1. Be sure you have read, and re-read the Introduction packet to Race, Class, Gender studies and answered questions on the board.
2. Homework: Finish reading Chapter 1 and read Chapter 2 of The Fall of Rome. Questions:
1. Why is it significant that chapter 1 is written from the point of view of a participant of the story (Mr. Washington the Latin teacher?) What can we predict about this? List at two concepts about first person narration and how it may inform the novel.
2. What evidence is there in Chapter 1 of "institutionalized racism"?
3. What has happened to Rashid Bryson before he comes to Chelsea school? (paragraph answer)
4. Chapter two is told from the point of view of an omniscent narrator? Why do you think the author chooses this switch?
5. Gerald and Rashid are two African-American male students both attending Chelsea. What differences do you perceive between Rashid and Gerald? Explain the role social class plays in the "invisible differences" between them.
6. What evidence of educational inequlity is found in chapter 2? Explain, then, the (ironic)link/s between race, social class and education.
Be prepared to write in your Race, Class, Gender journal about a time you were misperceived or misperceived.
