Monday, December 13, 2021

Mon/Tues, Dec 13/14 Chapter 6 reading and questions

 


Under apartheid

 Japanese= white
                                                              
Chinese = black



Foreward chapter 6 

Apartheid, for all its power, had fatal flaws baked in, starting with the fact that it never made any sense. Racism is not logical. Consider this: Chinese people were classified as black in South Africa. I don’t mean they were running around acting black. They were still Chinese. But, unlike Indians, there weren’t enough Chinese people to warrant devising a whole separate classification. Apartheid, despite its intricacies and precision, didn’t know what to do with them, so the government said, “Eh, we’ll just call ’em black. It’s simpler that way.” 

Interestingly, at the same time, Japanese people were labeled as white. The reason for this was that the South African government wanted to establish good relations with the Japanese in order to import their fancy cars and electronics. So Japanese people were given honorary white status while Chinese people stayed black. I always like to imagine being a South African policeman who likely couldn’t tell the difference between Chinese and Japanese but whose job was to make sure that people of the wrong color weren’t doing the wrong thing. If he saw an Asian person sitting on a whites-only bench, what would he say?

 “Hey, get off that bench, you Chinaman!”

 “Excuse me. I’m Japanese.”

In chapter 5, Trevor Noah spoke of the unifying force of language. The following is from an interview in which he shares his language. Note the language's unique sounds.


Trevor Noah speaking Xhosa (2 minutes)

Directions: 

Please read chapter 6 and answer the following questions, weaving in the text. My suggestion is to open a google doc, copy in the questions and respond as you read. These are due at the close of class Tuesday, with the exception of those who receive extended time. I am not in school on Tuesday; however, they are nevertheless due. Work received after class time is worth 50 points. (The time you sent them is automatically recorded.)

Share with dorothy.parker@rcsdk12.org

Questions chapter 6.

1. How would Trevor's mom prepare him to go "to his cousins' house for the holidays"?

2. What could the "old grannies" and "Sunday school teachers" have done so that Trevor would not have misbehaved?

3. In what way did Trevor's mom train him like a dog?

4.  Paraphrase the fireworks' incident.

5. Trevor talks about a compulsiveness that drove him to do something he knew he should not do. In approximately fifty words, think of sometime that, despite knowing better, you chose to disobey. Well, if this has never happened to you, write about another individual.

6. How was Trevor's mom able to convince the cashier that the child was not hers?

7.  Your own missive (letter): Explain your first quarter grade to an adult family member. This need not be a negative note.

Dear ___________,

Now that you have received my first quarter grade, this is how I accomplished this: (two to three sentences.)

Yours truly or sincerely or with respect or love?

8. In what way was Catholic school similar to apartheid?

9. Why was Trevor expelled from school?

10. Explain how Trevor managed to burn down the white people's home.

*****************************************************

LOOPHOLES.
My mother used to tell me, “I chose to have you because I wanted something to love and something that would love me unconditionally in return—and then I gave birth to the most selfish piece of shit on earth and all it ever did was cry and eat and shit and say, ‘Me, me, me, me me.’ ”

My mom thought having a child was going to be like having a partner, but
every child is born the center of its own universe, incapable of understanding the world beyond its own wants and needs, and I was no different. I was a voracious kid. I consumed boxes of books and wanted more, more, more. I ate like a pig. The way I ate I should have been obese. At a certain point the family thought I had worms. Whenever I went to my cousins’ house for the holidays, my mom would drop me off with a bag of tomatoes, onions, and potatoes and a large sack of cornmeal. That was her way of preempting any complaints about my visit. At my gran’s house I always got seconds, which none of the other kids got. My grandmother would give me the pot and say, “Finish it.” If you didn’t want to wash the dishes, you called Trevor. They called me the rubbish bin of the family. I ate and ate and ate.

I was hyperactive, too. I craved constant stimulation and activity. When I
walked down the sidewalk as a toddler, if you didn’t have my arm in a death grip, I was off, running full-speed toward the traffic. I loved to be chased. I thought it was a game. The old grannies my mom hired to look after me while she was at work? I would leave them in tears. My mom would come home and they’d be crying. “I quit. I can’t do this. Your son is a tyrant.” It was the same with my schoolteachers, with Sunday school teachers. If you weren’t engaging me, you were in trouble. I wasn’t a shit to people. I wasn’t whiny and spoiled. I had good manners. I was just high-energy and knew what I wanted to do.

My mom used to take me to the park so she could run me to death to burn off
the energy. She’d take a Frisbee and throw it, and I’d run and catch it and bring it back. Over and over and over. Sometimes she’d throw a tennis ball. Black people’s dogs don’t play fetch; you don’t throw anything to a black person’s dog unless it’s food. So it was only when I started spending time in parks with white people and their pets that I realized my mom was training me like a dog.

 Anytime my extra energy wasn’t burned off, it would find its way into general naughtiness and misbehavior. I prided myself on being the ultimate prankster.
Every teacher at school used overhead projectors to put their notes up on the wall during class. One day I went around and took the magnifying glass out of every
projector in every classroom. Another time I emptied a fire extinguisher into the school piano, because I knew we were going to have a performance at assembly the next day. The pianist sat down and played the first note and, foomp!, all this foam exploded out of the piano.

The two things I loved most were fire and knives. I was endlessly fascinated
by them. Knives were just cool. I collected them from pawnshops and garage sales: flick knives, butterfly knives, the Rambo knife, the Crocodile Dundee knife. Fire was the ultimate, though. I loved fire and I especially loved fireworks. We celebrated Guy Fawkes Day in November, and every year my mom would buy us a ton of fireworks, like a mini-arsenal. I realized that I could take the gunpowder out of all the fireworks and create one massive firework of my own. One afternoon I was doing precisely that, goofing around with my cousin and filling an empty plant pot with a huge pile of gunpowder, when I got distracted by some Black Cat firecrackers. The cool thing you could do with a Black Cat was, instead of lighting it to make it explode, you could break it in half and light it and it would turn into a mini-flamethrower. I stopped midway through building my gunpowder pile to play with the Black Cats and somehow dropped a match into the pile. The whole thing exploded, throwing a massive ball of flame up in my face. Mlungisi screamed, and my mom came running into the yard in a panic.

