the socio-cultural links that bound the Rwan-
dan people as an entity. The Belgian political rulers, in a bid to maintain a
power strong-hold on the country, introduced a deep racial divide between
the Hutus and the Tutsis. They identified the Hutus as of the Bantu race
and ancestry and so were indigenes and owners of the land while the
Tutsis were a Hamitic race who migrated from Ethiopia so were aliens.
The colonialists using racial difference favored the Tutsis who were thus
associated with privilege and power. Colonial divisiveness was thus the
initial cause of conflict and rivalry between two hitherto ethnicities who co-
habited before the advent of the colonialists.
Racism and Indigenousness:
The country in the Belgian Reform of the thir;es had three levels of popula;on: the na;ves/indigenes
or the Hutus, the aliens or the Tutsis and the seFlers or the Belgian colonists. Such a divide led to civil strife so
that when the Belgians lec, issues of race and indigenousness rendered governance difficult. There were mas‐
sacres but not genocide. Some Tutsis fled to Uganda a neighboring country and there formed the RPF Rwanda
Patrio;c Front led by Mr.Kagame and con;nued the struggle for a full and par;cipatory ci;zenship.
Privileged Ci;zenship:
The privileged ci;zenship of the Hutu over the Tutsi helped to ignite the Revolu;on of 1959 whose af‐
termath caused disaffec;on and unrest in the polity.
The Plane Crash that killed the Hutu President Habiyarimana:
On April 6th 1994, the plane carrying President Habiyarimana and other dignitaries was shot down. The
crash was blamed on the Tutsi leader Mr.Kagame then in exile in Uganda. Mr. Kegame denied the charge. The
Hutu popula;on s;ll held Kegame and the Tutsis accountable.
Search for Jus;ce as an Act of Revenge, Retribu;on and Ethnic Cleansing:
Class Discussion:
Do you consider the genocidal impulse an admissible
form of settling political disputes? In other words, discuss
whether the quest for power and control justifies genocide and
manʼs inhumanity to man. Give reasons for your answer.
26

27. Day 3 ‐ Hotel Rwanda ‐ Class discussion
Day 4 ‐ Interven;on of the United Na;ons
What is the UN, its purpose, what did it do, and what could it have done during the Rwandan genocide?
The United Na;ons is an interna;onal organiza;on founded in 1945 by 51 countries. The Organiza;on can take
ac;on on a wide range of issues, and provides a forum for its 192 Member States to express their views,
through the General Assembly, the Security Council, the Economic and Social Council and other bodies and
commiFees.
The purpose of the UN is to maintain interna;onal peace and security, to take effec;ve collec;ve measures for
the preven;on and removal of threats to peace. (www.un.org)
To achieve interna;onal co‐opera;on in solving interna;onal problems of an economic, social, cultural, or hu‐
manitarian nature.
In March of 1998, President Clinton issued the "Clinton apology": "We come here today partly in recogni;on
of the fact that we in the United States and the world community did not do as much as we could have and
should have done to try to limit what occurred" in Rwanda.
This implied that the United States had done a good deal but not quite enough. In reality the United States did
much more than fail to send troops. It led a successful effort to remove most of the UN peacekeepers who
were already in Rwanda. It aggressively worked to block the subsequent authoriza;on of UN reinforcements. It
refused to use its technology to jam radio broadcasts that were a crucial instrument in the coordina;on and
perpetua;on of the genocide.
(www.theatlan;c.com/magazine/archive/2001/09/bystanders_to_genocide/4571/)
Three of the five permanent members of the UN had reasons not to prevent the genocide. The US had noth‐
ing to gain, and France and China were supplying the govern‐
ment with arms.
Most other countries had no investments or anything to gain Student Activity:
from helping Rwanda, so liFle was done. Student panels will be formed
to brainstorm possible ac-
And even as, an average, 8,000 Rwandans were being butch‐ tions that could have been
ered each day, U.S. officials shunned the term "genocide," for taken by the United Nations.
fear of being obliged to act. The United States in fact did virtu‐
ally nothing to "try to limit what occurred." Indeed, staying out
of Rwanda was an explicit U.S. policy objec;ve.
27

