By the end of the unit, all learning experiences must be completed in this section to earn the "Student as Ally" Badge.
What is Allyship?
Week 5-6 (20 April - 1 May)
Now that we understand the concept of Allyship and Activism, let's take a moment to look at prominent marginalization in our own context.
The following tasks should be documented in your "Student as Ally" document via google classroom.
Task 1:
Please read and annotate this article: "Caste system is alive and well, and this Dalit woman’s story is a wake up call for all Indians"
and this article: "How to tell the Dalit story"
evidence of your annotation can either be a screenshot, or an actual picture of a printed and hand-annotated copy.
When you are finished comprehending and annotating, please respond to the following questions:
Questions (should be documented in your "Student as Ally" document):
1. What is a theme statement these two articles have in common?
2. Is this a topic you think about often? If so, why? If not, why not?
3. In her interview, Sujatha Gidla explains, "I was writing for the Western audience. I didn’t expect Indians to be even interested. I probably underestimated how many people in India are—or at least they consider themselves—anti-caste." How did you feel about this comment? Do you agree with her rationale here - why or why not?
4. The word "taboo" means, "something that is not acceptable to say, mention, or do" (Merriam-Webster). Has the topic of caste discrimination become "Taboo" in India? Why or why not?
5. Sujatha Gidla wrote Ants among Elephants to raise awareness about caste discrimination. Are there any other books/plays/films/articles/speeches/etc. you can think of that raise awareness about caste discrimination today? If you know some already - mention them here. If you aren't aware of any - use your researching skills to locate one!
6. Do you agree or disagree with Gidla's answer to the question: "Do you think only Dalits can tell the stories of Dalits?" Why do you agree or disagree with her stance?
Task 2: Conduct an Interview:
Conduct an interview with someone in your household about this topic. You only need to conduct one interview, but you are welcome to conduct more if you have time/would like.
You may interview parents, house help, grandparents, or any of your other relatives (someone older than you) about the topic of the caste system. On your own, come up with 5 interview questions you would like to ask your chosen family member. These questions may include asking about the caste they belong to, asking if anyone they know practices it knowingly or unknowingly, asking if they are aware of its existence in their ancestral towns, asking if they think it is a relevant conversation for Indians to be having today, etc. You can even ask questions about whether or not they have ever read a book, watched a film, read an article, etc. that brought their attention to this topic. Your job, through this, is to learn more about the topic, and explore your family members' perspective on the topic.
Record the 5 (minimum) interview questions you asked, including the answers from your chosen family member either
a) through an audio recording, or
b) through writing down what they said.
(I suggest an audio recording, though! That's a lot of typing!)
Submit your interview on your Student as Ally document through either uploading the audio recording or typing the interviewee's responses.
LEVEL UP!
If you finish this week's tasks early, please read Chapter 1 of Ant Among Elephants (PDF posted on Google Classroom)
The following tasks should be documented in your "Student as Ally" document via google classroom.
Task 1:
Please read and annotate this article: "Caste system is alive and well, and this Dalit woman’s story is a wake up call for all Indians"
and this article: "How to tell the Dalit story"
evidence of your annotation can either be a screenshot, or an actual picture of a printed and hand-annotated copy.
When you are finished comprehending and annotating, please respond to the following questions:
Questions (should be documented in your "Student as Ally" document):
1. What is a theme statement these two articles have in common?
2. Is this a topic you think about often? If so, why? If not, why not?
3. In her interview, Sujatha Gidla explains, "I was writing for the Western audience. I didn’t expect Indians to be even interested. I probably underestimated how many people in India are—or at least they consider themselves—anti-caste." How did you feel about this comment? Do you agree with her rationale here - why or why not?
4. The word "taboo" means, "something that is not acceptable to say, mention, or do" (Merriam-Webster). Has the topic of caste discrimination become "Taboo" in India? Why or why not?
5. Sujatha Gidla wrote Ants among Elephants to raise awareness about caste discrimination. Are there any other books/plays/films/articles/speeches/etc. you can think of that raise awareness about caste discrimination today? If you know some already - mention them here. If you aren't aware of any - use your researching skills to locate one!
6. Do you agree or disagree with Gidla's answer to the question: "Do you think only Dalits can tell the stories of Dalits?" Why do you agree or disagree with her stance?
Task 2: Conduct an Interview:
Conduct an interview with someone in your household about this topic. You only need to conduct one interview, but you are welcome to conduct more if you have time/would like.
