SUMMARY
The United States is preparing to mark 250 years since its founding, a milestone often framed as a celebration of democracy, freedom and national promise. But Eddie Glaude Jr. argues that America’s anniversaries have always been shadowed by a deeper contradiction. Geoff Bennett sat down with Glaude to discuss his new book, "America, U.S.A.: How Race Shadows the Nation's Anniversaries."
View the transcript of the story.
NOTE: If you are short on time, watch the video and complete this See, Think, Wonder activity: What did you notice? What did the story make you think about? What would you want to learn more about?
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WARM-UP QUESTIONS
- Who is Eddie Glaude Jr., and what is his background?
- Why does Glaude Jr. start his book by saying he has "never loved America"?
- What does Glaude Jr. mean by the "double consciousness" that people in the U.S. experience?
- How has this mindset remained prevalent in todays society according to Glaude Jr.?
- When has this mindset been most prevalent in U.S. history, according to Glaude Jr.?
ESSENTIAL QUESTIONS
- Why do you believe that Glaude Jr. resists answering the question of what people should be doing right now in response to the "double consciousness" of U.S. identity and history?
- Do you agree that ideology about race keep the U.S. from becoming a "beacon of freedom" in the world? Why or why not?
Media literacy: In this segment, host Geoff Bennett and guest Eddie Glaude Jr. discuss his approach to the idea of "double consciousness" as first described by scholar W.E.B. Du Bois. You can learn more about Du Bois and his ideas in this profile from the NAACP. How does Glaude's idea of "double consciousness" differ from the original idea from Du Bois?
WHAT STUDENTS CAN DO
Student can reflect on the idea of "double consciousness" — that is, ways in which parts of our identities might feel sometimes in conflict with our identity as Americans. What are some other ways we may feel unwelcome as Americans? Start by making a list. Some examples students might elaborate on might include:
- gender norms
- race
- sexuality
- immigration status
- political difference
After these lists are created, students should share with one another what they came up with. Common terms should be taken by the teacher in order to then foster discussion on the trends observed from the lists students created. Some discussion questions can be as follows:
- What were some of the most common answers?
- What does this reveal about American society, or about your classroom?
- What can be done to reconcile these identities with a sense of belonging to a common purpose as someone living in the United States?
Written by PBS News Hour Classrooms Intern Justin Vasquez and PBS News Hours Vic Pasquantonio
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