Chapter 1 Assignments and Activities
The prompts on this page are ideas for interactive assignments and/or activities used to extend learning from this chapter. These can be used to further understanding, retention, and ownership of learner content.
Role Play Discussion: Strategizing for Social Change
- For this activity, you will divide the class into three groups. Each group will represent a different constituency in the strike for ethnic studies at San Francisco State College: the Third World Liberation Front, the faculty union, and the anti-war groups who supported the strike.
- In these groups, the class will address a series of scenarios that mirror the experiences of the strikers and the college.
- Students should situate their responses to the circumstance based on their understanding of the text and historical examples referenced in the chapter and course material. Consider priorities, tactics, and context.
Example Scenario
A local newspaper ran coverage of a demonstration where a number of strikers were arrested. In the description of the events, they negatively characterized the students that were arrested and consistently called the strikers violent. Another demonstration is planned for the next day, and many student activists want to respond to the newspaper directly. Others have suggested focusing on focusing the demonstration on more peaceful tactics to avoid arrests and being called violent again. Your three groups are tasked with how to move everyone forward. What options would you consider? How would you decide who will do what? Take into account that there is limited time to communicate messages to your supporters.
The instructor may adapt to emergent conditions based on what the groups decide to do. For example, this might include introducing external factors like additional repressive responses, political pressure, or resistance from other stakeholders.
Suggested Format
- Provide the instructions, divide everyone into groups, and review the scenario with everyone. Answer any questions that come up in the full group.
- Give each group a few minutes to discuss amongst themselves how they want to represent their interests in the discussion. Each group should also identify one or more people who will represent their group in the larger discussions. Others may contribute as well, but this will help to facilitate a flowing conversation.
- Return the large group, review the scenario once more, and provide each group an opportunity to provide their initial remarks. Facilitate discussion among the groups to achieve a dynamic and unified response to the outlined scenario.
- This would be well suited for a face-to-face modality or a synchronous online discussion using video chat technology and breakout rooms (e.g., Zoom). You could also adapt this to be a guided discussion board or multi-part online discussion in groups.
Activity: Chicanx and Latinx Studies is…
Each student will provide a creative response to the prompt, “Chicanx and Latinx studies is…” that is rooted in what you have learned from this chapter and the class. The response should be brief, about one sentence, and may highlight a definition of Chicanx and Latinx studies, or what Chicanx and Latinx studies means to that individual.
This could take on different formats for different learners and styles. For example, using an Online Discussion board in an online course, students could post their short replies to the prompt and have an opportunity to view one another's. You can also have students provide their brief reply with a video recording or by completing a template image.
Based on the format option(s) that individuals can submit, the group’s collective responses should be compiled and made available for discussion.