You may interview parents, house help, grandparents, or any of your other relatives (someone older than you) about the topic of the caste system. On your own, come up with 5 interview questions you would like to ask your chosen family member. These questions may include asking about the caste they belong to, asking if anyone they know practices it knowingly or unknowingly, asking if they are aware of its existence in their ancestral towns, asking if they think it is a relevant conversation for Indians to be having today, etc. You can even ask questions about whether or not they have ever read a book, watched a film, read an article, etc. that brought their attention to this topic. Your job, through this, is to learn more about the topic, and explore your family members' perspective on the topic.
Record the 5 (minimum) interview questions you asked, including the answers from your chosen family member either
a) through an audio recording, or
b) through writing down what they said.
(I suggest an audio recording, though! That's a lot of typing!)
Submit your interview on your Student as Ally document through either uploading the audio recording or typing the interviewee's responses.
LEVEL UP!
If you finish this week's tasks early, please read Chapter 1 of Ant Among Elephants (PDF posted on Google Classroom)
Week 4 (13-17 April)
Catch up & Recap Week! (Catch up on your badge work from Weeks 1-3, participate in class discussions)
If you are finished... you may work on earning an upgraded badge. An Upgraded Badge is a "Level-Up" on your badge you can earn by completing addition "Level Up" activities.
"Level Up" Activity for this week...
Find an article, speech, poem, novel, short story, film, play, or any other visual or written work that exhibits allyship with a particular community or activism for a specific cause. Read/watch the piece you have chosen.
Answer the following questions in your "Student as Ally Document:"
Week 3 Activities (6 April 2020 - 10 April 2020)
Week 3 Topic: Allyship and Activism
As you learned, Alex La Guma was a member of a historically marginalized community and an activist writer. He used a beautifully crafted work of literature to expose injustices and share voices and experiences of oppressed individuals and communities.
Apartheid governed and separated communities in South Africa for many years until it was finally abolished in 1994. Undoubtedly, the long-lasting impacts of social and economic oppression of historically targeted communities during the time of colonization echo around the world today. The liberation from apartheid in South Africa, is one of many examples of strides being made to ensure social and economic freedom for all people in a post-colonial era. There is, certainly, still so much more work to be done.
Literature has, historically, been one of the most powerful tools activists have used to propel change in the world.
(Here are some Goodreads lists that recommend books connected to our unit! I encourage you to check some of them out and see if one interests you!: https://www.goodreads.com/list/tag/social-justice)
Tasks this week: Respond to the following questions in your “Student as Ally” document. Add more sections to the graphic organizer I provided to you during week 1 (on the same document). You may also handwrite your responses, and upload a photo to the document if you do not want to type everything:
Task 1: Watch this video: https://www.youtube.com/watch?v=hmN1_Bsb0FE
Task 3: Learning from an Activist:
Watch this TED Talk: https://youtu.be/Cetg4gu0oQQ
When you are finished, answer the following questions:
4. Practicing Activism:
Please visit the following website, and read their “About us” page:
https://join.dosomething.org/
5. Activism is possible and important.
Browse through this website, and find one article to read that interests you:
https://lets.dosomething.org/
Answer the following question: How is the author of this article an activist?
6. Answer the following question in a 1-2 paragraph written response:
Week 1 and 2 Tasks (23 March - 3 April 2020)
If you are finished... you may work on earning an upgraded badge. An Upgraded Badge is a "Level-Up" on your badge you can earn by completing addition "Level Up" activities.
"Level Up" Activity for this week...
Find an article, speech, poem, novel, short story, film, play, or any other visual or written work that exhibits allyship with a particular community or activism for a specific cause. Read/watch the piece you have chosen.
Answer the following questions in your "Student as Ally Document:"
- How does this text exhibit Allyship or Activism?
- Is this text a successful form of Allyship or Activism? If so, what makes it effective? If not, what could be done better?
Week 3 Activities (6 April 2020 - 10 April 2020)
Week 3 Topic: Allyship and Activism
As you learned, Alex La Guma was a member of a historically marginalized community and an activist writer. He used a beautifully crafted work of literature to expose injustices and share voices and experiences of oppressed individuals and communities.
Apartheid governed and separated communities in South Africa for many years until it was finally abolished in 1994. Undoubtedly, the long-lasting impacts of social and economic oppression of historically targeted communities during the time of colonization echo around the world today. The liberation from apartheid in South Africa, is one of many examples of strides being made to ensure social and economic freedom for all people in a post-colonial era. There is, certainly, still so much more work to be done.
Literature has, historically, been one of the most powerful tools activists have used to propel change in the world.
