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Make a specific connection from todays reading to either a topic learned in class or something discussed earlier in the book. Use specific, direct evidence from the text to support your connection.

Example: I found a connection between todays reading and our previous readings of the text. On page 84, the character John makes reference to difficulties being able to vote given the unfair expectations required of African Americans. This reminded me of the disenfranchisement efforts we learned in class that took place after Reconstruction such as Literacy Tests, Poll Taxes, and Grandfather clauses. This connection helped to show an example of how these efforts hindered and limited rights for African Americans under Jim Crow.

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Make a specific connection from todays reading to either a topic learned in class or something discussed earlier in the book. Use specific, direct evidence from the text to support your connection.

Example: I found a connection between todays reading and our previous readings of the text. On page 84, the character John makes reference to difficulties being able to vote given the unfair expectations required of African Americans. This reminded me of the disenfranchisement efforts we learned in class that took place after Reconstruction such as Literacy Tests, Poll Taxes, and Grandfather clauses. This connection helped to show an example of how these efforts hindered and limited rights for African Americans under Jim Crow.

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Make a specific connection from todays reading to either a topic learned in class or something discussed earlier in the book. Use specific, direct evidence from the text to support your connection.

Example: I found a connection between todays reading and our previous readings of the text. On page 84, the character John makes reference to difficulties being able to vote given the unfair expectations required of African Americans. This reminded me of the disenfranchisement efforts we learned in class that took place after Reconstruction such as Literacy Tests, Poll Taxes, and Grandfather clauses. This connection helped to show an example of how these efforts hindered and limited rights for African Americans under Jim Crow.

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Make a specific connection from todays reading to either a topic learned in class or something discussed earlier in the book. Use specific, direct evidence from the text to support your connection.

Example: I found a connection between todays reading and our previous readings of the text. On page 84, the character John makes reference to difficulties being able to vote given the unfair expectations required of African Americans. This reminded me of the disenfranchisement efforts we learned in class that took place after Reconstruction such as Literacy Tests, Poll Taxes, and Grandfather clauses. This connection helped to show an example of how these efforts hindered and limited rights for African Americans under Jim Crow.

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Make a specific connection from todays reading to either a topic learned in class or something discussed earlier in the book. Use specific, direct evidence from the text to support your connection.

Example: I found a connection between todays reading and our previous readings of the text. On page 84, the character John makes reference to difficulties being able to vote given the unfair expectations required of African Americans. This reminded me of the disenfranchisement efforts we learned in class that took place after Reconstruction such as Literacy Tests, Poll Taxes, and Grandfather clauses. This connection helped to show an example of how these efforts hindered and limited rights for African Americans under Jim Crow.

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Make a specific connection from todays reading to either a topic learned in class or something discussed earlier in the book. Use specific, direct evidence from the text to support your connection.

Example: I found a connection between todays reading and our previous readings of the text. On page 84, the character John makes reference to difficulties being able to vote given the unfair expectations required of African Americans. This reminded me of the disenfranchisement efforts we learned in class that took place after Reconstruction such as Literacy Tests, Poll Taxes, and Grandfather clauses. This connection helped to show an example of how these efforts hindered and limited rights for African Americans under Jim Crow.

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Make a specific connection from todays reading to either a topic learned in class or something discussed earlier in the book. Use specific, direct evidence from the text to support your connection.

Example: I found a connection between todays reading and our previous readings of the text. On page 84, the character John makes reference to difficulties being able to vote given the unfair expectations required of African Americans. This reminded me of the disenfranchisement efforts we learned in class that took place after Reconstruction such as Literacy Tests, Poll Taxes, and Grandfather clauses. This connection helped to show an example of how these efforts hindered and limited rights for African Americans under Jim Crow.

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Make a specific connection from todays reading to either a topic learned in class or something discussed earlier in the book. Use specific, direct evidence from the text to support your connection.

Example: I found a connection between todays reading and our previous readings of the text. On page 84, the character John makes reference to difficulties being able to vote given the unfair expectations required of African Americans. This reminded me of the disenfranchisement efforts we learned in class that took place after Reconstruction such as Literacy Tests, Poll Taxes, and Grandfather clauses. This connection helped to show an example of how these efforts hindered and limited rights for African Americans under Jim Crow.

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Make a specific connection from todays reading to either a topic learned in class or something discussed earlier in the book. Use specific, direct evidence from the text to support your connection.

