Response to Obama's "No Excuses" speech at NAACP convention by Carl Dix

Companion Lesson/Forum Discussion:
Cornel West and Carl Dix in Dialogue at Harlem Stage: "The Ascendancy of Obama and the Continued Need for Resistance and Liberation"

Falsification of Afrikan Consciousness ( Dr. Amos Wilson)

The Falsification of Afrikan Consciousness:
Eurocentric History, Psychiatry and the Politics of White Supremacy
(Awis Lecture Series) By Dr. Amos N. Wilson

Description

This book presents two ground-breaking lectures by Amos Wilson. The first, European Historiography and Oppression Exposed: An Afrikan Perspective and Analysis, was among the first contemporary analyses which delineated the role Eurocentric history-writing plays in rationalizing European oppression of Afrikan consciousness. It explicates why we should study history, how history-writing shapes the psychology of peoples and individuals, how Eurocentric history as mythology creates historical amnesia in Afrikans in order to rob them of the material, mental, social and spiritual wherewithal for overcoming poverty and oppression. Moreover, this engrossing lectures the relationship between the rediscovery and rewriting of Afrikan history and achievement of liberation and prosperity by Afrikan peoples. The second lecture, Eurocentric Political Dogmatism: Its Relationship to the Mental Health Diagnosis of Afrikan People, advances the contention that the alleged mental and behavioral maladaptiveness of oppressed Afrikan peoples is a political-economic necessity for the maintenance of White domination and imperialism. Furthermore, it indicts the Eurocentric mental health establishment for entering into collusion with the Eurocentric political establishment to oppress and exploit Afrikan peoples by officially sanctioning these egregious practices through its misdiagnosing, mislabeling, and mistreating of Afrikan peoples’ behavioral reactions to their oppression and their efforts to win their freedom and independence.

RBG FORMAL METHODS, FORMATIVE AND SUMMATIVE ASSESSMENTS

RBG Box-Offline Revolutionary Radio and TV

Also check Out:

RBG+NBO+FTP=Black Revolution Branded in RBG Rap Music Wikizine - Zimbio

RBG FORMAL METHODS, FORMATIVE AND SUMMATIVE ASSESSMENTS

The mediocre teacher tells.
The good teacher explains.
The superior teacher demonstrates.
The great teacher inspires.

THE MISSION:

WE GET HIP-HOP HEADZ TO BEGIN TO THINK CRITICALLY ABOUT THEMSELVES.

right click >view image for full poster

We challenge students to assess and analyze hip hop culture and its effects (positive and negative) on them and their communities by asking them to contemplate some critical questions.


1) What do the lyrics of a particular song really mean?

2) Who controls hip hop in terms of how rap artists is selected; what rap music is produced; how and to whom it is marketed?

3) What is the role of commercial radio in making rap music hits and who benefits financially from our imagination, creativity and intellect?

4) What personal and community values, principles and ideals does a particular rap song promote?

5) How do we neutralize the exploitation of our creativity by corporate executives/rich white men who largely direct the course of mainstream rap / hip-hop culture?

6) Are too many of our youth using the messages and images of so called gangsta rap and rap music videos to develop both their personal and public identities?

How We Provoke Thought, Discussion & Learning:




Please keep in mind that RBG is a Think Tank. A center of higher learning organized for intensive study, research, critical thinking and problem solving; focused in the areas of the use of technology in Afrikan-centered cultural development and education for the purpose of individually and collectively learning the social, political , economic and moral strategies to secure Black Power in the 21st century.

More frequently than not, we initiate our teaching / learning process by presenting audio and visual resources that pose semalies, parables, metaphors, analogies and oxymorons--that's what makes you think (we hope). Then we have lively and well informed group discussions revolving around the various messages put forth in the learning objects and media assets. Next we research the facts overlaying our discussions using the voluminous number of resources available in the communiversity's web portals and learning environments. Finally, each learner has the opportunity to fill our evaluation instruments on most of the 5,000+ RLOs (Reusable Learning Objects) and media assets that comprise the core curriculum. It is out of following this methodology that we devise position papers and community policy recommendations and initiatives... Learn More

RBGz FORMAL METHODS, FORMATIVE AND SUMMATIVE ASSESSMENTS

ACTIVITIES:

1) AT ITS CORE RBG STREET SCHOLARS THINK TANK'S CURRICULA ARE ABOUT WRITING, READING AND THINKING CRITICALLY. THUS, ALL STUDENTS WILL WRITE A FEATURE BLOG AND / OR LEAD A DISCUSSION FORUM IN RBG WORLDWIDE SUITABLE FOR PUBLICATION IN OUR AWARD WINNING MULTIMEDIA E-ZINE HERE AND/OR ONE OF RBGz 4 RBG WIKIZINES AT ZIMBIO CONCERNING THE STRUGGLES AFRICANS IN AMERICANS FACE TODAY AND IN TIMES PAST, AS WE CONTINUE TO FIGHT FOR COMPETE FOR FREEDOM, JUSTICE AND EQUALITY IN AMERICA.


