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1. Read Chapters 10-14
2. Post response for chapter 11&14 (by May 1st)
3. 1 textbook connection
4. Respond to 2 people (by May 5th)

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1. Read Chapters 5-9
2. Post response for chapter 5 &7
(by April 10th)
3. 1 textbook connection
4. Respond to 2 people
(by April 18th)

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1. Read chapters 1-4
2. Post response for chapter 1 & 4 (by March 20th)
3. 1 textbook connection
4. Respond to 2 people
(by March 28th)

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1. In chapter 1, ACB asserts white people are exhausting. How have her experiences informed this perspective?

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2. In chapter 4 "Ain't No Friends Here", ACB speaks of her intention to be a "change agent". What are ways you can do this in your personal/professional lives?

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Examples you could discuss/post: *new ideas or impressions from the book that extend your thinking.
*what's challenging or confusing that you read from the book.

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Reference at least one specific way the ACB book and textbook connect (confirm ideas presented, strengthens ideas, and/or challenges ideas)

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1. In chapter 5, “Whiteness at Work,” ACB discusses the mechanisms by which blackness is continuously and repeatedly expected to assimilate with whiteness. What are the ways that PK-12 schools participates in this expectation? What kind of disjunction exists between what PK-12 teaches, how it prepares students for after graduation for BIPOC (Black, Indigenous, and people of color) individuals?

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2. In chapter 7, “Nice White People,” ACB talks about the “Relational Defense” and continually being placed in the position of being “a priest for the white soul.” What does she mean? ACB asks the question: “What are you going to do differently?” So, what will you do differently?

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Reference at least one specific way the ACB book and textbook connect (confirm ideas presented, strengthens ideas, and/or challenges ideas)

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Examples you could discuss/post: *new ideas or impressions from the book that extend your thinking.
*what's challenging or confusing that you read from the book.

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mechanisms by which blackness is continuously and repeatedly expected to assimilate with whiteness

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ACB finds herself being a preacher to the white should because exhausting white people have lots of assumptions and beliefs about black people and when they have a black person like ACB its as if they are using her to justify their comments and beliefs. For example if ACB had said that she likes watermelons

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2. In the final chapters, ACB demonstrates several ways in which America pays a lot of lip service about the distance it has come. How do we continue to move the needle on issues of racial equity, while knowing that seeing true change may not be in our immediate future?

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1. ACB repeatedly mentions the idea of whiteness=goodness, with blackness being its opposite. She uses the phrase "truest offense" (chapter 11, pg 146) in "A God for the Accused." How can we combat these associations?

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Reference at least one specific way the ACB book and textbook connect (confirm ideas presented, strengthens ideas, and/or challenges ideas).

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Examples you could discuss/post: *new ideas or impressions from the book that extend your thinking.
*what's challenging or confusing that you read from the book

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Your group did a tremendous job responding to the prompts and making connections to the textbook, including free responses. A pleasure to read your insights and how you reflect on each others' comments and respond thoughtfully to one another. (Dr. T.)