RF 3

Overview:
o Reading facilitations enable groups of students to take-charge of their

education by engaging with course materials and fellow classmates.
o Groups will be created at random in the beginning of the semester, and

will be made up of no more than eight (8) students depending on final

roster.
o On assigned dates, each group must be prepared to carry and lead class

discussion—approximately twenty (20) to twenty five (25) minutes)—with the assigned responsibility rotating equally throughout the semester.

o Each group will lead class discussion five (5) times throughout the semester.

§ This means coming to class with written questions, quotes, and thoughts about the reading material and its connection to course themes.

§ These questions and quotes must be typed—one (1) page single-spaced.

§ You will turn in a hard copy at the end of the class session. o At the minimum each student should have three (3) questions, and

three (3) quotes from the reading to share with the class.

§ These questions and quotes are to be independently

contrived, and you should keep your questions open ended.

§ If overlap occurs organically, it should foster discussion

adequately .

§ This is not an opportunity to produce a group document.

The work of each student needs to be unique in its comprehensive analysis of the assigned material.

Objectives:

o Facilitate and foster class discussion through student engagement with

course material.
o Produce student accountability, and promote class-wide responsibility for

educational engagement with course material.
o Reinforce critical methodology for analyzing varied textual material from

applicable areas of Comparative Ethnic Studies and other social sciences. o Produce clear and measurable student participation that is both

qualitative and quantitative in nature.

Grade Breakdown

Facilitations are worth three (3) points each, for a total value of fifteen (15) points towards your final grade.

3pts = Three (3) meaningful questions and quotes, complete reflection paragraph. 2.5pts = Three (3) questions and quotes present, incomplete reflection paragraph. 2pts = Three (3) questions and quotes present, no reflection paragraph present or

less than three (3) questions and quotes present, partial reflection present. 1pt = Less than three (3) questions and quotes present and no reflection present. 0pts = No submission; does not meet standard of acceptable submission.

______________________________________________

EXAMPLE: OF HOW IT SUPOOSED TO BE

Questions:
(1) How are racism and sexism intertwined in the post-civil rights era?

(2) Why does talking about gender include both men and women?

(3) What is an intersectional approach according to Patricia Hill-Collins?

Quotes:

(1) Thesis: “Because ideas about sexuality are so integral to understandings of Black gender ideology as well as broader gender ideology in the United States, neither Black masculinity nor Black femininity can be adequately understood let alone transformed without attending to the politics of sexuality.[citation]” (p. 6)

(2) Sexual Politics (Definition of): “Sexual politics can be defined as a set of ideas and social practices shaped by gender, race, and sexuality that frame all men and women’s treatment of one another, as well as how individual men and women are perceived and treated by others.” (p. 6)

(3) “Black women can never become fully empowered in a context that harms Black men, and Black men can never become fully empowered in a society in which Black women cannot fully flourish as human beings.”

[Comprehensive analysis and critical reflection paragraph between 150-250 words—approximately 4-6 sentences]

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Your email address will not be published. Required fields are marked *

RF 3

Overview:
o Reading facilitations enable groups of students to take-charge of their

education by engaging with course materials and fellow classmates.
o Groups will be created at random in the beginning of the semester, and

will be made up of no more than eight (8) students depending on final

roster.
o On assigned dates, each group must be prepared to carry and lead class

discussion—approximately twenty (20) to twenty five (25) minutes)—with the assigned responsibility rotating equally throughout the semester.

o Each group will lead class discussion five (5) times throughout the semester.

§ This means coming to class with written questions, quotes, and thoughts about the reading material and its connection to course themes.

§ These questions and quotes must be typed—one (1) page single-spaced.

§ You will turn in a hard copy at the end of the class session. o At the minimum each student should have three (3) questions, and

three (3) quotes from the reading to share with the class.

§ These questions and quotes are to be independently

contrived, and you should keep your questions open ended.

§ If overlap occurs organically, it should foster discussion

adequately .

§ This is not an opportunity to produce a group document.

The work of each student needs to be unique in its comprehensive analysis of the assigned material.

Objectives:

o Facilitate and foster class discussion through student engagement with

course material.
o Produce student accountability, and promote class-wide responsibility for

educational engagement with course material.
o Reinforce critical methodology for analyzing varied textual material from

applicable areas of Comparative Ethnic Studies and other social sciences. o Produce clear and measurable student participation that is both

qualitative and quantitative in nature.

Grade Breakdown

Facilitations are worth three (3) points each, for a total value of fifteen (15) points towards your final grade.

3pts = Three (3) meaningful questions and quotes, complete reflection paragraph. 2.5pts = Three (3) questions and quotes present, incomplete reflection paragraph. 2pts = Three (3) questions and quotes present, no reflection paragraph present or

less than three (3) questions and quotes present, partial reflection present. 1pt = Less than three (3) questions and quotes present and no reflection present. 0pts = No submission; does not meet standard of acceptable submission.

______________________________________________

EXAMPLE: OF HOW IT SUPOOSED TO BE

Questions:
(1) How are racism and sexism intertwined in the post-civil rights era?

(2) Why does talking about gender include both men and women?

(3) What is an intersectional approach according to Patricia Hill-Collins?

Quotes:

(1) Thesis: “Because ideas about sexuality are so integral to understandings of Black gender ideology as well as broader gender ideology in the United States, neither Black masculinity nor Black femininity can be adequately understood let alone transformed without attending to the politics of sexuality.[citation]” (p. 6)

(2) Sexual Politics (Definition of): “Sexual politics can be defined as a set of ideas and social practices shaped by gender, race, and sexuality that frame all men and women’s treatment of one another, as well as how individual men and women are perceived and treated by others.” (p. 6)

(3) “Black women can never become fully empowered in a context that harms Black men, and Black men can never become fully empowered in a society in which Black women cannot fully flourish as human beings.”

[Comprehensive analysis and critical reflection paragraph between 150-250 words—approximately 4-6 sentences]

Leave a Reply

Your email address will not be published. Required fields are marked *