Day: October 22, 2020

For this week’s Discussion Board, you should read and review the assigned articles on socio-economic class in GRCM for this week as well as those posted on Canvas. (Look at the bottom of the Assignment page.) The task for this week is two-fold:

1) Make a list of at least 10 stereotypes/images that were identified by the authors in the readings about people from lower socio-economic classes and explain where they each came from in the culture. For example, working class people and people at/below the poverty line are often portrayed as not very intelligent. Where did this stereotype come from? How did it develop?

2) Using the stereotypes/images your group listed and identify/describe specific examples of them from TV, movies, social media, music, film, art, photography, etc. What intersections of socio-economic class with race, gender, sexual orientation, abilities, etc. can you find? Who benefits from these specific images being portrayed?

For this week’s Discussion Board, you should read and review the assigned articles on socio-economic class in GRCM for this week as well as those posted on Canvas. (Look at the bottom of the Assignment page.) The task for this week is two-fold:

1) Make a list of at least 10 stereotypes/images that were identified by the authors in the readings about people from lower socio-economic classes and explain where they each came from in the culture. For example, working class people and people at/below the poverty line are often portrayed as not very intelligent. Where did this stereotype come from? How did it develop?

2) Using the stereotypes/images your group listed and identify/describe specific examples of them from TV, movies, social media, music, film, art, photography, etc. What intersections of socio-economic class with race, gender, sexual orientation, abilities, etc. can you find? Who benefits from these specific images being portrayed?

For this assignment, you need to analyze poems that discuss the legacy of St. Francis. To begin, I would like you to read this essay by Lynn White, Jr. In his essay, Lynn White, Jr. writes of St. Francis: “He tried to substitute the idea of the equality of all creatures, including man, for the idea of man’s limitless rule of creation.” In ways, the following poems connect with this idea of “equality.”

For this assignment, there are four poems that you can potentially write about (please open the link to see the poems):
– https://www.poetryfoundation.org/poetrymagazine/browse?contentId=39953
– https://www.latimes.com/archives/la-xpm-1999-feb-14-bk-7887-story.html
– https://www.newyorker.com/magazine/2010/12/06/cow
– https://poets.org/poem/saint-francis-and-sow

Once you have read through these poems, try to observe your initial thoughts and reactions to them. Please write 2-3 paragraphs where you connect one or two of these poems to these material artciles. You should use SPECIFIC QUOTATION from the poems AND the Lynn White Jr. article and write minimal 545 words.

1. In the Baynton reading, what advantages were there for disabled people belonging to other minority groups in distancing themselves from being called disabled? Are those advantages still there today? Explain.

2.  Crip Camp is a documentary about a group of disabled youths at Camp Jened, near Woodstock, New York, during the 70s. It documents not only their individual struggles to win equal rights and access for themselves but also their collective efforts through the years to establish and defend disability rights laws, particularly with Section 504 of the Rehabilitation Act and the ADA. State one interesting thing that you learned from watching the documentary and how it helped shape your understanding of disability and disability rights.