Example: I found a connection between todays reading and our previous readings of the text. On page 84, the character John makes reference to difficulties being able to vote given the unfair expectations required of African Americans. This reminded me of the disenfranchisement efforts we learned in class that took place after Reconstruction such as Literacy Tests, Poll Taxes, and Grandfather clauses. This connection helped to show an example of how these efforts hindered and limited rights for African Americans under Jim Crow.

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I found a connection between todays reading and our learning in class on page 27. In the book, it mentions Apartheid laws a lot and the cruelties of them and that reminded me of the Jim Crow laws which we learned about in class.

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In class we learned how having a mixed baby was at the time illegal and the narrator in this book "Trevor Noah" was born mixed, half white half black. Evidence page 28, "reached in and pulled out a half white half black child who violated any number of laws."
-Leon Barrett

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I found a connection between yesterday's reading to the Jim Crow Laws. Yesterday's reading, I found out that those in power were still able to find loopholes to discriminate against people of color even when Barack Obama was elected president. Like the Jim Crow Laws, those in power were still able to discriminate against people of color due to the Constitution being so vague.

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I found a connection between todays reading and our pervious reading of the text. On page 35, Troy doesn't let Cory his son talk to a college football recruiter because Troy is afraid they will do what they did to him too Cory. Troy was a talented football player who, unfortunately, got no play time and was mistreated because of his race. This reminded me of White people being treated better in everything including sports.

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In White Fragility, so far it's mainly talked a lot about why talking about race can be so hard for White people. In a way, I can relate to some of the things in this book, like being taught to be "colorblind", but other than that I can't really relate to the book, especially how the Humanities curriculum works at United. For example, the book talks about how it can be hard for White people to talk about race, but my family doesn't really have a problem with talking about it. I've also grown up in a mainly Black community so some things in this book isn't exactly right for me.

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Earlier in the year we talked about implicit and explicit bias, which are showing up again in the civil rights unit when we talk about Jim Crow laws and how there was segregation in all public facilities as well as there inability to talk about the racial heiarchy in conversations between people of different races. -unfinished

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One thing I can connect this to is how we just learned about the ORIGINAL Jim Crow, and how it created these laws and rules people had to abide by, supposedly for a valid reason but actually just so white people could maintain their power. In the preface, Michelle Alexander says that the NEW Jim Crow exists for the same purpose, the only thing that has changed is the labels people use.

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While reading this book so far I noticed that the system hasn't changed and is still unfair to this day aswell asthe grandfather clause still being a thing and has continued to effect black people in that time even when Obama was president.

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A connection I read was racism and colorism. We learned about this is past units not only this one. During apartheid colorism was a major factor. Trevor talks about how he was seen as white and never black. People hated him for being mixed, in fact he was illegal, hence how he was born a crime. On page 52 his grandma is talking to his mother about Trevor. She says “”I can’t hit him”
“Why not?”
“Because I don’t know how to hit a white child””
Everyone in Trevor’s life separated him from themselves

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inner wolves 🐺 🐺 🐺 Malcolm X autobiography book club

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I found a connection in this book between the community in which Malcolm lives and the largely Black communities in the South. Just like in the passages we've read, these communities were often segregated from the Whiter communities and Malcolm brings this up multiple times. When he moves to the Youth home he ends up in a Whiter community and feels like an outcast even though he ends up popular and with lots of friends.

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inner wolves 🐺 🐺 🐺 Malcolm X autobiography book club

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A connection I saw was the difference between mixed and black. When reading the Black Codes and the Jim Crow laws it said that "the mixed race would destroy America." As a mixed child, Trevor was constantly being hidden from his mom and relatives. Evidence page 30 " I dug a hole under the gate in the driveway, wriggled through, and ran off. Everyone panicked. A search party was out and tracked me down. I had no idea how much danger I was putting everyone in " When he says this in the book it means that no one had ever seen a mixed child before and it could cause serious consequences.

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Decide as a Book Club group on one theme/topic from class that have prevailed within your book. Each member of the group must then find 2 pieces of evidence directly from the text that shows examples of this theme/topic.

For example:
The New Jim Crow: Theme/Topic from Class- Segregation

"When we think of racism we think of Governor Wallace of Alabama blocking the schoolhouse door; we think of water hoses, lynchings, racial epithets, and "whites only" signs. These images make it easy to forget that many wonderful, goodhearted white people who were generous to others, respectful of their neighbors, and even kind to their black maids, gardeners, or shoe shiners--and wished them well--nevertheless went to the polls and voted for racial segregation." (page x)

"Jim Crow defined what it meant to be black (a second-class citizen)." (page y)

Be sure to synthesize your quotes:
This quotes connect to this theme because...