“What happened?!”

I played it cool, even though I could still feel the heat of the fireball on my
face. “Oh, nothing. Nothing happened.”

“Were you playing with fire?!”

“No.”

She shook her head. “You know what? I would beat you, but Jesus has already exposed your lies.”

“Huh?”

“Go to the bathroom and look at yourself.”

I went to the toilet and looked in the mirror. My eyebrows were gone and the
front inch or so of my hair was completely burned off.
From an adult’s point of view, I was destructive and out of control, but as a
child I didn’t think of it that way. I never wanted to destroy. I wanted to create. I wasn’t burning my eyebrows. I was creating fire. I wasn’t breaking overhead
projectors. I was creating chaos, to see how people reacted.

And I couldn’t help it. There’s a condition kids suffer from, a compulsive
disorder that makes them do things they themselves don’t understand. You can tell a child, “Whatever you do, don’t draw on the wall. You can draw on this paper. You can draw in this book. You can draw on any surface you want. But do not draw or write or color on the wall.” The child will look you dead in the eye and say, “Got it.” Ten minutes later the child is drawing on the wall. You start screaming.

“Why the hell are you drawing on the wall?!” The child looks at you, and he
genuinely has no idea why he drew on the wall. As a kid, I remember having that feeling all the time. Every time I got punished, as my mom was whooping my ass, I’d be thinking, Why did I just do that? I knew not to do that. She told me not to do that. Then once the hiding was over I’d say to myself, I’m going to be so good from here on. I’m never ever going to do a bad thing in my life ever ever ever ever ever—and to remember not to do anything bad, let me write something on the wall to remind myself…and then I would pick up a crayon and get straight back into it, and I never understood why.


My relationship with my mom was like the relationship between a cop and a
criminal in the movies—the relentless detective and the devious mastermind she’s determined to catch. They’re bitter rivals, but, damn, they respect the hell out of each other, and somehow they even grow to like each other. Sometimes my mom would catch me, but she was usually one step behind, and she was always giving me the eye. Someday, kid. Someday I’m going to catch you and put you away for the rest of your life. Then I would give her a nod in return. Have a good evening, Officer. That was my whole childhood.

My mom was forever trying to rein me in. Over the years, her tactics grew
more and more sophisticated. Where I had youth and energy on my side, she had cunning, and she figured out different ways to keep me in line. One Sunday we were at the shops and there was a big display of toffee apples. I loved toffee apples, and I kept nagging her the whole way through the shop. “Please can I have a toffee apple? Please can I have a toffee apple? Please can I have a toffee apple? Please can I have a toffee apple?”

Finally, once we had our groceries and my mom was heading to the front to
pay, I succeeded in wearing her down. “Fine,” she said. “Go and get a toffee apple.”
I ran, got a toffee apple, came back, and put it on the counter at the checkout.

“Add this toffee apple, please,” I said.

The cashier looked at me skeptically. “Wait your turn, boy. I’m still helping
this lady.”

“No,” I said. “She’s buying it for me.”

My mother turned to me. “Who’s buying it for you?”

“You’re buying it for me.”

“No, no. Why doesn’t your mother buy it for you?”

“What? My mother? You are my mother.”

“I’m your mother? No, I’m not your mother. Where’s your mother?”

I was so confused. “You’re my mother.”

The cashier looked at her, looked back at me, looked at her again. She
shrugged, like, I have no idea what that kid’s talking about. Then she looked at me like she’d never seen me before in her life.

“Are you lost, little boy? Where’s your mother?”

“Yeah,” the cashier said. “Where’s your mother?”

I pointed at my mother. “She’s my mother.”

“What? She can’t be your mother, boy. She’s black. Can’t you see?”

My mom shook her head. “Poor little colored boy lost his mother. What a
shame.”

I panicked. Was I crazy? Is she not my mother? I started bawling. “You’re my
mother. You’re my mother. She’s my mother. She’s my mother.”

She shrugged again. “So sad. I hope he finds his mother.”

The cashier nodded. She paid him, took our groceries, and walked out of the
shop. I dropped the toffee apple, ran out behind her in tears, and caught up to her at the car. She turned around, laughing hysterically, like she’d really got me good.

“Why are you crying?” she asked.

“Because you said you weren’t my mother. Why did you say you weren’t my
mother?”

“Because you wouldn’t shut up about the toffee apple. Now get in the car.
Let’s go.”

By the time I was seven or eight, I was too smart to be tricked, so she changed tactics. Our life turned into a courtroom drama with two lawyers constantly debating over loopholes and technicalities. My mom was smart and had a sharp tongue, but I was quicker in an argument. She’d get flustered because she couldn’t keep up. So she started writing me letters. That way she could make her points and there could be no verbal sparring back and forth. If I had chores to do, I’d come home to find an envelope slipped under the door, like from the landlord.

Dear Trevor,

“Children, obey your parents in everything, for this pleases the Lord.”
—Colossians 3:20 There are certain things I expect from you as my child and as a young man. You need to clean your room. You need to keep the house clean. You need to look after your school uniform. Please, my child, I ask you. Respect my rules so that I may also respect you. I ask
you now, please go and do the dishes and do the weeds in the garden.

Yours sincerely,

Mom

I would do my chores, and if I had anything to say I would write back.
Because my mom was a secretary and I spent hours at her office every day after school, I’d learned a great deal about business correspondence. I was extremely proud of my letter-writing abilities.

To Whom It May Concern:

Dear Mom,
I have received your correspondence earlier. I am delighted to say that I am ahead of schedule on the dishes and I will continue to wash them in an hour or so. Please note that the garden is wet and so I cannot do the weeds at this time, but please be assured this task will be completed by the end of the weekend. Also, I completely agree with what you are saying with regard to my respect levels and I will maintain my room to a satisfactory standard.

