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In POSE, the creators are telling a story about 1980's ballroom culture by acting out a scene where a group of LGBT people steal 1700's royalty clothes from a museum for a ballroom contest to empower themselves.

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Lee explores sub-cultures and different kinds of people like how Anzaldua explains the different Spanish dialects.

Peter

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Victor teaches Thomas how to act like an Indian is like how students were taught how to speak standard English.

Ben

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Moraga explains the assumptions made of the Mexican kids just like how Adichie's roommate assumed about her because she's African.

Linda

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“Lucy Laney Elementary: African American Vernacular English”

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“Lucy Laney Elementary: African American Vernacular English”

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The main idea of this video is to explain how students feel more comfortable when they're not forced to speak in a way that is not familiar to them. Mr. Davis explains how he used to get corrected for speaking in Ebonics just like how Anzaldua wrote about getting punished for speaking Spanish. The audience for this video is educators that think standard English should be forced.

Peter, Ben, Linda, Kikuko

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Cherrie Moraga, “You’re Not Really Mexican, Are You?”

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Cherrie Moraga, “You’re Not Really Mexican, Are You?”

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The main idea of the video is to explain the struggles of having a mixed identity. Moraga explains how her Mexican peers were seen as less intelligent like in the Lucy Laney video where they explain how students talking in AAVE are seen as less educated. Moraga's audience is anyone who is not mixed because she is explaining her unique perspective as a Mexican/White person.

Peter, Ben, Linda, Kikuko

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The main idea is how Anzaldua identifies through Spanish and how she speaks it. There are common themes of being forced to speak or act a certain way in Anzaldua's story and Moraga's video. The audience Anzaldua is writing for Americans in general that don't understand the many different Spanish dialects.

Peter, Ben, Linda, Kikuko

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Victor explains to Thomas what is expected of a real Indian.
His description of a real Indian is based off stereotypes of how Indians look/act.
This connects to Adichie's idea of the danger of a single story and how a single perspective of a culture is portrayed.

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The best ways to get to know

more than a single story, is to experience the place or culture.
Teach us that the people around us influence the way we act.
At first, things might seem simple, but if you dig deeper you can find more layers and different stories.

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The video's purpose is to help us understand that there is never just one story to a person or a place.
She gave the example of Africa and how people see it as an under developed continent because of the narrow perspective.
Popular media gives people a small perspective of Africa that leads people to assume the culture of the entire continent.
How dangerous it is to focus in one tragic or shocking story instead of looking at the bigger picture.

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Smoke Signals clip, "How to Be a Real Indian"

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Smoke Signals clip, "How to Be a Real Indian"

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Our assignments this week ask us to watch or read the following texts:

Anzaldúa, “How to Tame a Wild Tongue”

Cherrie Moraga, “You’re Not Really Mexican, Are You?”

“Lucy Laney Elementary: African American Vernacular English”

1. After reading or watching these texts answer the following question in one post per text (3 posts total). Put all the information below in one post per text.

Identify the main ideas for each text.

What are there common ideas, themes, messages about identity in each text?

Who is the audience? Who is the author speaking to or writing for? How do you know?

List the first names of your participating group members -- if you don't talk, you don't get credit, my friends. :-)

Use the “connecting” button to link the two posts you are connecting.

Make sure that your group padlet has 3 posts.

2. In the next part of this assignment, draw lines of connections between the texts from  Week 3 (Adichie, Smoke Signals, Lee) (3 posts total).

Add a new post to each video from Week 3 that explains the connection you’re seeing about the discussions of identity there and a discussion of identity in one of Week 4's texts.

List the first names of your participating group members -- if you don't talk, you don't get credit, my friends. :-)

Use the “connecting” button to link the two posts you are connecting.

Make sure that your group padlet has 6 posts.

3. This week, your group will present the 1-2 posts you think are the most insightful (reveal information that other groups might have missed.