2) PRODUCE A TV AND/OR RADIO SHOW ON ONE OR MORE OF RBGz ONLINE TV/RADIO CHANNELS. THAT MEANS LEARNING ALL THE COMPUTER TECH SKILLS AND PREPARATION REQUIREMENTS NECESSARY TO MERIT BEING RATED AS A GOOD TO EXCELLENT SHOW.

CONSIDERATIONS MIGHT INCLUDE:


WHEN WERE WE FIRST DEEMED LEGALLY FREE?

AND ARE WE IN FACT FREE?

WHAT IS FREEDOM ANYWAY?

WAS THIS WELCOME BY WHITES AND WHY?


WAS THIS WELCOME BY BLACKS AND WHY?

WHAT WERE POST - EMANCIPATION CONDITIONS LIKE IN COMPARISON TO WHEN WE WERE CHATTEL ?

WHAT DIFFICULTIES DID WE FACE BEFORE AND AFTER SLAVERY? PROVIDE A THOUGHTFUL EXAMINATION OF OUR CURRENT SITUATION IN COMPARISON.

WHY ARE THE MASS OF BLACKS STILL LIVING IN POVERTY AND IGNORANCE AND SUFFERING FROM DISPROPORTIONATE AMOUNTS OF DEATH AND DISEASE?


DO MORE AFRICAN AMERICANS PLAY BASKETBALL AND FOOTBALL AND SING AND DANCE , GET INTO ACTING AND BECOME MODERN DAY AMOS AND ANDYS’ FOR INDIVIDUAL GAIN (AS THE WHITE MAN HAS HISTORICALLY USE US THIS WAY) OR ARE THEY DOING IT BECAUSE THESE ARE GOD GIVEN SKILLS AND THE ONLY WAY THEY SEE TO DULL THE IMPACT OF AMERICAN OPPRESSION ? OR MIGHT THERE BE OTHER REASONS?

WHY ARE THERE SO FEW BLACK OWNERS OR MANAGERS OF PROFESSIONAL BUSINESSES THAT ARE COMMITTED TO THE SOCIAL, POLITICAL, ECONOMIC AND/OR EDUCATIONAL ADVANCEMENT OF THE MASSES BLACK FOLK? GIVE YOUR OWN OPINION AS WELL AS DOCUMENTED FACTS.


BASED ON THE HISTORY, CAN WE BE ASSIMILATIONIST AND ACHIEVE BLACK POWER/WEALTH EQUITY IN AMERICA?

OBJECTIVES:

STUDENTS WILL BE ABLE TO STATE THEIR CONCERNS AND OPINIONS ABOUT BOTH THE PAST AND PRESENT STATE OF AFRICANS IN AMERICA BY WRITING CRITICALLY IN VARIOUS DOMAINS OF THE COMMUNIVERSITY. USING THEIR RESEARCH FINDINGS BASED ON STUDYING OUT OF THE CURRICULUM'S ASSETS, AS WELL AS PERSONAL RESEARCH AND OPINIONS, STUDENTS WILL BE ABLE TO WRITE A FEATURE ARTICLE FOR OUR COLLEGE THAT EXAMINES THE STATUS OF OUR PLIGHT AND STRUGGLES FROM BOTH PROBLEM AND SOLUTION ORIENTED PERSPECTIVE.

ONLINE CLASSROOM MANAGEMENT:

TYPICALLY WE POST A CLASS ASSIGNMENT IN THE FORM OF A BLOG, DISCUSSION, VIDEO, IMAGES, TEXT AND OR AUDIO ON A SUNDAY EVENING, ALONG WITH READING FROM THE CURRICULUM AND A “LECTURE” FOR STUDENTS TO RESPOND TO. AS THE WEEK PROGRESSES, VARIOUS STUDENTS LOG ON TO THE NETWORK, READ/ STUDY THE FORUM/ BLOG AND DOWNLOAD ATTACHMENT MATERIALS FOR READING. THEN THE STUDENT SHOULD ADD RESPONSES TO THE FACILITATOR'S QUESTIONS AND COMMENTS AND CONVERSE WITH OTHER STUDENTS ON THE TOPIC.