Yours sincerely,

Trevor

Those were the polite letters. If we were having a real, full-on argument or if
I’d gotten in trouble at school, I’d find more accusatory missives waiting for me when I got home.

Dear Trevor,
“Foolishness is bound up in the heart of a child; the rod of discipline will remove it far from
him.”
—Proverbs 22:15
Your school marks this term have been very disappointing, and your behavior in class continues to be disruptive and disrespectful. It is clear from your actions that you do not respect me. You do not respect your teachers. Learn to respect the women in your life. The way you treat me and the way you treat your teachers will be the way you treat other women in the world. Learn to buck that trend now and you will be a better man because of it.
Because of your behavior I am grounding you for one week. There will be no television and no videogames.

Yours sincerely,
Mom

I, of course, would find this punishment completely unfair. I’d take the letter
and confront her.

“Can I speak to you about this?”

“No. If you want to reply, you have to write a letter.”

I’d go to my room, get out my pen and paper, sit at my little desk, and go after
her arguments one by one.

To Whom It May Concern:

Dear Mom,

First of all, this has been a particularly tough time in school, and for you to say that my marks are bad is extremely unfair, especially considering the fact that you yourself were not very good in school and I am, after all, a product of yours, and so in part you are to blame because if you were not good in school, why would I be good in school because genetically we are the same. Gran always talks about how naughty you were, so obviously my
naughtiness comes from you, so I don’t think it is right or just for you to say any of this.

Yours sincerely,

Trevor

I’d bring her the letter and stand there while she read it. Invariably she’d tear
it up and throw it in the dustbin. “Rubbish! This is rubbish!” Then she’d start to launch into me and I’d say, “Ah-ah-ah. No. You have to write a letter.” Then I’d go to my room and wait for her reply. This sometimes went back and forth for days.

The letter writing was for minor disputes. For major infractions, my mom
went with the ass-whooping. Like most black South African parents, when it came to discipline my mom was old school. If I pushed her too far, she’d go for the belt or switch. That’s just how it was in those days. Pretty much all of my friends had it the same.

My mom would have given me proper sit-down hidings if I’d given her the
opportunity, but she could never catch me. My gran called me “Springbok,” after the second-fastest land mammal on earth, the deer that the cheetah hunts. My mom had to become a guerrilla fighter. She got her licks in where she could, her belt or maybe a shoe, administered on the fly.

One thing I respected about my mom was that she never left me in any doubt
as to why I was receiving the hiding. It wasn’t rage or anger. It was discipline from a place of love. My mom was on her own with a crazy child. I destroyed pianos. I shat on floors. I would screw up, she’d beat the shit out of me and give me time to cry, and then she’d pop back into my room with a big smile and go, “Are you ready for dinner? We need to hurry and eat if we want to watch Rescue 911. Are you coming?”

“What? What kind of psychopath are you? You just beat me!”

“Yes. Because you did something wrong. It doesn’t mean I don’t love you
anymore.”

“What?”

“Look, did you or did you not do something wrong?”

“I did.”

“And then? I hit you. And now that’s over. So why sit there and cry? It’s time
for Rescue 911. William Shatner is waiting. Are you coming or not?”

When it came to discipline, Catholic school was no joke. Whenever I got into
trouble with the nuns at Maryvale they’d rap me on the knuckles with the edge of a metal ruler. For cursing they’d wash my mouth out with soap. For serious offenses I’d get sent to the principal’s office. Only the principal could give you an official hiding. You’d have to bend over and he’d hit your ass with this flat rubber thing, like the sole of a shoe.

Whenever the principal would hit me, it was like he was afraid to do it too
hard. One day I was getting a hiding and I thought, Man, if only my mom hit me like this, and I started laughing. I couldn’t help it. The principal was quite
disturbed. “If you’re laughing while you’re getting beaten,” he said, “then
something is definitely wrong with you.”

That was the first of three times the school made my mom take me to a
psychologist to be evaluated. Every psychologist who examined me came back and said, “There’s nothing wrong with this kid.” I wasn’t ADD. I wasn’t a sociopath. I was just creative and independent and full of energy. The therapists did give me a series of tests, and they came to the conclusion that I was either going to make an excellent criminal or be very good at catching criminals, because I could always find loopholes in the law. Whenever I thought a rule wasn’t logical, I’d find my way around it.

The rules about communion at Friday mass, for example, made absolutely no
sense. We’d be in there for an hour of kneeling, standing, sitting, kneeling,
standing, sitting, kneeling, standing, sitting, and by the end of it I’d be starving, but I was never allowed to take communion, because I wasn’t Catholic. The other kids could eat Jesus’s body and drink Jesus’s blood, but I couldn’t. And Jesus’s blood was grape juice. I loved grape juice. Grape juice and crackers—what more could a kid want? And they wouldn’t let me have any. I’d argue with the nuns and the priest all the time.

“Only Catholics can eat Jesus’s body and drink Jesus’s blood, right?”

“Yes.”

“But Jesus wasn’t Catholic.”

“No.”

“Jesus was Jewish.”

“Well, yes.”

“So you’re telling me that if Jesus walked into your church right now, Jesus
would not be allowed to have the body and blood of Jesus?”

“Well…uh…um…”

They never had a satisfactory reply.

One morning before mass I decided, I’m going to get me some Jesus blood
and Jesus body. I snuck behind the altar and I drank the entire bottle of grape
juice and I ate the entire bag of Eucharist to make up for all the other times that I couldn’t.

In my mind, I wasn’t breaking the rules, because the rules didn’t make any
sense. And I got caught only because they broke their own rules. Another kid
ratted me out in confession, and the priest turned me in.

“No, no,” I protested. “You’ve broken the rules. That’s confidential
information. The priest isn’t supposed to repeat what you say in confession.”
They didn’t care. The school could break whatever rules it wanted. The
principal laid into me.

“What kind of a sick person would eat all of Jesus’s body and drink all of
Jesus’s blood?”

“A hungry person.”

I got another hiding and a second trip to the psychologist for that one. The
third visit to the shrink, and the last straw, came in grade six. A kid was bullying me. He said he was going to beat me up, and I brought one of my knives to school.