28. Day 5 ‐ Rwanda and Genocide: What are the sta;s;cs, and the
Class Activity: Write a cultural implica;ons?
paragraph describing who you
Who was murdered?
think were the murderers and the
murdered. Who were the murderers?
The Rwandan Genocide was the 1994 mass murder of an es;‐
mated 800,000 people. Over the course of approximately 100 days from the assassina;on of Juvenal Habyari‐
mana on April 6 through mid‐July, at least 800,000 people were killed, according to a Human Rights Watch es‐
;mate. Other es;mates of the death toll have ranged between 500,000 and 1,000,000 (a commonly quoted
figure is 800,000) or as much as 20% of the country's total popula;on. (Des Rorges, A. 1999)
Numerous elite Hutu poli;cians have been found guilty for the organiza;on of the genocide. The Rwandan
Military and Hutu mili;a groups, notably the Interahamwe, systema;cally set out to murder all the Tutsis they
could capture, irrespec;ve of their age or sex, as well as the poli;cal moderates. Hutu civilians were forced to
par;cipate in the killings or be shot and were instructed to kill their Tutsi neighbors. Most na;ons evacuated
their na;onals from Kigali and abandoned their embassies in the ini;al stages of the violence.
By September 1995, several hundred of the 10,000 inmates in Kelgali’s central prison were women. Rakiya
Omar of the African rights told an Associated Press journalist that some “were ac;vely involved, killing with
machetes and guns” while others “acted in support roles allowing murder squads access to hospitals and
homes, cheering on male killers, stripping the dead and loo;ng their houses.”
Acermath:
Approximately two million Hutus, par;cipants in the genocide, and the bystanders, with an;cipa;on of Tutsi
retalia;on, fled from Rwanda to Burundi, Tanzania, Uganda, and for the most part Zaire. Thousands of them
died in epidemics of diseases common to the squalor of refugee camps, such as cholera and dysentery. The
United States staged the Opera;on Support Hope airlic from July to September 1994 to stabilize the situa;on
in the camps.
Day 6 ‐ Truth and Reconcilia;on
Truth and reconcilia;on as a global paradigm for post‐genocide Rwanda Truth and Reconcilia;on CommiFee.
Truth and Reconcilia;on CommiFee
In July,1994, the RPF captured Kigali the capital of Rwanda and the Tutsis took over government. Two million
Hutus fled to the Republic of the Congo for fear of retalia;on. The threat of war and reprisals haunted both the
Tutsi‐led government and the fugi;ve Hutu. How can las;ng peace be achieved?
Truth and Reconcilia;on in Post‐Genocide Rwanda
Na;ons acer a disjointed governance marked by genocide, apartheid and massacres would ins;tute a Truth
and Reconcilia;on CommiFee to heal wounds and return the na;on to order and normalcy.
28

29. An example is the TRC of South Africa acer the end of the Apartheid regime and the freedom of Nelson Man‐
dela.
Test: Research into and name three other na;ons that had the TRC (Truth Reconcilia;on CommiFee).
With genocide, there are vic;ms and vic;mizers. The dis;nc;ons are not clearly made but the glaring point is
that the Hutus are “the guilty majority and the Tutsis are the fearful minority.”
Issues of Truth and Reconcilia;on CommiFee in Post‐Genocide Rwanda
a) The truth in Rwanda genocide is known, there is no need for confession as was the case in South Africa. In
Rwanda, genocide was public and open. Any living Hutu is presumed guilty of killing because if you did not kill,
you were killed by your own.
b) What does jus;ce and reconcilia;on mean to Hutus and Tutsis?
c) The Hutus are the poli;cal majority and the Tutsis the poli;cal minority. While the minority calls for jus;ce,
the majority calls for democracy.
d) How can the minority be safeguarded from a genocidal reoccurrence?
e) How can the Hutus no more be marginalized economically?
f) Should Jus;ce be retribu;ve, that is puni;ve (punish the evil‐doers) or should it be reconciliatory? What is
the more realis;c and tenable op;on?
g) Should the genocide survivors be compensated and rehabilitated? How about the Hutu refugees who fled to
Congo Republic, will they also be rehabilitated?
Day 7 ‐ Class genocide
A Re‐enactment of the Rwandan genocide
Class divides into two groups: A)Hutu B)Tutsi
Reconcilers, Panel of judges
Class Ac;vity: To be filmed
Day 8 ‐ Conclusion
Post Test (15 minutes)
29