(Here are some Goodreads lists that recommend books connected to our unit! I encourage you to check some of them out and see if one interests you!: https://www.goodreads.com/list/tag/social-justice)
Tasks this week: Respond to the following questions in your “Student as Ally” document. Add more sections to the graphic organizer I provided to you during week 1 (on the same document). You may also handwrite your responses, and upload a photo to the document if you do not want to type everything:
Task 1: Watch this video: https://www.youtube.com/watch?v=hmN1_Bsb0FE
- Considering this video… What does it mean to stand “with” someone?
- How is standing next to, or behind someone, different from standing in front of, or for someone?
- Why is this idea of stand “next to” or “behind” someone important to the concept of Allyship?
Task 2: What is Activism?
Alright… I apologize in advance for the terrible robot woman who speaks the words in this video. However, despite her flaws, she explains this concept quite well. Please watch this video, and take notes. https://www.youtube.com/watch?v=kxXLV8VIJj8
Then, please answer the following question: What are the different forms activism can take?
Now, for a much better real-life human woman with a better voice to listen to. Please watch this video, and take notes: https://www.youtube.com/watch?v=zDVA7r7r0d0
When you are finished, answer the following questions: - What definition does Anjali Appadurai provide for activism?
- What are some examples of activists Anjali Appadurai mentions in her video?
- What are the qualities of people who practice activism?
- What advice does Anjali Appadurai give to aspiring activists?
Task 3: Learning from an Activist:
Watch this TED Talk: https://youtu.be/Cetg4gu0oQQ
When you are finished, answer the following questions:
- How does Justin Baldoni propose we work together to achieve gender equality?
- How is Justin Baldoni an Ally?
- How is Justin Baldoni an Activist?
- What is the connection between being an Ally and an Activist?
4. Practicing Activism:
Please visit the following website, and read their “About us” page:
https://join.dosomething.org/
5. Activism is possible and important.
Browse through this website, and find one article to read that interests you:
https://lets.dosomething.org/
Answer the following question: How is the author of this article an activist?
6. Answer the following question in a 1-2 paragraph written response:
- What is a community you currently identify as an “Ally” with? Perhaps this is a community you work with for your SAA project, a community that your friend or neighbor is a part of, etc. If you can’t think of any, which community would you like to identify as an “Ally” with?
- How can you practice Activism, even in a small way, to support the community you have identified.
Week 1 and 2 Tasks (23 March - 3 April 2020)
- Background information is required for you to understand our short story text, "The Lemon Orchard" by Alex La Guma. Read the following articles (there are 2), and take notes on them. Make sure you highlight any words or facts that are new to you, and research them if you need additional clarification:
- Information about Apartheid and the decolonization of South Africa: https://www.history.com/topics/africa/apartheid
- Information about the author, Alex la Guma: https://www.sahistory.org.za/people/alex-la-guma
- Read and summarize "The Lemon Orchard" by Alex La Guma. This text uses some language that may be unfamiliar to you. Stop, highlight, and research points of confusion you might have about the text. When you have read and re-read the story well enough to summarize it, submit your summary via the Google Classroom link provided to you.
- Text: https://hong19096.files.wordpress.com/2013/09/the-lemon-orchard-by-alex-la-guma.pdf
- Audiobook: https://youtu.be/Jsgwmztna5Y
- Glossary: https://dmacarthur1.files.wordpress.com/2013/06/lemon-orchard-by-alex-la-guma-glossary.pdf
- Group Discussion: Participate in a video chat with your table group when you are finished reading the text (chat must last at least 15 minutes). Schedule a time for you all to meet and discuss the story. You may use this time to share anything with your group members that you learned about this text through your personal additional research, or your thoughts and analysis of the short story. A screenshot of this video chat, with all your group members present, will be submitted via Google Classroom.
- Respond in Writing: How does your reading this week connect to the unit's SOI: "In order to build a better future for all, historically silenced communities need a platform for their voices to be heard." (1 - 2 paragraph written response, submitted via google classroom).
- Respond to the Google Classroom Discussion Post:
- The post says:
- Questions about "The Lemon Orchard:"
Respond in a comment to this thread:
1. What is a symbol the author used to construct meaning in "The Lemon Orchard?" Explain the symbolism used and its connection to the story as a whole.
2. What is a "Golden Line" you have identified in this short story? What does this golden line mean, in the context of the story? Rephrase this line in your own words. What is its significance to the story as a whole?
Please respond to each question and reach each other's posts as well.
- Questions about "The Lemon Orchard:"
- The post says:
- If you complete these learning experience before the end of Week 2, you may use the rest of your class time to work on your Student as Human Being Badge.
Weekly Overview:
Week 1 and 2: Read and understand "The Lemond Orchard" to understand literature as a platform to elevate the voices of historically marginalized communities