I wasn’t going to use it; I just wanted to have it. The school didn’t care. That was the last straw for them. I wasn’t expelled, exactly. The principal sat me down and said, “Trevor, we can expel you. You need to think hard about whether you really want to be at Maryvale next year.” I think he thought he was giving me an ultimatum that would get me to shape up. But I felt like he was offering me an out, and I took it. 

“No,” I told him, “I don’t want to be here.” And that was the end of
Catholic school.

Funnily enough, I didn’t get into trouble with my mom when it happened.
There was no ass-whooping waiting for me at home. She’d lost the bursary when she’d left her job at ICI, and paying for private school was becoming a burden. But more than that, she thought the school was overreacting. The truth is she probably took my side against Maryvale more often than not. She agreed with me 100 percent about the Eucharist thing. 

“Let me get this straight,” she told the principal. “You’re punishing a child because he wants Jesus’s body and Jesus’s blood? Why shouldn’t he have those things? Of course he should have them.”

When they made me see a therapist for laughing while the principal hit me, she told the school that was ridiculous, too.

“Ms. Noah, your son was laughing while we were hitting him.”

“Well, clearly you don’t know how to hit a kid. That’s your problem, not mine.
Trevor’s never laughed when I’ve hit him, I can tell you.”

That was the weird and kind of amazing thing about my mom. If she agreed
with me that a rule was stupid, she wouldn’t punish me for breaking it. Both she and the psychologists agreed that the school was the one with the problem, not me. Catholic school is not the place to be creative and independent.

Catholic school is similar to apartheid in that it’s ruthlessly authoritarian, and
its authority rests on a bunch of rules that don’t make any sense. My mother grew up with these rules and she questioned them. When they didn’t hold up, she simply went around them. The only authority my mother recognized was God’s. God is love and the Bible is truth—everything else was up for debate. She taught me to challenge authority and question the system. The only way it backfired on her was that I constantly challenged and questioned her.
_____

When I was seven years old, my mother had been dating her new boyfriend, Abel, for a year maybe, but at that point I was too young to know who they were to each other. It was just “Hey, that’s mom’s friend who’s around a lot.” I liked Abel; he was a really nice guy.
As a black person back then, if you wanted to live in the suburbs you’d have to find a white family renting out their servants’ quarters or sometimes their garage, which was what Abel had done. He lived in a neighborhood called Orange Grove in a white family’s garage, which he’d turned into a cottage-type thing with a hot plate and a bed. Sometimes he’d come and sleep at our house, and sometimes we’d go stay with him. Staying in a garage when we owned our own house wasn’t ideal, but Orange Grove was close to my school and my mom’s work so it had its benefits.

This white family also had a black maid who lived in the servants’ quarters in
the backyard, and I’d play with her son whenever we stayed there. At that age my love of fire was in full bloom. One afternoon everyone was at work—my mom and Abel and both of the white parents—and the kid and I were playing together while his mom was inside the house cleaning. One thing I loved doing at the time was using a magnifying glass to burn my name into pieces of wood. You had to aim the lens and get the focus just right and then you got the flame and then you moved it slowly and you could burn shapes and letters and patterns. I was fascinated by it.

That afternoon I was teaching this kid how to do it. We were inside the
servants’ quarters, which was really more of a toolshed added on to the back of the house, full of wooden ladders, buckets of old paint, turpentine. I had a box of matches with me, too—all my usual fire-making tools. We were sitting on an old mattress that they used to sleep on the floor, basically a sack stuffed with dried straw. The sun was beaming in through the window, and I was showing the kid how to burn his name into a piece of plywood.

At one point we took a break to go get a snack. I set the magnifying glass and
the matches on the mattress and we left. When we came back a few minutes later we found the shed had one of those doors that self-locks from the inside. We couldn’t get back in without going to get his mother, so we decided to run around and play in the yard. After a while I noticed smoke coming out of the cracks in the window frame. I ran over and looked inside. A small fire was burning in the middle of the straw mattress where we’d left the matches and the magnifying
glass. We ran and called the maid. She came, but she didn’t know what to do. The door was locked, and before we could figure out how to get into the shed the whole thing caught—the mattress, the ladders, the paint, the turpentine, everything.

The flames moved quickly. Soon the roof was on fire, and from there the blaze
spread to the main house, and the whole thing burned and burned and burned. Smoke was billowing into the sky. A neighbor had called the fire brigade, and the sirens were on their way. Me and this kid and the maid, we ran out to the road and watched as the firemen tried to put it out, but by the time they did, it was too late.

There was nothing left but a charred brick-and-mortar shell, roof gone, and gutted from the inside.
The white family came home and stood on the street, staring at the ruins of
their house. They asked the maid what happened and she asked her son and the kid totally snitched. “Trevor had matches,” he said. The family said nothing to me. I don’t think they knew what to say. They were completely dumbfounded. They didn’t call the police, didn’t threaten to sue. What were they going to do, arrest a seven-year-old for arson? And we were so poor you couldn’t actually sue us for anything. Plus they had insurance, so that was the end of it.

They kicked Abel out of the garage, which I thought was hilarious because the garage, which was freestanding, was the only piece of the property left unscathed. I saw no reason for Abel to have to leave, but they made him. We packed up his stuff, put it into our car, and drove home to Eden Park; Abel basically lived with us from then on. He and my mom got into a huge fight.

 “Your son has burned down
my life!” But there was no punishment for me that day. My mom was too much in shock. There’s naughty, and then there’s burning down a white person’s house.

She didn’t know what to do. I didn’t feel bad about it at all. I still don’t. The lawyer in me maintains that I am completely innocent. There were matches and there was a magnifying glass and there was a mattress and then, clearly, a series of unfortunate events. Things catch fire sometimes. That’s why there’s a fire brigade. But everyone in my family will tell you, “Trevor burned down a house.”
 If people thought I was naughty before, after the fire I was notorious. One of my uncles stopped calling me Trevor. He called me “Terror” instead.

 “Don’t leave that kid alone in your home,” he’d say.

“He’ll burn it to the ground.”