30. What is genocide?
Where can it occur?
Whom does it involve?
Name a people who has suffered genocide.
Class discussion:
How can genocide situa;ons be avoided in the future?
How does genocide affect na;ons globally?
30

31. Analytical Reasoning: Ethics, Values & Effective Citizenship
Unit 5: African Diaspora & the Mississippi Delta
Ci;zens of African descent are found throughout the Diaspora. Their life chances have been marred by poli;cal
discrimina;on, economic servitude, state‐sanc;oned and non‐state sanc;oned terror, and some intergenera‐
;onal familial dysfunc;on. Using the Mississippi Delta of the twen;eth and nineteen centuries, examine three
books on the Mississippi Delta that were wriFen in the last five years. What recommenda;ons did the writers
make that might transform the Delta? What role, if any, has globaliza;on played in the material poverty of the
Delta?
Unit Descrip?on:
In 1967, Senator Robert Kennedy and others visited the Mississippi Delta, a predominantly African
American region, and other depressed areas of the United States. What he and others witnessed shed
light on the grinding poverty and lack of opportuni;es for the people of this region. Over the decades
since Kennedy’s visit, the Delta has not seen great improvement. This unit will explore these issues as
well as the policy implica;ons for the Delta.
Unit Narra?ve:
Schedule Key literature will be offered that will provide
Day 1: Mississippi Delta Geography, insight into the problems of the Mississippi
People & Culture Delta. Next, day‐to‐day assignments will be
offered to help students understand the re‐
Day 2: Politics & Race in the Mississippi gion and what forces acted to maintain dis‐
Delta enfranchisement of its African American ci;‐
Day 3: Mississippi Sovereignty Com- zens. Students will learn about the on‐line
mission Sovereignty Commission database and re‐
view per;nent sec;ons of selected literature.
Day 4: Effects of Globalization in the Students will focus on terrorism by looking at
Delta Economy the Ku Klux Klan and similar non‐state sup‐
Day 5: Reading Discussion ported terrorist organiza;ons, as well as
state‐supported groups such as the Missis‐
Day 6: Reading Discussion
sippi State Sovereignty Commission and the
Day 7: Reading Discussion Ci;zens’ Council. Students will also review
Day 8: “Pair-share-group-share” civil rights ac;vi;es/legisla;on that influ‐
enced the condi;on of the Mississippi Delta.
Finally, a brief historical, socio‐demographic
narra;ve of the region will be considered.
31

32. Unit Ques?ons
1. What recommenda;ons did the writers make that might transform the Delta?
2. What role, if any, has globaliza;on played in the material poverty of the Delta?
Suggested Texts
Aus;n, Sharon Wright.The Transforma5on of Planta5on Poli5cs: Black Poli5cs, Concentrated Poverty,
and Social Capital in the Mississippi Delta (Suny Series in African American Studies). 2006.
Cobb, James C. The Most Southern Place on Earth: The Mississippi Delta and the Roots of Regional
Iden5ty. 1994.
Rogers, Kim Lacy. Life and Death in the Delta: African American Narra5ves of Violence, Resilience, and
Social Change (Palgrave Studies in Oral History). 2006.
Woodruff, Elizabeth. American Congo: The African American Freedom Struggle in the Delta. 2003.
Class Schedule
Day 1:
Define Diaspora.
Introduce the Mississippi Delta geography, people, culture, facts, etc.
Display video clips and photos of Mississippi Delta culture (historical and current).
Assign readings from selected unit texts.
See Day 1 Assignment.
• History of migra;on and oppression
• In;mately ;ed to southern planta;on economy
• Sharecropping
• Great Migra;on
• Return Migra;on
• Banality of Racism
• Defining the Delta Region
• Census, income, and educa;on data
Day 2 (See outline in Appendix):
Introduce poli;cs and race in Mississippi Delta.
Discuss state and non‐state sanc;oned terror.
Display Sovereignty Commission Online example.
Show clip from documentary, Eyes on the Prize, (and/or on Day 3, as well).
See Day 2 Assignment.
Day 3 (See Outline in Appendix):
Share Sovereignty Commission Online student findings.
Present guest speaker.
32

