Exploring+Counternarratives+with+Cabrala+Awala

=**Exploring Counternarratives in U.S. History**= =**through Web. 2.0**=
 * with Cabrala Awala and Jennifer Fitzner**

__**Introduction:**__
Welcome to our introductory module on counternarratives in U.S. History. We hope that you will find this module both user friendly and helpful. Should you need assistance, feel free to contact us:

Jennifer Fitzner jennfitzner@gmail.com Cabrala Awala sa00773@georgiasouthern.edu

__**Purpose:**__ The purpose of this module is to foster an understanding of counternarrative, as well as introduce you to selected Web 2.0 technology.

__**Learning Objectives:**__
 * One will be able to articulate a correct understanding of counternarrative in a discussion post.
 * One will be able to articulate the practical utility of using counternarratives in the classroom.
 * One will participate in the wiki's discussion boards by posting responses and responding to the posts of others.
 * One will evaluate a U.S. history web quest for elements of counternarrative and master narrative.
 * One will utilize Prezi, Glogster, or another Web. 2.0 technololgy to incorporate counternarrative into a presentation of an event in U.S. History and post a link to it on the discussion board.

__**Assessment:**__
 * The student demonstrates understanding of the counternarrative concept. 30%
 * The student participates in the discussion board. 20%
 * The student utilizes Web 2.0 technology effectively in his or her presentation. 20%
 * The student demonstrates application of the counternarrative concept in developing history classroom presentation, incorporating counter narrative. 30%

Module Component #1/Section 1
The terms master narrative and counternarrative relate to history, and they may be conceived as antithetical. Within the United States education system, often times students are taught the master narrative while the counternarrative is omitted from the curriculum. Examples of the master narrative are found within the U.S. History textbooks. Yet, counternarratives are often excluded from textbooks but found elsewhere. Examples of counternarratives are as follows: //Lies My Teacher Told Me// by by James Lowen, //The People's History of the United States// by Howard Zinn, //A Different Mirror// by Ronald Takaki, and //Strangers from Another Shore// by Ronald Takaki. Now that you have some background knowledge about the master narrative and the counternarrative, we want you to explore the literature and clips below concerning counternarrative and master narrative. Then, explain the concept of counternarrative in the corresponding module component # 1 discussion. The discussions may be accessed by clicking on the two talking bubbles at the top right of the page. Respond to two other posts. > Module 1 Grading Rubric
 * Read [|//Reinventing the "Master Narrative" of America.//]
 * View //Tip:The Counterstory// (counternarrative in Critical Race Theory) at []
 * View Critical Race Theory: Understanding the Nature of Race and America at []
 * Read the description of Matt Wray's book, //Not Quite White: White Trash and the Boundaries of Whiteness// (2006) at []]
 * View //Counternarratives: Native American Artists in Our Own Words// at []

Module Component # 2/Section 2
Please read at least one of the books mentioned in Module One and the article attached below. In addition, please choose one video from the link below to grasp a visual and audio version of a counternarrative.


 * Read Epstein, Mayorga, and Nelson's //Teaching about Race in an Urban History Class: The Effects of Culturally Resp////onsive Teaching// (2011)
 * [[file:Teaching about Race.pdf]]
 * []

As you read one of the chosen texts, watch a counternarrative being performed, and read the additional literature below on counternarratives, please reflect upon the following: Whose voices are being heard from the counternarrative? What knowledge is being gained from the counternarrative? Who benefits from the knowledge of the counternarrative? How does this contend against the meta narrative? Afterwards, please respond to the discussion board for component # 2 on the importance of counternarrative in history instruction. Do not forget to comment on the posts of two others individuals.

Module 2 Grading Rubric

Module Component # 3/Section 3
Now that you have had an overview of counternarratives, we desire for this knowledge to be applicable to facilitate instruction in your classroom. In this module we want you to explore webquests that pertain to U.S. History. Please peruse these sites carefully and analytically. Think about how this webquest can aid your students' understanding of history, but also think about the knowledge that is being transmitted from the webquest. Does the webquest provide students with a counternarrative or is it reinforcing the metanarrative? It will be your task to select one webquest to evaluate. Provide a link to the U.S. History web quest of your choice in your discussion post, and in one to two paragraphs evaluate the web quest in terms of the presence or absence of counternarrative. Also, comment on the posts of two others.

For those who are unfamiliar with the concept of a web quest, we have included a few sites that link to examples.


 * []
 * []
 * []
 * []

Module 3 Grading Rubric

Module Component # 4/Section 4
In this capstone component you will use Prezi or some other Web. 2.0 tool to create a classroom presentation on an event in U.S. History. You may approach the event exclusively from counternarrative, or you may contrast master narrative and counternarrative concerning the event. Please post the link to your presentation in the corresponding discussion for module component # 4 and comment on two other presentations.

If you have a prezi account, please log into your prezi account. When you have logged in please look at this link as an example. http://prezi.com/sapk34jft8fq/?utm_campaign=share&utm_medium=copy&rc=ex0share. This might prove valuable as you begin your project.

Module 4 Grading Rubric