My cousin Mlungisi, to this day, cannot comprehend how I survived being as
naughty as I was for as long as I did, how I withstood the number of hidings that I got. Why did I keep misbehaving? How did I never learn my lesson? Both of my cousins were supergood kids. Mlungisi got maybe one hiding in his life. After that he said he never wanted to experience anything like it ever again, and from that day he always followed the rules. 

But I was blessed with another trait I inherited from my mother: her ability to forget the pain in life. I remember the thing that caused the trauma, but I don’t hold on to the trauma. I never let the memory of something painful prevent me from trying something new. If you think too much about the ass-kicking your mom gave you, or the ass-kicking that life gave you, you’ll stop pushing the boundaries and breaking the rules. It’s better to take it, spend some time crying, then wake up the next day and move on. You’ll have a few bruises and they’ll remind you of what happened and that’s okay. But after a while
the bruises fade, and they fade for a reason—because now it’s time to get up to some shit again.

Monday, December 6, 2021

Tues Wed, Thurs, Dec 7/8/9 Born a Crime chapter 4: muliple choice and written reflection

 



Remember:  English is the lingua franca, the bridge language, or common language used in government and the media in South Africa 

* lingua franca-language that is adopted as a common language between speakers whose native languages are different.


Part 1, Tuesday:

In class: reading chapter 4

               multiple choice questions

Directions: after reading chapter 4 , copy and paste the questions onto a google doc, highlight the correct response and share: dorothy.parker@rcsdk12.org

Part 2, Wednesday:

           chapter 5: review the vocabulary (note pronunciations), read the chapter. Note the four takeaways that I listed at the start of the chapter.

             Thursday: Select one of the four takeways listed at the start of the chapter and write a personal connection as to how Trevor's mom's life reflects the idea (keep this short and then how it is expressed within your own life philosophy. About a hundred and fifty words will suffice. 

Add this to the multiple choice document. 

            Due at the close of class on Thursday, unless you receive extended time.

                     

VOCABULARY:

anomaly- (noun)-something that deviates from what is standard, normal, or expected.

bewildered (adjective)- confused


Chapter 4: Forward

When I was growing up we used to get American TV shows rebroadcast on our stations: Doogie Howser, M.D.; Murder, She Wrote; Rescue 911 with William Shatner. Most of them were dubbed into African languages. ALF was in Afrikaans. Transformers was in Sotho. But if you wanted to watch them in English, the original American audio would be simulcast on the radio. You could mute your TV and listen to that. Watching those shows, I realized that whenever black people were on-screen speaking in African languages, they felt familiar to me. They sounded like they were supposed to sound. Then I’d listen to them in simulcast on the radio, and they would all have black American accents. My perception of them changed. They didn’t feel familiar. They felt like foreigners.

 Language brings with it an identity and a culture, or at least the perception of it. A shared language says “We’re the same.” A language barrier says “We’re different.”The architects of apartheid understood this. Part of the effort to divide black people was to make sure we were separated not just physically but by language as well. In the Bantu schools, children were only taught in their home language. Zulu kids learned in Zulu. Tswana kids learned in Tswana. Because of this, we’d fall into the trap the government had set for us and fight among ourselves, believing that we were different. 

The great thing about language is that you can just as easily use it to do the opposite: convince people that they are the same. Racism teaches us that we are different because of the color of our skin. But because racism is stupid, it’s easily tricked. If you’re racist and you meet someone who doesn’t look like you, the fact that he can’t speak like you reinforces your racist preconceptions: He’s different, less intelligent. A brilliant scientist can come over the border from Mexico to live in America, but if he speaks in broken English, people say, “Eh, I don’t trust this guy.”

 “But he’s a scientist.”

 “In Mexican science, maybe. I don’t trust him.”

 However, if the person who doesn’t look like you speaks like you, your brain short-circuits because your racism program has none of those instructions in the code. “Wait, wait,” your mind says, “the racism code says if he doesn’t look like me he isn’t like me, but the language code says if he speaks like me he…is like me? Something is off here. I can’t figure this out.”

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                 Chameleon



One afternoon I was playing with my cousins. I was a doctor and they were my

patients. I was operating on my cousin Bulelwa’s ear with a set of matches when I

accidentally perforated her eardrum. All hell broke loose. My grandmother came

running in from the kitchen. “Kwenzeka ntoni?!” “What’s happening?!” There was

blood coming out of my cousin’s head. We were all crying. My grandmother

patched up Bulelwa’s ear and made sure to stop the bleeding. But we kept crying.

Because clearly we’d done something we were not supposed to do, and we knew

we were going to be punished. My grandmother finished up with Bulelwa’s ear

and whipped out a belt and she beat the shit out of Bulelwa. Then she beat the shit



out of Mlungisi, too. She didn’t touch me.

Later that night my mother came home from work. She found my cousin with

a bandage over her ear and my gran crying at the kitchen table.

“What’s going on?” my mom said.

“Oh, Nombuyiselo,” she said. “Trevor is so naughty. He’s the naughtiest child

I’ve ever come across in my life.”

“Then you should hit him.”

“I can’t hit him.”

“Why not?”

“Because I don’t know how to hit a white child,” she said. “A black child, I

understand. A black child, you hit them and they stay black. Trevor, when you hit

him he turns blue and green and yellow and red. I’ve never seen those colors

before. I’m scared I’m going to break him. I don’t want to kill a white person. I’m

so afraid. I’m not going to touch him.” And she never did.

My grandmother treated me like I was white. My grandfather did, too, only he

was even more extreme. He called me “Mastah.” In the car, he insisted on driving

me as if he were my chauffeur. “Mastah must always sit in the backseat.” I never

challenged him on it. What was I going to say? “I believe your perception of race is

flawed, Grandfather.” No. I was five. I sat in the back.

There were so many perks to being “white” in a black family, I can’t even

front. I was having a great time. My own family basically did what the American

justice system does: I was given more lenient treatment than the black kids.