ALTHOUGH BEING AN ONLINE STUDENT REQUIRES MORE THAN AVERAGE STUDENT RESPONSIBILITY; YOU ALSO GET MORE ACCESS TO TEACHERS AND CLASSMATES THAN THE TRADITIONAL STUDENT BY HAVING ACCESS TO E - MAIL, MESSAGE BOARDS AND CYBER DISCUSSION FORUMS, AS WELL AS A MORE DEMOCRATIC / SELF-PACED “EDUCATIONAL EXPERIENCE.” STUDENTS CAN RESPOND TO QUESTIONS AND DISCUSSIONS AS FULLY AS THEY WANT, NOT PRESSURED BY THE TIME CONSTRAINTS THEY’D FACE AT A TRADITIONAL COLLEGE. RBG STREET SCHOLARS THINK TANK TAKES PRIDE IN BLURRING THE LINE BETWEEN URBAN YOUTH IN THE COMMUNITY AND THOSE IN TRADITIONAL COLLEGES. WE TAKE PRIDE IN EDUCATING STUDENTS FROM DIVERSE BACKGROUNDS AND OUR ADVANTAGE OF MAINTAINING SMALLER CLASSES THAN CAMPUS-BASED SCHOOLS.


ASSESSMENT/EVALUATION

AN APPROPRIATE FEATURE ARTICLE; WELL THOUGHT-OUT AND BASED ON THE CURRICULUA MUSIC, VIDEOS, PHOTO-STORIES, TEXT AND LINKS WILL:
INCLUDE A RELEVANT MIX OF WELL DOCUMENTED FACTS AND OPINIONS (INCLUDING THE STUDENT’S OWN) CONCERNING AFRICAN AMERICANS’ STRUGGLES TO COMPETE FOR FREEDOM, JUSTICE, EQUALITY, LIFE, LIBERTY AND THE PURSUIT OF HAPPINESS IN PRESENT DAY AMERICA

FOLLOW THE FORMAT, DESIGN PRINCIPLES, AND STYLE OF FEATURE ARTICLES IN OUR VARIOUS CURRICULA.

WRITINGS SHOULD MEET THE CRITERIA FOR A WELL-WRITTEN, WELL RESEARCHED AND CAREFULLY EDITED FEATURE ARTICLE.



THE SUCCESSFUL STUDENT TEACHERS:

THERE ARE FOUR ESSENTIAL REQUIREMENTS TO BE A SUCCESSFUL STUDENT IN RBG STREET SCHOLARS THINK TANK CORE CURRICULUM.


FIRST, ALL STUDENTS SHOULD PARTICIPATE REGULARLY IN THE ONLINE DISCUSSION FORUM MEETINGS. ATTENDANCE WILL NOT BE TAKEN, BUT FAILURE TO ATTEND THE NETWORK REGULARLY MAY RESULT IN A LACK OF PREPARATION FOR THE FINAL EXAMINATION.

THE DISCUSSION FORUMS AND YOU BLOG POSTING/JOURNAL ARE AN EXTREMELY IMPORTANT ASPECT OF THE CORE CURRICULUM, BECAUSE STUDENTS HAVE THE OPPORTUNITY HERE TO SURE UP THEIR OVERSTANDING OF SELF DIRECTED LEARNING AND EXCHANGE PERSPECTIVES AND EXPLORE ISSUES WITH PEERS AND ELDERS IN GREATER DETAIL. YOUR ATTENDANCE AND PARTICIPATION IN THE DISCUSSION FORUMS SECTION, YOUR ABILITY TO ANSWER QUESTIONS DISTRIBUTED AND TO INITIATE DIALOGUE BASED ON THE DISCUSSIONS AND REQUIRED READINGS WILL ENRICH YOU EDUCATION TREMENDOUSLY.