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Decide as a Book Club group on one theme/topic from class that have prevailed within your book. Each member of the group must then find 2 pieces of evidence directly from the text that shows examples of this theme/topic.

For example:
The New Jim Crow: Theme/Topic from Class- Segregation

"When we think of racism we think of Governor Wallace of Alabama blocking the schoolhouse door; we think of water hoses, lynchings, racial epithets, and "whites only" signs. These images make it easy to forget that many wonderful, goodhearted white people who were generous to others, respectful of their neighbors, and even kind to their black maids, gardeners, or shoe shiners--and wished them well--nevertheless went to the polls and voted for racial segregation." (page x)

"Jim Crow defined what it meant to be black (a second-class citizen)." (page y)

Be sure to synthesize your quotes:
This quotes connect to this theme because...

# data[].attributes.body
Decide as a Book Club group on one theme/topic from class that have prevailed within your book. Each member of the group must then find 2 pieces of evidence directly from the text that shows examples of this theme/topic.

For example:
The New Jim Crow: Theme/Topic from Class- Segregation

"When we think of racism we think of Governor Wallace of Alabama blocking the schoolhouse door; we think of water hoses, lynchings, racial epithets, and "whites only" signs. These images make it easy to forget that many wonderful, goodhearted white people who were generous to others, respectful of their neighbors, and even kind to their black maids, gardeners, or shoe shiners--and wished them well--nevertheless went to the polls and voted for racial segregation." (page x)

"Jim Crow defined what it meant to be black (a second-class citizen)." (page y)

Be sure to synthesize your quotes:
This quotes connect to this theme because...

# data[].attributes.body
Decide as a Book Club group on one theme/topic from class that have prevailed within your book. Each member of the group must then find 2 pieces of evidence directly from the text that shows examples of this theme/topic.

For example:
The New Jim Crow: Theme/Topic from Class- Segregation

"When we think of racism we think of Governor Wallace of Alabama blocking the schoolhouse door; we think of water hoses, lynchings, racial epithets, and "whites only" signs. These images make it easy to forget that many wonderful, goodhearted white people who were generous to others, respectful of their neighbors, and even kind to their black maids, gardeners, or shoe shiners--and wished them well--nevertheless went to the polls and voted for racial segregation." (page x)

"Jim Crow defined what it meant to be black (a second-class citizen)." (page y)

Be sure to synthesize your quotes:
This quotes connect to this theme because...

# data[].attributes.body
Decide as a Book Club group on one theme/topic from class that have prevailed within your book. Each member of the group must then find 2 pieces of evidence directly from the text that shows examples of this theme/topic.

For example:
The New Jim Crow: Theme/Topic from Class- Segregation

"When we think of racism we think of Governor Wallace of Alabama blocking the schoolhouse door; we think of water hoses, lynchings, racial epithets, and "whites only" signs. These images make it easy to forget that many wonderful, goodhearted white people who were generous to others, respectful of their neighbors, and even kind to their black maids, gardeners, or shoe shiners--and wished them well--nevertheless went to the polls and voted for racial segregation." (page x)

"Jim Crow defined what it meant to be black (a second-class citizen)." (page y)

Be sure to synthesize your quotes:
This quotes connect to this theme because...

# data[].attributes.body
Decide as a Book Club group on one theme/topic from class that have prevailed within your book. Each member of the group must then find 2 pieces of evidence directly from the text that shows examples of this theme/topic.

For example:
The New Jim Crow: Theme/Topic from Class- Segregation

"When we think of racism we think of Governor Wallace of Alabama blocking the schoolhouse door; we think of water hoses, lynchings, racial epithets, and "whites only" signs. These images make it easy to forget that many wonderful, goodhearted white people who were generous to others, respectful of their neighbors, and even kind to their black maids, gardeners, or shoe shiners--and wished them well--nevertheless went to the polls and voted for racial segregation." (page x)

"Jim Crow defined what it meant to be black (a second-class citizen)." (page y)

Be sure to synthesize your quotes:
This quotes connect to this theme because...

# data[].attributes.body
Decide as a Book Club group on one theme/topic from class that have prevailed within your book. Each member of the group must then find 2 pieces of evidence directly from the text that shows examples of this theme/topic.