Misbehavior that my cousins would have been punished for, I was given a warning

and let off. And I was way naughtier than either of my cousins. It wasn’t even

close. If something got broken or if someone was stealing granny’s cookies, it was

me. I was trouble.

My mom was the only force I truly feared. She believed if you spare the rod,

you spoil the child. But everyone else said, “No, he’s different,” and they gave me a

pass. Growing up the way I did, I learned how easy it is for white people to get

comfortable with a system that awards them all the perks. I knew my cousins were

getting beaten for things that I’d done, but I wasn’t interested in changing my

grandmother’s perspective, because that would mean I’d get beaten, too. Why

would I do that? So that I’d feel better? Being beaten didn’t make me feel better. I

had a choice. I could champion racial justice in our home, or I could enjoy

granny’s cookies. I went with the cookies.

At that point I didn’t think of the special treatment as having to do with color. I

thought of it as having to do with Trevor. It wasn’t, “Trevor doesn’t get beaten

because Trevor is white.” It was, “Trevor doesn’t get beaten because Trevor is

Trevor.” Trevor can’t go outside. Trevor can’t walk without supervision. It’s

because I’m me; that’s why this is happening. I had no other points of reference.

There were no other mixed kids around so that I could say, “Oh, this happens to

us.”

Nearly one million people lived in Soweto. Ninety-nine point nine percent of

them were black—and then there was me. I was famous in my neighborhood just

because of the color of my skin. I was so unique people would give directions using

me as a landmark. “The house on Makhalima Street. At the corner you’ll see a

light-skinned boy. Take a right there.”

Whenever the kids in the street saw me they’d yell, “Indoda yomlungu!” “The

white man!” Some of them would run away. Others would call out to their parents

to come look. Others would run up and try to touch me to see if I was real. It was

pandemonium. What I didn’t understand at the time was that the other kids

genuinely had no clue what a white person was. Black kids in the township didn’t

leave the township. Few people had televisions. They’d seen the white police roll

through, but they’d never dealt with a white person face-to-face, ever.

I’d go to funerals and I’d walk in and the bereaved would look up and see me

and they’d stop crying. They’d start whispering. Then they’d wave and say, “Oh!”

like they were more shocked by me walking in than by the death of their loved

ones. I think people felt like the dead person was more important because a white

person had come to the funeral.

After a funeral, the mourners all go to the house of the surviving family to eat.

A hundred people might show up, and you’ve got to feed them. Usually you get a

cow and slaughter it and your neighbors come over and help you cook. Neighbors

and acquaintances eat outside in the yard and in the street, and the family eats

indoors. Every funeral I ever went to, I ate indoors. It didn’t matter if we knew the

deceased or not. The family would see me and invite me in. “Awunakuvumela

umntana womlungu ame ngaphandle. Yiza naye apha ngaphakathi,” they’d say.

“You can’t let the white child stand outside. Bring him in here.”

As a kid I understood that people were different colors, but in my head white

and black and brown were like types of chocolate. Dad was the white chocolate,

mom was the dark chocolate, and I was the milk chocolate. But we were all just

chocolate. I didn’t know any of it had anything to do with “race.” I didn’t know

what race was. My mother never referred to my dad as white or to me as mixed. So

when the other kids in Soweto called me “white,” even though I was light brown, I

just thought they had their colors mixed up, like they hadn’t learned them

properly. “Ah, yes, my friend. You’ve confused aqua with turquoise. I can see how

you made that mistake. You’re not the first.”

I soon learned that the quickest way to bridge the race gap was through

language. Soweto was a melting pot: families from different tribes and homelands.

Most kids in the township spoke only their home language, but I learned several

languages because I grew up in a house where there was no option but to learn

them. My mom made sure English was the first language I spoke. If you’re black in

South Africa, speaking English is the one thing that can give you a leg up. English

is the language of money. English comprehension is equated with intelligence. If

you’re looking for a job, English is the difference between getting the job or

staying unemployed. If you’re standing in the dock, English is the difference

between getting off with a fine or going to prison.

After English, Xhosa was what we spoke around the house. When my mother

was angry she’d fall back on her home language. As a naughty child, I was well

versed in Xhosa threats. They were the first phrases I picked up, mostly for my

own safety—phrases like “Ndiza kubetha entloko.” “I’ll knock you upside the

head.” Or “Sidenge ndini somntwana.” “You idiot of a child.” It’s a very passionate

language. Outside of that, my mother picked up different languages here and

there. She learned Zulu because it’s similar to Xhosa. She spoke German because

of my father. She spoke Afrikaans because it is useful to know the language of your

oppressor. Sotho she learned in the streets.

Living with my mom, I saw how she used language to cross boundaries,

handle situations, navigate the world. We were in a shop once, and the

shopkeeper, right in front of us, turned to his security guard and said, in

Afrikaans, “Volg daai swartes, netnou steel hulle iets.” “Follow those blacks in

case they steal something.”

My mother turned around and said, in beautiful, fluent Afrikaans, “Hoekom

volg jy nie daai swartes sodat jy hulle kan help kry waarna hulle soek nie?” “Why

don’t you follow these blacks so you can help them find what they’re looking for?”

“Ag, jammer!” he said, apologizing in Afrikaans. Then—and this was the

funny thing—he didn’t apologize for being racist; he merely apologized for aiming

his racism at us. “Oh, I’m so sorry,” he said. “I thought you were like the other

blacks. You know how they love to steal.”

I learned to use language like my mother did. I would simulcast—give you the

program in your own tongue. I’d get suspicious looks from people just walking

down the street. “Where are you from?” they’d ask. I’d reply in whatever language

they’d addressed me in, using the same accent that they used. There would be a

brief moment of confusion, and then the suspicious look would disappear. “Oh,

okay. I thought you were a stranger. We’re good then.”

It became a tool that served me my whole life. One day as a young man I was

walking down the street, and a group of Zulu guys was walking behind me, closing

in on me, and I could hear them talking to one another about how they were going

to mug me. “Asibambe le autie yomlungu. Phuma ngapha mina ngizoqhamuka

ngemuva kwakhe.” “Let’s get this white guy. You go to his left, and I’ll come up

behind him.” I didn’t know what to do. I couldn’t run, so I just spun around real

quick and said, “Kodwa bafwethu yingani singavele sibambe umuntu inkunzi?

