Facilitating Discussion about the Readings (15% total)

You will be responsible for discussion facilitation on 1 day this quarter, working together in a small group. You’ll have the chance to choose the day you prefer. Students are welcome to meet with the instructor for any additional guidance on expectations for this assignment.

Use this form to rank your choices and then I will assign you to a group. Please fill out the form by Sunday Jan 12th. Thanks!

Facilitation Groups:

• A. Th Jan 23 Indigeneity & Disability
  • Andrea, Sophie, Jake, Liander, Eli
• B. T Jan 28 Canton Asylum & Archival Protocols
  • Grace Curry, Gigi, Konstanze, Monica, Fallon
• C. T Feb 11 Incarceration, Slavery, & Resistance
  • Torin, Brianna, Dante, Angelina, Finn
• D. T Feb 18 Visualizing Enslavement & Enfreakment
  • Chloe, Kami, Charlie, Mary, Elyssa
• E. Th Feb 20 An Archive of Skin
  • Grant, Jillian, Lulu, Beau, Grace Zhang
• F. T Feb 25 An Archive of Kin
  • Dona, Julian, Salinna, Vannary, Tara
• G. T March 4 Black Disability Politics of Mental Institutions
  • Samahara, Audrey, Karla, Dina, Ramteen

Due date: All components are due the day before the class you facilitate, by 5:00pm or earlier if possible.

Requirements:

Each student will be assigned to a group for one class day to facilitate the discussion of the readings. Groups will consist of 4-5 students. Please ensure that the workload is shared equitably amongst you. All group members are expected to be present in class on the facilitation day. If someone knows they will not be present, please arrange the workload accordingly and notify the instructor.

Each student in the group must individually complete all these components:

1. Reading Notes (3 points): Each student in the facilitation group will prepare Reading Notes for ALL of the required readings that day. Write 2-3 singled-spaced pages of notes for each reading. Use bullet-point format. The instructor will post the Reading Notes the night before class for everyone to read. Write your name on your paper so I can identify who submitted what.
2. Annotations (2 points): Each student in the facilitation group will be responsible for making critical annotations (notes/comments) on ALL of the required readings you’re doing for your Facilitation. Students will work individually on their annotations but be able to see other students’ annotations and reply to them. We are using the Hypothesis tool in Canvas to annotate a pdf file. Please do all of the following to complete the Annotations component:
   1. Write annotations on ALL of the readings assigned to your group for that day.
   2. Write a total of at least FOUR (4) comments/notes in which you respond to a particular claim or sentence or small section of the text you’ve been assigned to annotate. Keep your annotations brief so that everyone else can read them in a short amount of time. Just write a short sentence or two and/or a question.
   3. Write at least FOUR (4) brief replies or questions to the annotations that peer(s) have made.
3. Engagement (2 points): Each student in the facilitation group must be prepared to engage with classmates’ answers to the discussion questions and ideas that get expressed in class about all of the required readings for that day. You will do this synchronously during class, in the whole class discussion and in breakout groups. Be ready to pose follow-up questions and comments, as the discussion develops that day. If any student will be asynchronous for this component, they must notify their group and the instructor in advance, and complete the “engagement” requirements in writing, which will be given in the Class Activity for that day.
4. Each student in the facilitation group must fill out the Peer Evaluation form (completing the form will count towards your overall Participation grade).

As a group, you must work together to complete all these components:

1. Historical Methods & Key Themes - do both A & B (3 points):

A. Your group will identify & briefly analyze some of the historical methods used by the authors of the readings. Consider two or more of these prompts (these are condensed from Richards and Burch, “Documents, Ethics, and the Disability Historian):

• How disability historians find or select their sources (archives, oral histories, official vs. vernacular documents, etc.).
• What approaches they take in interpreting them.
• What goals and concerns they state for disseminating their research (accountability, privacy, accessibility, etc).

B. Your group will compile a list and define a total of about 5 key themes or new concepts that were raised in the readings that day.

2. Presentation (2.5 points): At the start of the class period, members of the facilitation group are responsible for presenting a general overview of each of the required readings. Prepare a short introduction to who the authors are, and brief summaries of the thesis, main points, key concepts, and key examples and evidence you identified in the texts.

• • • For accessibility, please create a PowerPoint for your presentation. The PPT file should be no more than about 8 slides total, and it must be submitted by 5pm the day before you present. The instructor will do the screen share in Zoom.

3. Discussion questions and class activity plan (2.5 points): Prepare at total of six (6) discussion questions for the class activity that day, and make a plan for what order they should be discussed in and which questions will be used in breakout sessions and which in whole-class discussion. These should be open-ended questions that will generate substantial class discussion. At least two of your questions should attempt to draw out connecting themes between texts. The instructor will post the questions and the class activity plan in the day’s discussion board so that all students can access them.