ENG & SOC

Cultural

(MUST USE PWERPOINT FOR THIS WORK)

5 slides, picture not count as 1 slide

This week we will explore how these identities intersect, by examining how media portrayals shape our understanding of people.

Before sharing your PowerPoint, consider all of the identity groups represented in this course and select a group with at least two classifiers.

For example, you could select “aging Native Americans.” This includes people perceived as aging or elderly, as well as people considered “Native American,” whether or not they fit the image of either description.

Create a slide presentation (PPT) of images, words, or phrases of at least 5 media examples that, in your view, popularly represent the ways in which members these groups are portrayed.

Note: media is broader than pop culture, so you can choose images from news articles, video clips, social media posts, or any other forms of communication to incorporate in this presentation.

You are encouraged to get creative in how you present your media examples.

Consider using Adobe Spark or Canva to share the images, text, audio, and video in your presentation.

In your initial PPT, share your presentation and Each identity group need to have their own 2-3 paragraph rationale for why you chose these portrayals.

1. Identify the stereotypes that each selected identity group faces, based on each individual classifier, and based on the interactions between them. (For example, if you chose a classifier based on aging and another based on race, identify the stereotypes associated with each, then comment on how those stereotypes interact.)

2. How does the media influence our understanding of this group?

3. Do you see these media portrayals as positive, negative, or neutral?

4. Use the course materials to inform your rationale.

(down here are some course materials)

http://www.disabilityplanet.co.uk/critical-analysis.html

https://learn-us-east-1-prod-fleet01-xythos.s3.amazonaws.com/5d01252a127d8/3617177?response-cache-control=private%2C%20max-age%3D21600&response-content-disposition=inline%3B%20filename%2A%3DUTF-8%27%27Barnes-Media &response-content-type=application%2Fpdf&X-Amz-Algorithm=AWS4-HMAC-SHA256&X-Amz-Date=20201013T090000Z&X-Amz-SignedHeaders=host&X-Amz-Expires=21600&X-Amz-Credential=AKIAZH6WM4PL5SJBSTP6%2F20201013%2Fus-east-1%2Fs3%2Faws4_request&X-Amz-Signature=425d115d3ff34263bf692d33a5db478d7a9254e1dcc4f700dfb8566eb8e97fcb

Writing

Write brief essays (roughly 3-4 paragraphs per question) for the three questions below, that address the questions that are posed about these texts. Be sure to thoroughly analyze the texts by addressing specific moments/quotes while you answer the questions about the underlying themes that these authors are trying to express. 2 pages

1. Discuss one reading/film that deal with the dangers/drawbacks of work. Discuss how either the Wagner Act or the Fair Labor Standards Act spoke to the conditions described in this reading/film.

Use this reading:

“Digging” by Seamus Heaney

Between my finger and my thumb

The squat pen rests; snug as a gun.

Under my window, a clean rasping sound

When the spade sinks into gravelly ground:

My father, digging. I look down

Till his straining rump among the flowerbeds

Bends low, comes up twenty years away

Stooping in rhythm through potato drills

Where he was digging.

The coarse boot nestled on the lug, the shaft

Against the inside knee was levered firmly.

He rooted out tall tops, buried the bright edge deep

To scatter new potatoes that we picked,

Loving their cool hardness in our hands.

By God, the old man could handle a spade.

Just like his old man.

My grandfather cut more turf in a day

Than any other man on Toner’s bog.

Once I carried him milk in a bottle

Corked sloppily with paper. He straightened up

To drink it, then fell to right away

Nicking and slicing neatly, heaving sods

Over his shoulder, going down and down

For the good turf. Digging.

The cold smell of potato mould, the squelch and slap

Of soggy peat, the curt cuts of an edge

Through living roots awaken in my head.

But I’ve no spade to follow men like them.

Between my finger and my thumb

The squat pen rests.

I’ll dig with it.

2. Read the following quote from Time Wars by Jeremy Rifkin, who is commenting on the factory life but also about a worker mentality that stretches back farther than the time of modern industry. Analyze this quote and apply at least one text to help illuminate what Rifkin’s point:

“Getting workers to accept the new conception of time ultimately depended on the ability of the owners to convince the average laborer that through a combination of diligence, punctuality, discipline, and hard work he could better his lot in life, secure greater material wealth, improve his station in society, and assure a better future for his children” (111).

3. Some texts address the pleasures and satisfaction of work. Choose two pieces and compare and contrast them, explaining how they depict work in this way.

Use this 2 reading to compare and contrast:

“What Work Is” by Philip Levine

We stand in the rain in a long line

waiting at Ford Highland Park. For work.

You know what work is—if you’re

old enough to read this you know what

work is, although you may not do it.

Forget you. This is about waiting,

shifting from one foot to another.

Feeling the light rain falling like mist

into your hair, blurring your vision

until you think you see your own brother

ahead of you, maybe ten places.

You rub your glasses with your fingers,

and of course it’s someone else’s brother,

narrower across the shoulders than

yours but with the same sad slouch, the grin

that does not hide the stubbornness,

the sad refusal to give in to

rain, to the hours of wasted waiting,

to the knowledge that somewhere ahead

a man is waiting who will say, “No,

we’re not hiring today,” for any

reason he wants. You love your brother,

now suddenly you can hardly stand

the love flooding you for your brother,

who’s not beside you or behind or

ahead because he’s home trying to

sleep off a miserable night shift

at Cadillac so he can get up

before noon to study his German.

Works eight hours a night so he can sing

Wagner, the opera you hate most,

the worst music ever invented.

How long has it been since you told him

you loved him, held his wide shoulders,

opened your eyes wide and said those words,

and maybe kissed his cheek? You’ve never

done something so simple, so obvious,

not because you’re too young or too dumb,

not because you’re jealous or even mean

or incapable of crying in

the presence of another man, no,

just because you don’t know what work is.

—————————————–

“Hay for the Horses” by Gary Snyder

He had driven half the night

From far down San Joaquin

Through Mariposa, up the

Dangerous Mountain roads,

And pulled in at eight a.m.

With his big truckload of hay

behind the barn.

With winch and ropes and hooks

We stacked the bales up clean

To splintery redwood rafters

High in the dark, flecks of alfalfa

Whirling through shingle-cracks of light,

Itch of haydust in the

sweaty shirt and shoes.

At lunchtime under Black oak

Out in the hot corral,

—The old mare nosing lunchpails,

Grasshoppers crackling in the weeds—

“I’m sixty-eight” he said,

“I first bucked hay when I was seventeen.

I thought, that day I started,

I sure would hate to do this all my life.

And dammit, that’s just what

I’ve gone and done.”