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Adapting "Danger of a Single Story" in a New School and Setting

Christopher Barber
Christopher Barber over 2 years ago

Greetings, all!

After a lot of paperwork over the summer and some exciting (read: stressful!) moving I am now writing this post from my new apartment in the Nansha District of Guangzhou, China! I've been fortunate enough to take a position teaching Social Studies I and II (9th and 10th grades, respectively) at Nansha College Preparatory Academy, where Chinese students continue their secondary studies in a standards-based and English-immersive environment. This, of course, presents many challenges related to language proficiency, particularly at the beginning of the year (students return next week!).

I've long been a fan of Chimamanda Adichie's Danger of a Single Story talk and have found it to be particularly effective for students to embrace some core concepts of historical thinking. The challenge I find myself facing this year is that it is far too much: at nearly 19 minutes long it isn't really feasible to have the freshman year students watch it and expect them to comprehend much; overall, most will be very new to English and still be in need of much strong scaffolding.

So, with that limitation in mind, I turn to the OER Community: what alternatives or supplements have you used that still accomplish the same ends as Danger of a Single Story with less language fluency demands? Has anyone else been in a similar position before?

Andrea Wong ERIN CUNNINGHAM Adam Esrig 

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  • ERIN CUNNINGHAM
    ERIN CUNNINGHAM over 2 years ago

    Hi Christopher Barber , congratulations on the new position! It sounds like an amazing opportunity!

    It's funny you should bring this activity up today because I just finished showing the TED Talk to my 3 classes of 9th grade World History students. I agree that the length of the video and the complexity of some of the topics can be challenging for students, especially 9th graders new to English. 

    Since I show the video so early in the year, I use it as a bit of a diagnostic tool--I am able to get a sense of their frustration tolerance with a complex text right off the bat and I let them struggle a little to see what they can do independently before helping. I gave students this handout to guide them through the activity today. The opening question was helpful for activating prior familiarity with the concept. A lot of students used courtrooms and fights as examples of a situations where a single story would be especially dangerous. I then showed the video straight through without stopping and asked them to record examples Adichie uses throughout her talk. I used to stop frequently to explain but now I think that may have impeded students' understanding of the talk as a whole--for my purposes, I don't really need them to understand everything she talks about right now. We'll return to the video and its main ideas throughout the entire year. For the chart, they worked in partners first and then we went through it together. We had interesting conversations about the distinctions between identity and stereotypes. 

    For your students, maybe showing portions of the video could be helpful. I especially like Adichie's anecdote about her American roommate and her trip to Mexico. Either of those examples could be dug into pretty deeply and would lead students to a pretty solid understanding of the danger of a single story. Additionally, the TED website has transcripts in a bunch of different languages so your students could also read portions in English and another language as needed.

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  • Eric Schulz
    Eric Schulz over 2 years ago in reply to ERIN CUNNINGHAM

    I am using the handout.  Love it.  

    These are the examples of a single story I have identified but I know the working isn't right.  Can you all be my AI and help me improve it?  

    1.  Childhood- English books represent all people
    2. Middle Class/Poverty. Poor people lack talent
    3. University/Africans Carey African is a catastrophe.
    4. African Authenticity. Africans are not like Americans
    5. Mexico?Immigrants. All immigrants are in trouble
    6. Characters-All people from the country have the same flaws as characters in books about that country.
    7. All writers had bad childhoods
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  • Eric Schulz
    Eric Schulz over 2 years ago in reply to ERIN CUNNINGHAM

    I am using the handout.  Love it.  

    These are the examples of a single story I have identified but I know the working isn't right.  Can you all be my AI and help me improve it?  

    1.  Childhood- English books represent all people
    2. Middle Class/Poverty. Poor people lack talent
    3. University/Africans Carey African is a catastrophe.
    4. African Authenticity. Africans are not like Americans
    5. Mexico?Immigrants. All immigrants are in trouble
    6. Characters-All people from the country have the same flaws as characters in books about that country.
    7. All writers had bad childhoods
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