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Guiding Question: Is education dangerous?
How might it be “dangerous” for those in power if all people in the US really became educated and knowledgeable?
How might individuals or groups in the US who have gained an education and knowledge seem dangerous to the status quo?
Other considerations:
For our purposes here, the concept of danger doesn’t necessarily mean a bad thing.
Horace Mann called education “a great equalizer of the conditions of men” back in 1848. Of course, now we translate “men” to people.
Can education (and knowledge) do for folks what Mann believed it could?
We know that the United States commits to providing free K-12 public education to all.
Is the free K-12 public education available in the US of equal quality to all people? Why or why not? What is the result?
Is the free K-12 public education available in the US enough in 2021 or should there be further education or training beyond high school without cost for students who want it? Why or why not? What might be the result?
Getting Started
Read all of the assigned readings.
Consider the questions for this essay. Do some freewriting, listing, and thinking.
Re-read and take notes as you think through your essay.
Make sure you have read and reviewed all assigned They Say/I Say chapters. You are expected to use templates or variations of them and demonstrate these skills in your essay.
For this essay, instead of saying “I” please use “we” or make your statement outright. See examples in the back of TSIS
Specific Requirements
Length 6-10 pages, not including Works Cited page.
Structure your essay to include an Introduction, Body Paragraphs, and a Conclusion.
Place your thesis statement as the last sentence in your Intro paragraph; please underline it in both your Working and Final Draft.
Each Body Paragraph must begin with a clear topic sentence that relates back to the thesis and captures what that paragraph is about.
Use of the Century Library in locating and using a reputable source; this may include print, web, audio, or video sources.
Document your “path” using the Century library in Process Journal #3; details to follow.
When integrating each source, use the templates from They Say/I Say.
For every quote and example, use MLA format for in-text citations.
Every text used needs to appear in a separate Works Cited Page in correct MLA format.
Participate in Writing Groups as a writer and a reader.
Consider using another resource through Century College, such as an appointment in the Writing Center or Tutor.com
Follow all Guidelines for Written Work carefully. This is in our syllabus. You also have a “sample first page” to use as a reference. These should be very familiar by now. Check these out as reminders, please.
Your Working Draft is worth as many points as the final. Turn in what you have by the deadline.
Required Sources
Use at least one quote or example from least one of our previous course texts listed below. You can use more. Be sure to use correct MLA in-text citation and include the source(s) in your Works Cited page.
James Baldwin-collected essays
bell hooks-teaching to trangsgress
Carolyn Holbrook- Tell me your names and I will testify
Use at least one quote or example from the Reginald Dwayne Betts reading posted to D2L. You can use more. Be sure to use correct MLA in-text citation and include the source(s) in your Works Cited page.
Use at least one quote or example from at least one of the New Readings for Essay #3 with links listed at the end of the assignment. You can use more. You DO NOT have to read all of these. Instead, skim the titles to get a sense of the topic and check out the ones that might interest you to learn more.
Use at least one quote or example from a reputable source from the Century College library; this may include print, web, audio, or video sources. You can use more. Pay attention to how you locate this source and explain your path to this source in Process Journal #3.
NEW READINGS FOR ESSAY #3 —UPDATED LINKS & INSTRUCTIONS
Directions: You DO NOT have to read all of these. Instead, skim the titles to get a sense of the topic and check out the ones that might interest you to learn more. If clicking doesn’t work, please copy & paste the URL into your browser.
“Is Education No Longer the ‘Great Equalizer’”? —now a “permalink” below; enter STAR ID & Password to access through Century Library
https://login.cenproxy.mnpals.net/login?url=https://www.proquest.com/blogs-podcasts-websites/is-education-no-longer-great-equalizer/docview/2544019584/se-2?accountid=40786
“The Decline of the ‘Great Equalizer’”—suggest that you download & print to use; paywall may pop-up after a few clicks
https://www.theatlantic.com/business/archive/2012/12/the-decline-of-the-great-equalizer/266455/
“Race and Ethnicity in Higher Education” —now a PDF available in D2L Week 13 Content
“How ZIP Codes Determine the Quality of a Child’s Education” —suggest that you download & print to use; paywall may pop-up after a few clicks
https://apnews.com/article/education-tax-reform-pennsylvania-pa-state-wire-technology-1d856cd98d4c491e8443576b3a817740
“For Profit College Students Are Saddled with Debt They Can’t Pay Back” —suggest that you download & print to use; paywall may pop-up after a few clicks
https://www.theatlantic.com/education/archive/2018/08/for-profit-college-students-are-saddled-with-debt-they-cant-pay-back/568834/
“Guilt is One of the Biggest Struggles First Generation College Students Face” —suggest that you download & print to use; paywall may pop-up after a few clicks
https://www.washingtonpost.com/posteverything/wp/2015/06/03/guilt-is-one-of-the-biggest-struggles-first-generation-college-students-face/
“Why Are Black Students Punished So Often? Minnesota Confronts a National Quandary” —now a “permalink” below; if prompted, enter STAR ID & Password to access through Century Library

“How History Textbooks Reflect America’s Refusal to Reckon with Slavery” —suggest that you download & print to use; paywall may pop-up after a few clicks
https://www.vox.com/identities/2019/8/26/20829771/slavery-textbooks-history
“How Textbooks Can Teach Different Versions of History” —suggest that you download & print to use; paywall may pop-up after a few clicks
https://www.npr.org/sections/ed/2015/07/13/421744763/how-textbooks-can-teach-different-versions-of-history

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