Asenzeni. Mina ngikulindele.” “Yo, guys, why don’t we just mug someone

together? I’m ready. Let’s do it.”

They looked shocked for a moment, and then they started laughing. “Oh,

sorry, dude. We thought you were something else. We weren’t trying to take

anything from you. We were trying to steal from white people. Have a good day,

man.” They were ready to do me violent harm, until they felt we were part of the

same tribe, and then we were cool. That, and so many other smaller incidents in

my life, made me realize that language, even more than color, defines who you are

to people.

I became a chameleon. My color didn’t change, but I could change your

perception of my color. If you spoke to me in Zulu, I replied to you in Zulu. If you

spoke to me in Tswana, I replied to you in Tswana. Maybe I didn’t look like you,

but if I spoke like you, I was you.


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Chapter Four Multiple Choice Questions. Again: copy onto a google doc, highlight the correct responsedo not share yet. You will be adding to this document after chapter 5. 

Chapter 4 Questions

1. In what language are students in South Africa taught?

A. the lingua franca

B. their tribal language

C. English

D. Afrikans


2. After Tevor accidently punctured his cousin's eardrum, why was he not punished?

A. He actually was, once his mother came home.

B. His grandmother thought his body was too colorful when hit.

C. His cousins never said Trevor was to blame.

D. Trevor was too young to punish.


3. What does Trevor mean when he says that he was given the same "treatment as the American justice system"?

A.  He was given more lenient treatment than the black kids.

B. When he was pulled over for driving he had to show his license and registration.

C. When he disrupted the classroom, he had to stay inside from recess with the other who were loud.

D. When his grandmother baked cookies, they were shared equally among the cousins.


4. In what way was Trevor NOT treated within the Soweto ghetto?

A. His skin color was so unique people would use him as a landmark.

B.  Children would throw rocks at him, as they thought he was a devil.

C. He would have to eat inside at funerals, because people thought he was white

D. People would come up to touch him to see if he were real.


5. According to Trevor Noah, which of the following is NOT true about knowing the English language?

A. Knowing English was the difference between getting off with a fine or going to prison.

B. Knowing English was the difference between getting a job or staying unemployed.

C. Knowing English meant you were intelligent.

D. Knowing English, meant you didn't have to learn your home language to go to school.

6.  In what way was Trevor like a chameleon? 

A. He could escape by climbing fences quickly.

B. His family was afraid he would change color.

C. His language skills allowed him to adapt to different circumstances.

D. He could eat food was served to him.



7. What does Trevor mean when he says that when he was eleven years old, Trevor says he was seeing his country for the first time? 

A. That everyone, all four of the racial categories, could actually get along.

B. People could occupy the same space and not have anything to do with each other.

C. That with an education, the racial differences would disappear

D. That the only place safe was back in the Soweto ghetto.


CHAPTER 5

The tangerine volkswagon  We were black people who could wake up and say, “Where do we choose to go today?”


Takeaways thoughts from chapter 5:

1.As modestly as we lived at home, I never felt poor because our lives were so rich with experience. We were always out doing something, going somewhere.

2. She refused to be bound by ridiculous ideas of what black people couldn’t or shouldn’t do.

3. We tell people to follow their dreams, but you can only dream of what you can imagine, and, depending on where you come from, your imagination can be quite limited.

 4. “Because,” she would say, “even if he never leaves the ghetto, he will know that the ghetto is not the world. If that is all I accomplish, I’ve done enough.


vocabulary: 

gallivanting(noun) to gallivant- to go from one place to another

charismatic- (adjective)-exercising a compelling charm, which inspires devotion in others. (sine qua non -latin meaning something essential)  A charismatic person has that sine qua non.

ostensibly (adverb-word that describes a verb)- supposedly

depleted (adjective) drained or exhausted; to deplete -to exhaust

menial-(adjective) -not requiring much skill and lacking prestige.

deprivations (noun)-the damaging lack of material benefits considered to be basic necessities in a society.

shebeens- (noun)--unlicensed places that sell alchohol (speakeasy)

pristine (adjective)-unspoiled

furtively(adverb)-in a way that attempts to avoid notice or attention; secretively. furtive (adjective)The fertive fox snuck into the chicken coop.

to embark on-(verb)- to begin a new course of action

frugality (noun)- the quality of being economical with money or food; thriftiness.

to obliterate-(verb)-to destroy utterly or wipe out

FOREWARD:

Before apartheid, any black South African who received a formal education was likely taught by European missionaries, foreign enthusiasts eager to Christianize and Westernize the natives. In the mission schools, black people learned English, European literature, medicine, the law. It’s no coincidence that nearly every major black leader of the anti-apartheid movement, from Nelson Mandela to Steve Biko, was educated by the missionaries—a knowledgeable man is a free man, or at least a man who longs for freedom. 

The only way to make apartheid work, therefore, was to cripple the black mind. Under apartheid, the government built what became known as Bantu schools. Bantu schools taught no science, no history, no civics. They taught metrics and agriculture: how to count potatoes, how to pave roads, chop wood, till the soil. “It does not serve the Bantu to learn history and science because he is primitive,” the government said. “This will only mislead him, showing him pastures in which he is not allowed to graze.” To their credit, they were simply being honest. Why educate a slave? Why teach someone Latin when his only purpose is to dig holes in the ground?

 Mission schools were told to conform to the new curriculum or shut down. Most of them shut down, and black children were forced into crowded classrooms in dilapidated schools, often with teachers who were barely literate themselves. Our parents and grandparents were taught with little singsong lessons, the way you’d teach a preschooler shapes and colors. My grandfather used to sing the songs and laugh about how silly they were. Two times two is four. Three times two is six. La la la la la. We’re talking about fully grown teenagers being taught this way, for generations.

