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https://humanitiesmoments.org/files/original/242/Chimamanda_Adichie.png
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Title
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Chimamanda Ngozi Adichie
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<iframe width="”640”" height="”360”" allowfullscreen="allowfullscreen" frameborder="0" src="https://embed.ted.com/talks/chimamanda_adichie_the_danger_of_a_single_story"></iframe>
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Title
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Don’t Buy Into A Single Story
Description
An account of the resource
I encourage everyone to watch novelist Chimamanda Adichie’s 2009 TED talk “The Danger of A Single Story.” Adichie uses her personal experiences to illustrate the importance of sharing different stories about people. She warns of the consequences of a single story and how it can rob people of their dignity, create stereotypes, and make difficult the recognition of our equal humanity.
Adichie’s talk made me ponder current events and how many American politicians and leaders are attempting to create a single story about immigrants and others. One, in particular, is the group of Central American migrants fleeing danger and desperate situations for a new life in America. The president and others are painting them as criminals who are trying to invade the country. This is dangerous. It’s a seemingly hateful attempt to fan the flames of division and stoke the fears of his supporters. Adichie says, “show a people as one thing, as only one thing, over and over again, and that is what they become.” She continues “power is the ability not just to tell the story of another person, but to make it the definitive story of that person.” Imagine if the first story told about this group of migrants was that many are mothers and fathers who desire safety and security for their families. Doing so would change the narrative entirely. To insist on only negative stories, those in power are attempting to dehumanize migrants and encourage Americans to believe that migrants are in no way similar to them. These views are extremely dangerous and can result in violence against an entire group of people.
I hope Adichie’s talk will encourage more people to not buy into a single story told about others. And in doing so, recognize that all people are informed and shaped by many stories. This is needed always, but especially in current times.
Creator
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Chimamanda Adichie, author of <em>Half of a Yellow Sun, Americanah, </em>and other works
Source
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“The Danger of the Single Story,” a TED talk by Chimamanda Adichie
Date
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2018
Contributor
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Olympia Friday, Digital Engagement and Marketing Coordinator, National Humanities Center
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dont-buy-into-a-single-story
Borderlands
Diversity
Human Rights
Immigration
Migration
Ngozi Adichie, Chimamanda
Public Speaking
Stereotypes
Storytelling
TED Talks
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https://humanitiesmoments.org/files/original/9/110/To_Kill_a_Mocking_Bird.3.jpg
72c1c7ba43444ded03ea4718e4069e8a
Dublin Core
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Title
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To Kill a Mockingbird
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Teacher Advisory Council
Description
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This collection includes contributions from the National Humanities Center's Teacher Advisory Council. The council is a 14-member board that supports the Education Programs of the National Humanities Center for a one-year term of service.
Text
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Eyes on the Mockingbird
Description
An account of the resource
I grew up in a very small town in rural Wisconsin. When I looked at my classmates it was like looking in a mirror. Because of that, I never realized that there were many people who were facing hardships because of their minority status and people who were taking advantage of them. Fast forward to my sophomore year of high school. Mrs. Shaw made it her mission to open our eyes. She wanted to expose us to the realities of this world. While I questioned it at the time, she showed us the entire <em>Eyes on the Prize</em> documentary. She would allow us to watch, and then she would force us to talk about it and face the facts. We had to face the fact that people could be cruel, especially if they felt they had power over others. The curriculum then went on to <em>To Kill a Mockingbird</em>. Mrs. Shaw made sure to show us that skin color is not the only way to dictate belonging in the minority. She made us see the importance of standing up for the fact that people are people, no matter what, no matter their political power.<br /><br />Without <em>Eyes on the Prize</em>, I would have never seen what was happening outside of my little hometown. I knew there were different cultures, ethnicities, and nationalities surrounding Durand, but I never came in contact with them. I certainly never knew that people had to fight to be able to go to school or that fire hoses were used to deter people from going to school. It also taught me that minority does not indicate a color or even social grouping; rather it indicates a lack of political power. By Lee showing that people in the minority were being harmed by those with power, I was able to see how important it is for me to stand up for human rights. Without the humanities, I would have been blind to the world.
Subject
The topic of the resource
Without <em>Eyes on the Prize</em>, I would have never seen what was happening outside of my little hometown. I knew there were different cultures, ethnicities, and nationalities surrounding Durand, but I never came in contact with them. I certainly never knew that people had to fight to be able to go to school or that fire hoses were used to deter people from going to school. It also taught me that minority does not indicate a color or even social grouping; rather it indicates a lack of political power. By Lee showing that people in the minority were being harmed by those with power, I was able to see how important it is for me to stand up for human rights. Without the humanities, I would have been blind to the world.