For example:
The New Jim Crow: Theme/Topic from Class- Segregation

"When we think of racism we think of Governor Wallace of Alabama blocking the schoolhouse door; we think of water hoses, lynchings, racial epithets, and "whites only" signs. These images make it easy to forget that many wonderful, goodhearted white people who were generous to others, respectful of their neighbors, and even kind to their black maids, gardeners, or shoe shiners--and wished them well--nevertheless went to the polls and voted for racial segregation." (page x)

"Jim Crow defined what it meant to be black (a second-class citizen)." (page y)

Be sure to synthesize your quotes:
This quotes connect to this theme because...

# data[].attributes.body
Decide as a Book Club group on one theme/topic from class that have prevailed within your book. Each member of the group must then find 2 pieces of evidence directly from the text that shows examples of this theme/topic.

For example:
The New Jim Crow: Theme/Topic from Class- Segregation

"When we think of racism we think of Governor Wallace of Alabama blocking the schoolhouse door; we think of water hoses, lynchings, racial epithets, and "whites only" signs. These images make it easy to forget that many wonderful, goodhearted white people who were generous to others, respectful of their neighbors, and even kind to their black maids, gardeners, or shoe shiners--and wished them well--nevertheless went to the polls and voted for racial segregation." (page x)

"Jim Crow defined what it meant to be black (a second-class citizen)." (page y)

Be sure to synthesize your quotes:
This quotes connect to this theme because...

# data[].attributes.body
Decide as a Book Club group on one theme/topic from class that have prevailed within your book. Each member of the group must then find 2 pieces of evidence directly from the text that shows examples of this theme/topic.

For example:
The New Jim Crow: Theme/Topic from Class- Segregation

"When we think of racism we think of Governor Wallace of Alabama blocking the schoolhouse door; we think of water hoses, lynchings, racial epithets, and "whites only" signs. These images make it easy to forget that many wonderful, goodhearted white people who were generous to others, respectful of their neighbors, and even kind to their black maids, gardeners, or shoe shiners--and wished them well--nevertheless went to the polls and voted for racial segregation." (page x)

"Jim Crow defined what it meant to be black (a second-class citizen)." (page y)

Be sure to synthesize your quotes:
This quotes connect to this theme because...

# data[].attributes.body
Decide as a Book Club group on one theme/topic from class that have prevailed within your book. Each member of the group must then find 2 pieces of evidence directly from the text that shows examples of this theme/topic.

For example:
The New Jim Crow: Theme/Topic from Class- Segregation

"When we think of racism we think of Governor Wallace of Alabama blocking the schoolhouse door; we think of water hoses, lynchings, racial epithets, and "whites only" signs. These images make it easy to forget that many wonderful, goodhearted white people who were generous to others, respectful of their neighbors, and even kind to their black maids, gardeners, or shoe shiners--and wished them well--nevertheless went to the polls and voted for racial segregation." (page x)

"Jim Crow defined what it meant to be black (a second-class citizen)." (page y)

Be sure to synthesize your quotes:
This quotes connect to this theme because...

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Thematic Analysis [Racial Hierarchy] -Mirabelle

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Thematic Analysis [Racial Hierarchy] -Mirabelle

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Pg. 35 "'The main purpose of the codes was to control the freedmen.'" This quote explicitly states that the entire reason these codes were created was to control newly-freed Black people.
Pg. 58 "Competing imaged of the poor as 'deserving' and 'undeserving' became central ideas of the debate." This doesn't mention race specially, but earlier on the book discusses how economic status was usually linked to race, as the Jim Crow caste system was invented to keep Black people as permanent second-class citizens.

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A important theme in Born A Crime is aggression that is mainly expressed through Abel. Page 125 states I realized that Abel had gone past getting revenge for me. He wasn't teaching the kid a lesson. He was just beating him. This shows a lot of aggression from Abel and just proves that he is a character that seek and shows aggression especially when it comes to violence. Another example is on the same page page 125 He had been beaten by a stranger in a way I don't think he had been beaten before.
-Leon Barrett

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Thematic Analysis -Racial Hierarchy (Dorien)

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Thematic Analysis -Racial Hierarchy (Dorien)

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Quote 1 PG #28: “We have the power to pass stringent police laws to govern the Negroes this is a blessing for they must be controlled in some way or white people cannot live among them.

Quote 2 PG#32: “Prisoners became younger and blacker, and the length of their sentences soared. It was the nation’s first prison boom and, as they are today, the prisoners were disproportionately black. After a brief period of progress during Reconstruction, African Ameri- cans found themselves, once again, virtually defenseless.