SECOND, AT EACH DISCUSSION FORUM, ONE OR MORE STUDENTS WILL BE RESPONSIBLE FOR LEADING THE SECTION IN A GENERAL DISCUSSION ABOUT THAT WEEK'S READINGS. THEY WILL PRESENT THE KEY IDEAS WITHIN THE ASSIGNED READINGS, MAKING CONNECTIONS WITH INFORMATION FROM PREVIOUS READINGS AND CORE LEARNING OBJECTS. EACH STUDENT'S INITIAL PRESENTATION SHOULD BE ABOUT 10 MINUTES IN LENGTH, AND ACCOMPANIED BY A ONE OR TWO PAGE OUTLINE OR SHORT PAPER. IF MORE THAN ONE STUDENT IS ASSIGNED TO A PARTICULAR WEEK, THEY SHOULD MEET VIA E-MAIL AND OR INSTANT MESSENGER PRIOR FORUMS TO DETERMINE WHICH TOPICS OR READINGS EACH INDIVIDUAL WILL PRESENT.

THIRD, STUDENTS MUST SUBMIT A PAPER ON ISSUES THAT ARE RELEVANT TO THE SUBJECTS/ TOPICS ADDRESSED IN THE CORE CURRICULUM. STUDENTS MAY CHOOSE TO UTILIZE INFORMATION CITED FROM REQUIRED TEXTS AND REFERENCE RESOURCES. ADDITIONAL RESEARCH FROM OTHER LIBRARY SOURCES, SUCH AS DATA FROM ACADEMIC JOURNALS, NEWSPAPERS, REFERENCE WORKS, AND OTHER SCHOLARLY INFORMATION IS ALSO ENCOURAGED. FOOTNOTES ARE SUGGESTED, BUT NOT REQUIRED. HOWEVER, ALL PAPERS MUST HAVE A BIBLIOGRAPHY INDICATING ALL SOURCES USED FOR THE PREPARATION OF THE PAPER

FOURTH, ALL STUDENTS MUST TAKE THE FINAL EXAMINATION FOR THE COURSE. THE FINAL EXAM WILL BE COMPREHENSIVE; COVERING THE TOTALITY OF INFORMATION PRESENTED FROM READINGS, CURRICULUM LEARNING OBJECTS DISCUSSIONS, ETC., AND WILL CONSIST OF SHORT ESSAYS.


TEACHING TIPS

LEAD A CLASS DISCUSSION ABOUT THE PRESENCE OF AFRICAN AMERICAN POLITICS, EDUCATION, SOCIAL ACTIVISM, EDUCATION COMMUNITY DEVELOPMENT, BUSINESS ETC., BOTH PAST AND PRESENT.

CONSIDER WHEN COLOR BARRIERS WERE BROKEN IN DIFFERENT ASPECTS OF AMERICAN LIFE FOR BLACKS AND WHICH ONES STILL EXIST.

EVALUATE THE RECENT SUCCESSES OF AFRICAN AMERICAN NEWCOMERS TO THE MONEY SCENEAND HOW THEY ARE HANDELING IT

ASSIST STUDENTS IN CRITIQUING THE MUSIC, VIDEOS, PHOTO STORIES POWERPOINTSHOWS AND ARTICLES IN THE CURRICULUM, PAYING ATTENTION TO FORMAT, DESIGN, AND WRITING STYLE. DISCUSS HOW GETTING INVOLVED WITH THESE ISSUES AND FACTORS CAN MAKE THE CONDITION FOR BLACK INDIVIDUALS, FAMILIES, COMMUNITIES AND THE AFRIKAN AMERICAN NATION AND AFRIKAN RACE BETTER.

DISCUSS HOW SPECIAL LAYOUT FEATURES, SUCH AS SIDEBARS AND CHARTS AND GRAPHS FOR ORGANIZING MATERIAL, CAN HELP A WRITER ACHIEVE THE INTENDED PURPOSE OF THEIR FEATURE ARTICLE.


POINT OUT HOW GOOD ARTICLES MAKE CLEAR WHAT IS FACT AND WHAT IS THE WRITER’S OPINION AND PROVIDE OPPOSING ARGUMENTS AS WELL.

ALLOW CLASS TIME FOR SMALL GROUPS OF STUDENTS (2-3) TO ENGAGE IN PEER EVALUATION SESSIONS TO HELP EACH OTHER DISCUSS, REVISE, EDIT, AND PROOFREAD THEIR ARTICLES BEFORE FINAL DRAFTS ARE COMPOSED.

Please also see:

RBG Street Scholars Think Tank Rules of Engagement & Extensions to Our Computer Skills Basics