Source
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<em>Eyes on the Prize</em> and <em>To Kill a Mockingbird</em>
Creator
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Hampton, Henry; Harper Lee
Date
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1995
Contributor
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<a href="http://nationalhumanitiescenter.org/education-programs/teacher-advisory-council-2017-2018/">Sarah Arnold</a>, 38, English Teacher
Identifier
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eyes-on-the-mockingbird
Bildungsromans
Books & Reading
Civil Rights
Discrimination
Documentary Films
Durand, Wisconsin
Eyes on the Prize
Film
Hampton, Henry
Human Rights
Lee, Harper
Literature
Minorities
Social Justice
Teachers & Teaching
To Kill a Mockingbird
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https://humanitiesmoments.org/files/original/11/124/The_Jungle.1.jpg
49980ece2ffb47bea85a4c760184bf1c
Dublin Core
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Title
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Upton Sinclair's The Jungle
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Kluge Scholars
Description
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Humanities Moments contributions from scholars at the John W. Kluge Center at the Library of Congress
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kluge-scholars
Moving Image
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<iframe width="640" height="360" src="https://player.vimeo.com/video/252934171" frameborder="0" webkitallowfullscreen="webkitallowfullscreen" mozallowfullscreen="mozallowfullscreen" allowfullscreen="allowfullscreen"></iframe>
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<em>The Jungle</em>: Personalizing the Historical Struggle of Workers
Subject
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Sinclair famously quipped that he “aimed for the public’s heart” but accidentally “hit it in the stomach.” His novel hit Shedd in both places. <em>The Jungle</em> personalized the hopes and struggles of those living in the era that she would eventually study as a modern U.S. historian. Sinclair’s story prompted her to seek answers to questions: How did this novel prompt policy change? How did it capture the struggles of historical actors and immigrants in the early 20th century? What other novels did Sinclair write? What institutional structures need reform in order to be more just?
Description
An account of the resource
<span><span>An early encounter with muckraking American novelist Upton Sinclair’s </span><em>The Jungle </em><span>exposed Kristen Shedd to issues surrounding human rights and animal rights in the early 20</span><span>th</span><span> century. For Shedd, the 1906 novel exposed the intersections of fiction, policy, history, and social justice. Sinclair’s story prompted her to seek answers to questions: How did this novel prompt policy change? How did it capture the struggles of historical actors and immigrants in the early 20th century? What other novels did Sinclair write? What institutional structures need reform in order to be more just?</span></span>
Contributor
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Kristen Shedd, Fullerton College & The John W. Kluge Center at the Library of Congress
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shedd-jungle-personalizing-history
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<em>The Jungle</em> by Upton Sinclair
Animal Rights
Books & Reading
Boston (1928 novel)
Emigration & Immigration
History
Human Rights
Kluge Scholars
Literature
Muckraking (Journalism)
Policy
Professors
Sacco-Vanzetti Trial
Sinclair, Upton
Social Justice
The Jungle
-
https://humanitiesmoments.org/files/original/13/199/mali.jpg
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Front-page news on Muhammad Ali
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Contested Territory: America’s Role in Southeast Asia, 1945–75
Subject
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A National Endowment for the Humanities Summer Institute for Teachers
Description
An account of the resource
Taking place from July 16-27, 2018, <a href="A%20National Endowment for the Humanities Summer Institute for Teachers">this National Endowment for the Humanities Summer Institute</a> explored modern Vietnam in order to situate the American War in broader spatial settings and longer historical contexts.
Identifier
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contested-territory
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NEH: Contested Territories
Dublin Core
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Melissa Barnhouse, 38, exceptional children's teacher
Date
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June 21, 1967
Description
An account of the resource
Muhammad Ali was drafted into the Vietnam War in 1966. Ali did not believe in fighting in the war and he was willing to sacrifice everything based on those principles. “My conscience won’t let me go shoot my brother, or some darker people, or some poor hungry people in the mud for big powerful America,” he said. “And shoot them for what? They never called me nigger, they never lynched me, they didn’t put no dogs on me, they didn’t rob me of my nationality, rape and kill my mother and father. … Shoot them for what? How can I shoot them poor people? There are only two kinds of men,” Ali continued, “those who compromise and those who take a stand.” Ali told Pacifica Radio he was “proud to say that I am the first man in the history of all America, athlete and entertainer-wise, who gave up all the white man’s money, looked the white man in the eye, and told him the truth, and stayed with his people." Ali was sentenced to 5 years in jail, fined $10,000, stripped of his title and lost his boxing license for 3 years at the height of his career. In spite of detrimental and pervasive consequences, he sacrificed his way of life to stand strong in his beliefs. The theme of “sacrifice” permeates every aspect of the history of contested territories. All the people involved, no matter what their nationality or culture, made sacrifices related to the contested territory.
Title
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Sacrifices and the Consequences of Dissent
Identifier
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sacrifice-consequences-of-dissent
Ali, Muhammad
Civil Rights
Conscientious Objection
Human Rights
Radio
Sacrifice
Teachers & Teaching
Vietnam War (1961-1975)
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https://humanitiesmoments.org/files/original/13/217/Muhammad_Ali_1966.jpg
2d1bab2aec30850db7acf82a4031550a
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Muhammad Ali
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Wikimedia Commons: https://commons.wikimedia.org/wiki/File:Muhammad_Ali_1966.jpg
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Title
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Contested Territory: America’s Role in Southeast Asia, 1945–75
Subject
The topic of the resource
A National Endowment for the Humanities Summer Institute for Teachers
Description
An account of the resource
Taking place from July 16-27, 2018, <a href="A%20National Endowment for the Humanities Summer Institute for Teachers">this National Endowment for the Humanities Summer Institute</a> explored modern Vietnam in order to situate the American War in broader spatial settings and longer historical contexts.