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Agression                                                                                                                                              

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Agression                                                                                                                                              

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page 255 "Then out of nowhere, like a clap of thunder when there were no clouds, crack!, he smacked her across the face."

page 263 "The first blow hit me in the ribs. My mind flashed: its a trap!

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One theme in One Crazy Summer is Code Switching for example the main character Delphine says that she uses a different voice too talk to white people she also acts different around white people too.

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one crazy summer is based of these three kids who visits their mother but their mother deals with situation with the cops . for example " they had already pushed Cecile down into the back-seat . " this proves she had something to do with the cops also in the text it say " why had they arrested Cecile ? " this also proves the mother was being arrested . for the kids they had to act like they wasn't her children . for example" she's not our mother , I'm Delphine clark ... "

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Rahm Benari's Thematic Analysis: Agression

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Rahm Benari's Thematic Analysis: Agression

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"A Zulu driver got out with an
iwisa, a large, traditional Zulu
weapon—a war club, basically.
They’re used to smash people’s
skulls in. Another guy, his crony,
got out of the passenger side. They
walked up to the driver’s side of the
car we were in, grabbed the man
who’d offered us a ride, pulled him
out, and started shoving their clubs
in his face. “Why are you stealing
our customers? Why are you
picking people up?”
It looked like they were going
to kill this guy. I knew that
happened sometimes. My mom
spoke up. “Hey, listen, he was just
helping me. Leave him. We’ll ride
with you. That’s what we wanted in
the first place.” So we got out of the
first car and climbed into the
minibus." (page 14)

" “We’ve found a gun,” he said.
“Whose gun is it?”
We all shrugged.
“We don’t know,” we said.
“Nope, somebody knows. It’s
somebody’s gun.”
“Officer, we really don’t know,”
Bongani said.
He slapped Bongani hard
across the face.
“You’re bullshitting me!”
Then he went down the line,
slapping each of us across the face,
berating us about the gun. We
couldn’t do anything but stand
there and take it.
“You guys are trash,” the cop
said. “Where are you from?”
“Alex.”
“Ohhhhh, okay, I see. Dogs
from Alex. You come here and you
rob people and you 🤬 women and
you hijack cars. Bunch of 🤬
hoodlums.”
“No, we’re dancers. We don’t
know—”
“I don’t care. You’re all going to
jail until we figure out whose gun
this is.” " (page 223)

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"Most N***o parents in those days would instinctively treat any lighter children better than they did the darker ones." pg 7
This shows the internalized racism the system created
"

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Racial bias- Racial bias in education (unfinished, basically not started but the quote about black history month and how children react to writers of different races and the other one about wishes for black history month in school at the end of the book for plan)

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pg 15 "You're all 🤬-and tonight you're going to learn your lesson."
pg 255 "crack! He smacked her across the face. She ricocheted off the wall and collapsed like a ton of bricks"

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One big theme in Fences is unequal opportunities for Black people.

Page 8, “the white man ain’t gonna let him (Cory) get nowhere with that football stuff.” To clarify, Cory is Black, and the reason Troy discouraged him from playing is that he will never have a fair chance as a Black person playing a mixed race sport.

Page 2, “I went to Mr Rand and asked him,
‘why?’ ‘Why you got the white mens driving and the coloreds lifting?’ Told him, ‘what’s the matter, don’t I count? You think only white fellows got sense enough to drive a truck. That ain’t no paper job! Hell, anybody can drive a truck!”

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White Fragility- Racial bias in schools/blm and diveristy policies is a part of the main theme of racial implicit and explicit bias this novel. First, the authors explain that "In schools, if an author is a person of color, the teacher might talk about that. But if they are white, their whiteness usually remains unspoken." This helped me understand that in the way white author's whiteness is not mentioned, it helps those authors to remain in the classics when they are no better than some of the books read for a special unit or curriculum. Another quote explains that "just having one month of black history is not the goal" and that it is meant for all year round. These quotes explain how implicit bias affects our ability in social and government institutions to recognize that people of color need to be celebrated and affirmed like any other person.

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One big theme in fences is unequal opportunities for Black people.

On page 3 Troy says, "All I want them to do is change the job description. Give everyone a chance to drive the truck."

On page 33 Troy says, "Don't even half-play him. That boy could be something if they give him a chance."
What Troy is saying is people of color don't get the same play time or respect in sports