33. Day 4:
Define globaliza;on (refer to defini;on in Accidental Guerilla, p. 8).
Discuss the effects of globaliza;on on the economy of the Mississippi Delta.
Display MPR audio clip.
• Arguably, globaliza;on has played an important role in the material poverty of Delta popula;on.
• Kilcullen (2009) defines globaliza;on as “a technology–enabled process of improved communica‐
;ons and transporta;on that enables the freer movement of goods, people, money, tech‐
nology, ideas, and cultures across and within interna;onal borders.”
• A Brief History
• The Mississippi Delta is an alluvial plain which according to the writer Paul Cohen “begins
in the lobby of the Peabody Hotel in Memphis and ends on Ca„ish Row in Vicksburg.”
• Social Challenges
• The Delta region is notorious for both individual and ins;tu;onal acts of racism which has
impacted its economic progress.
• Economic Challenges
• The Delta’s racial legacy, the poli;cal disenfranchisement of African Americans and racial
segrega;on are considered by many as contribu;ng factors to poverty in the Delta.
• Housing Challenges
• In this region, African Americans are less likely to own a home than whites. Only 53% of
African American householders in the Lower Mississippi Delta are homeowners. (Is‐
sues of manufactured homes in the Delta)
Day 5 (Alternate Selec?ons):
Introduce classroom ac;vi;es for the day’s selected text excerpts already read by students.
Aus;n, Sharon Wright. The Transforma5on of Planta5on Poli5cs: Black Poli5cs, Concentrated Poverty,
and Social Capital in the Mississippi Delta (Suny Series in African American Studies). 2006.
• Compare data tables selected in Chapters 2 and 4.
• Chapter 2: “Delta Planta;on Economy”
• Chapter 4: “Transforma;on of the Delta’s Economy?”
• Tables on income, educa;on, poli;cal posi;ons, etc. will be compared and discussed
OR
Introduce classroom ac;vi;es for the day’s selected text excerpts already read by students.
Cobb, James C. (1994). The Most Southern Place on Earth: The Mississippi Delta and the Roots of Re‐
gional Iden5ty.
• The most famous historiographical text on the Mississippi Delta
• Poverty and Crea;vity in the Mississippi Delta
Day 6:
Introduce classroom ac;vi;es for the day’s selected text excerpts already read by students.
Rogers, Kim Lacy. Life and Death in the Delta: African American Narra5ves of Violence, Resilience, and
Social Change (Palgrave Studies in Oral History). 2006.
33