Identifier
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contested-territory
Text
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Andy Mink
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Tony Noland, 44, Language Arts/Social Studies Teacher
Description
An account of the resource
My moment was a culmination of two. The first was the image or video taken from Muhammad Ali’s comments regarding the Vietnam War. I have played this video many times in class to highlight the conflicting viewpoints and social implications of the Vietnam War. Considering the backlash experienced by Ali followed by his most recent transformation into an iconic symbol of defiance, I and others have used this video mainly to highlight the racial component of sending African Americans to fight wars in foreign countries despite them not being treat equally in America. And as a black man, the most important moment in the video was previously when he says that no Vietcong had ever called him a nigger and that they want him to go fight for them, but they won’t fight for him, Ali, at home. But after watching the video early in the course and creating the map on unexploded ordinance in Laos, my ah hah moment came from connecting Ali’s comments regarding the people in Vietnam to the unexploded ordinance that continues to take the lives of many in Southeast Asia today. In fact, before he speaks on the racial aspects of American society, he talks about the killing of poor, brown, people in a country that has done nothing wrong towards him or any American for that fact. The picture above of the unexploded ordinances that continue to kill children living in Southeast Asia today is testimony to how the legacy of contested territory continues to dramatically influence the lives many in these countries today in a violent way
Title
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Violent Legacy Continued
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violent-legacy-continued
Ali, Muhammed
Civil Rights
Human Rights
Intersectionality
Southeast Asia
Teachers & Teaching
Unexploded Ordnance
Vietnam
Vietnam War (1961-1975)
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https://humanitiesmoments.org/files/original/265/fullsizeoutput_999.jpeg
cf2982fb63af5179c6969e9375693ae0
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Immaculée Ilibagiza, survivor of the Rwandan genocide
Source
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Wikimedia Commons
Text
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Dr. Marian Eide -Texas A&M University
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Cynthia Tomaselli, 21, Student
Date
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November 2018
Source
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“Rwanda can be a paradise again, but it will take the love of the entire world…and that’s as it should be, for what happened in Rwanda happened to us all – humanity was wounded by the genocide.” – Immaculée Ilibagiza, Rwandan author
Description
An account of the resource
I read this quote in a Starbucks cafe two weeks before final exams.I was completely focused on the overwhelming cluster of due dates standing in between me and graduation. One of the deadlines that was rapidly approaching was my annotated bibliography for my Senior Seminar. I had chosen the Rwandan genocide, thinking I would have a large amount of information to create a decent paper. The genocide stemmed from Hutu extremists calling for the mass extermination of the Tutsi people after blaming the Rwandan Patriotic Front, a Tutsi rebel group, for the death of Rwandan President Juvenal Habyarimana. This ultimately led to the death of 800,000 Tutsis and moderate Hutus.I was indifferent to this issue as it was merely to be another ten page paper that I planned to procrastinate until the last minute. As I scoured the internet for a variety of sources regarding the mass genocide of nearly one million people, I came across a quote posted on the United to End Genocide website.
“Rwanda can be a paradise again, but it will take the love of the entire world…and that’s as it should be, for what happened in Rwanda happened to us all – humanity was wounded by the genocide.”
– Immaculée Ilibagiza, Rwandan author
Rwanda. A country that experienced a mass tragedy in the short span of 100 days was forgotten about. Kurt Cobain had just been found dead in his apartment and the FIFA World Cup were capturing the attention of the United States. America had turned it's head to mass killing of almost a million people. This quote by Immaculée Ilibagiza shows me that we let down humanity on April 6th, 1994. We turned away from a problem that was "too big for us to face". But in the face of injustice that this quote address, I was able to find hope. For this isn't the end. Rwanda CAN become a paradise. But we must nurture it with empathetic arms. We must see the victims as our community rather than a series of statistics. We wounded humanity by our silence, but it is not too late to turn this mindset around. The first step at a better tomorrow rests in being aware. Our ignorance hurt Rwanda. We must make ourselves aware of these dilemmas in an effort to prevent them from happening again. By making ourselves aware we are able to place ourselves in the victims shoes. Like the quote says, "what happened in Rwanda happened to all of us. Humanity was wounded by genocide". Humanity can also stop genocide through making ourselves aware. My humanitarian moment was in a Starbucks cafe where I discovered that the same wound that humanity received from genocide is the same wound that can be healed through love.
Title
A name given to the resource
If the World Had Been Watching
Identifier
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if-the-world-had-been-watching
College Station, Texas
Genocide Prevention
Genocide Survivors
Human Rights
Ilibagiza, Immaculée
Rwanda
Rwandan Genocide, 1994
Students
United to End Genocide