 What happened with education in South Africa, with the mission schools and the Bantu schools, offers a neat comparison of the two groups of whites who oppressed us, the British and the Afrikaners. The difference between British racism and Afrikaner racism was that at least the British gave the natives something to aspire to. If they could learn to speak correct English and dress in proper clothes, if they could Anglicize and civilize themselves, one day they might be welcome in society. The Afrikaners never gave us that option. British racism said, “If the monkey can walk like a man and talk like a man, then perhaps he is a man.” Afrikaner racism said, “Why give a book to a monkey?”  

__________

THE SECOND GIRL


My mother used to tell me, “I chose to have you because I wanted something to

love and something that would love me unconditionally in return.” I was a product

of her search for belonging. She never felt like she belonged anywhere. She didn’t

belong to her mother, didn’t belong to her father, didn’t belong with her siblings.

She grew up with nothing and wanted something to call her own.

My grandparents’ marriage was an unhappy one. They met and married in

Sophiatown, but one year later the army came in and drove them out. The

government seized their home and bulldozed the whole area to build a fancy, new

white suburb, Triomf. Triumph. Along with tens of thousands of other black

people, my grandparents were forcibly relocated to Soweto, to a neighborhood

called the Meadowlands. They divorced not long after that, and my grandmother

moved to Orlando with my mom, my aunt, and my uncle.

My mom was the problem child, a tomboy, stubborn, defiant. My gran had no

idea how to raise her. Whatever love they had was lost in the constant fighting that

went on between them. But my mom adored her father, the charming, charismatic

Temperance. She went gallivanting with him on his manic misadventures. She’d

tag along when he’d go drinking in the shebeens. All she wanted in life was to

please him and be with him. She was always being swatted away by his girlfriends,

who didn’t like having a reminder of his first marriage hanging around, but that

only made her want to be with him all the more.

When my mother was nine years old, she told my gran that she didn’t want to

live with her anymore. She wanted to live with her father. “If that’s what you

want,” Gran said, “then go.” Temperance came to pick my mom up, and she

happily bounded up into his car, ready to go and be with the man she loved. But

instead of taking her to live with him in the Meadowlands, without even telling her

why, he packed her off and sent her to live with his sister in the Xhosa homeland,

Transkei—he didn’t want her, either. My mom was the middle child. Her sister

was the eldest and firstborn. Her brother was the only son, bearer of the family

name. They both stayed in Soweto, were both raised and cared for by their

parents. But my mom was unwanted. She was the second girl. The only place she

would have less value would be China.

My mother didn’t see her family again for twelve years. She lived in a hut with

fourteen cousins—fourteen children from fourteen different mothers and fathers.

All the husbands and uncles had gone off to the cities to find work, and the

children who weren’t wanted, or whom no one could afford to feed, had been sent

back to the homeland to live on this aunt’s farm.

The homelands were, ostensibly, the original homes of South Africa’s tribes,

sovereign and semi-sovereign “nations” where black people would be “free.” Of

course, this was a lie. For starters, despite the fact that black people made up over

80 percent of South Africa’s population, the territory allocated for the homelands

was about 13 percent of the country’s land. There was no running water, no

electricity. People lived in huts.

Where South Africa’s white countryside was lush and irrigated and green, the

black lands were overpopulated and overgrazed, the soil depleted and eroding.

Other than the menial wages sent home from the cities, families scraped by with

little beyond subsistence-level farming. My mother’s aunt hadn’t taken her in out

of charity. She was there to work. “I was one of the cows,” my mother would later

say, “one of the oxen.” She and her cousins were up at half past four, plowing

fields and herding animals before the sun baked the soil as hard as cement and

made it too hot to be anywhere but in the shade.

For dinner there might be one chicken to feed fourteen children. My mom

would have to fight with the bigger kids to get a handful of meat or a sip of the

gravy or even a bone from which to suck out some marrow. And that’s when there

was food for dinner at all. When there wasn’t, she’d steal food from the pigs. She’d

steal food from the dogs. The farmers would put out scraps for the animals, and

she’d jump for it. She was hungry; let the animals fend for themselves. There were

times when she literally ate dirt. She would go down to the river, take the clay

from the riverbank, and mix it with the water to make a grayish kind of milk. She’d

drink that to feel full.

But my mother was blessed that her village was one of the places where a

mission school had contrived to stay open in spite of the government’s Bantu

education policies. There she had a white pastor who taught her English. She

didn’t have food or shoes or even a pair of underwear, but she had English. She

could read and write. When she was old enough she stopped working on the farm

and got a job at a factory in a nearby town. She worked on a sewing machine

making school uniforms. Her pay at the end of each day was a plate of food. She

used to say it was the best food she’d ever eaten, because it was something she had

earned on her own. She wasn’t a burden to anyone and didn’t owe anything to

anyone.

When my mom turned twenty-one, her aunt fell ill and that family could no

longer keep her in Transkei. My mom wrote to my gran, asking her to send the

price of a train ticket, about thirty rand, to bring her home. Back in Soweto, my

mom enrolled in the secretarial course that allowed her to grab hold of the bottom

rung of the white-collar world. She worked and worked and worked but, living

under my grandmother’s roof, she wasn’t allowed to keep her own wages. As a

secretary, my mom was bringing home more money than anyone else, and my

grandmother insisted it all go to the family. The family needed a radio, an oven, a

refrigerator, and it was now my mom’s job to provide it.

So many black families spend all of their time trying to fix the problems of the

past. That is the curse of being black and poor, and it is a curse that follows you

from generation to generation. My mother calls it “the black tax.” Because the

generations who came before you have been pillaged, rather than being free to use

your skills and education to move forward, you lose everything just trying to bring

everyone behind you back up to zero. Working for the family in Soweto, my mom

had no more freedom than she’d had in Transkei, so she ran away. She ran all the

way down to the train station and jumped on a train and disappeared into the city,

determined to sleep in public restrooms and rely on the kindness of prostitutes

until she could make her own way in the world.

Friday-Tues, Jan 7-11 Story of an Hour (zoom) accompanying organizer

    Please join your class zoom meeting at the correct time. You must log in to receive attendance credit for the day.    Dorothy.Parker@RCS...