34. • “This book is about the life stories of African American community ac;vists in the Mississippi
Delta from the 1930s through the 1990s,” p. 2.
• Based on Delta Oral History Project
• Dickinson College of Pennsylvania and Tougaloo College
• Ninety‐five interviews
• Major themes center on improved race rela;ons on the one hand, and loss of ;ght‐knit African
American communi;es on the other.
Day 7:
Introduce classroom ac;vi;es for the day’s selected text excerpts already read by students.
Woodruff, Elizabeth. American Congo: The African American Freedom Struggle in the
Delta. 2003.
• Students will u;lize selected book review to discuss issues presented in the text.
• The text compares the Mississippi Delta to condi;ons found in the Congo.
• Jeffries, Hasan Kwame, 1973‐ . (2004). “American Congo: The African American Freedom Struggle
in the Delta (Review).” Journal of Social History 38.2 (Winter 2004): 534‐536.
Day 8:
Have students do a “Pair‐Share‐Group‐Share” ac;vity in order to do a quick overview of each student’s
paper.
• Students will bring unit papers to class in order to share their results.
• Students will share in pairs for 5 minutes.
• Students will share in groups of 4 for 10 minutes.
• Students will select one paper to share in full class from each group of 4 for remainder of 50‐
minute period.
Class Assignments
Day 1 Research Assignment:
The instructor will direct students to Wikipedia (resources links), YouTube.com, and Google.com to do
peripheral search on the Mississippi Delta and return to the next class ready to discuss posi;ve and
nega;ve percep;ons of the region.
Day 2 Research Assignment:
The instructor will direct students to Sovereignty Commission Online to do a specific search on selected
persons, places, or organiza;ons and review aFached files and return to the next class ready to discuss
their findings.
Days 5‐7 Reading Assignment:
The instructor will direct students to read specific excerpts from the 3 selected texts and return to class
ready to discuss per;nent issues of the Mississippi Delta found in the readings. For instance, focus on
personal narra;ves in the Rogers text, educa;on and poli;cs in the Aus;n text, and/or Diaspora com‐
para;ves and economics in the Woodruff text.
34

35. Day 8 Composi?on Assignment:
Based on classroom ac;vi;es, readings, speakers, resources, discussions, and their own cri;cal think‐
ing, the students will compose a 3‐5 page essay addressing the 2 overall unit ques;ons. The student
should provide a research‐based argument that is documented in APA or MLA (instructor’s preference).
Use JSU standard English rubric to score.
35

36. Analytical Reasoning: Ethics, Values & Effective Citizenship
Unit 6: Natural Disasters: The Great Flood & Katrina
Natural disasters have had ruinous impacts on the lives and livelihood of people and places throughout
the world. Cri;que Barry’s Rising Tide. Engage in discussions about Barry’s book with at least three
members of your learning community. Working collabora;vely with three others, answer the following
ques;ons: What is the professional responsibility of engineers, developers and policy makers in the
protec;on of human life and the environment? What are the consequences for viola;ng professional
ethics? What is federalism and why is that concept per;nent in the case analysis of Katrina and/or the
flood of 1927? Could the levees that broke in New Orleans in the flood of 1927 and those that broke
during Hurricane Katrina of 2005, have been built to higher safety and engineering standards? Write
an essay with three members of your learning community in which you draw upon Barry’s work and
advance stronger ethical standards and seek to reform public policy in ways that promote stronger
regula;ons.
Unit Descrip?on:
Natural disasters and the responses to them have shaped the history of socie;es and na;ons through‐
out the world. No two tragedies have been more important to American and par;cularly African‐
American history than the Great Flood of 1927 and Hurricane Katrina in 2005. Although 80 years apart,
the devasta;on and subsequent controversies surrounding the two were remarkably similar and lead to
ques;ons about race and racism, migra;on, and governmental responsibility in this country.
Unit Narra?ve:
The Great Flood of 1927 wiped out towns from Cairo, Illinois, to New Orleans, leaving nearly a thou‐
sand people dead and a million homeless. It was a natural disaster that in some ways dwarfed Hurri‐
cane Katrina, and the resources available to respond to it, par;cularly in the Mississippi Delta, were
negligible at best. In the Delta, white leaders met the devasta;on and clean up efforts the only way
they knew how: they forced blacks to do it. Under mar;al law, white leaders in the Delta arrested black
men, women, and children who tried to leave and forced them to repair the levees that had been
wiped away. Issues of migra;on, race and racism, and governmental responsibility during the Great
Flood compare directly with Hurricane Katrina. John Barry’s Rising Tide will help to facilitate this dis‐
cussion along with the PBS Frontline program The Storm—an episode from which will be shown each
day for the en;re unit. Barry’s essay “What You Need to Know about Katrina” and his website with im‐
ages of varying degrees of flood protec;on around the world will also provoke an examina;on of the
other inherent ques;ons associated with this tract.
36