3/23 - Class Recap

Have a great Spring Break! I (Mr. Fritz) will be spending part of mine in Hawaii!

Hello everyone,

Today was our last class before Spring Break. Here's what happened today in class today:

Learning Targets Addressed:

Communicate effectively, both verbally and in writing.
Explains the process of change and continuity in a society, place or region.

Soundtrack: “Roam" by The B-52s. Selected for today because of all of the students roaming around the world. Lyrics here.

AGENDA 3/23/18:
Check In/Review of Four Agreements & Six Conditions
What Can I Do Today?
Questions about 13TH
Connect

Homework: Read the blog! Turn in your Writing for Justice narrative if you have not yet.

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Check In/Review of Four Agreements & Six Conditions: Here are the Courageous Conversations Agreements. We will always review this at the beginning of class, as it sets the foundation for how we want class to approach the issues we are studying.

Since today was the Multi-Cultural Assembly, we debriefed that in class together. I love this particular assembly so much!

What Can I Do Today?: We also asked students if there was anything they wanted to add to the "What Can I Do Today?" poster up at the front of the room, in terms of actions outside of class. As such, we talked a bit about the "March For Our Lives" in Portland this Saturday at 10 AM.

Next, we discussed media news sources as related to staying informed about what is going on, since we added that to the list on the wall last class:

This chart comes from AllGeneralizationsAreFalse.com and is the work of Vanessa Otero. It is definitely important to have a variety of news sources and analysis in what you are taking in. Do not be too dependent on any one source or bias!

Questions about 13TH: We will try to tackle a few questions from students each class that came up out of our viewing of 13TH. Today's questions were:

Why don't many know about ALEC? Why are amendments that are not fair still valid?

Would it be realistic for the "war on drugs" to be incorporated into American history education since it contributed to the systematic oppression that exists now?

Thanks for the conversation here!

Connect: At the end of class, we wanted students to hang out and talk/connect about what they were up to over Spring Break and anything else going on for them. This time was to build community in class. Thanks, everyone!

3/21 - Class Recap

Many students are dreaming of a trip to the Oregon Coast (this is Ecola State Park) over Spring Break.

Dear class,

A shorter day today, but plenty to do! Here's what happened today in class today:

Learning Targets Addressed:

Communicate effectively, both verbally and in writing.
Explains the process of change and continuity in a society, place or region.

Soundtrack: “Confessions, Pt. 2" by Usher. Selected for today because forced confessions are something we learned about as a part of "plea deals" in 13TH. Lyrics here.

AGENDA 3/21/18:
Check In/Review of Four Agreements & Six Conditions
Questions about 13TH
Stereotypes Activity Debrief
Writing

Homework: Read the blog! Turn in your Writing for Justice narrative if you have not yet.

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Check In/Review of Four Agreements & Six Conditions: Here are the Courageous Conversations Agreements. We will always review this at the beginning of class, as it sets the foundation for how we want class to approach the issues we are studying.

We also asked students if there was anything they wanted to add to the "What Can I Do Today?" poster up at the front of the room, in terms of actions outside of class. At Lorenzo's request, I printed out contact information for various different people students could send letters or emails to, and they are posted in the room, as well as here:

Google Drive - Elected Official Contact Information for DSJ Students

Questions about 13TH: We will try to tackle a few questions from students each class that came up out of our viewing of 13TH. Today's questions were:

Is there a way that we can try and fix the inequality of race in prisons?

During the film we we’re shown how racism has been built into the foundation of this country. My question is are race relations better or worse?

With that second question, we had a philosophical chairs activity in class about the state of race relations in the country. Do we think race relations are better or worse than in the past?

It was interesting to see the imbalance in the responses (titled in favor of race relations being worse than ever) and to hear the discussion from different viewpoints.

Stereotypes Activity Debrief/Writing: At the end of last class, we started a conversation about the impact that stereotypes have on people - and specifically, our black students here at Westview.

We had students do some writing about the stereotypes activity and what they learned. The questions for short writing reflection were:

1) How did you feel doing this activity (on either side)?

2) How do stereotypes influence the way you interact with people?

We continued this conversation today in class and asked everyone to think about the daily toll that stereotypes have. That was it for the day. See you next class for our last before Spring Break!

3/19 - Class Recap

Sections of the Berlin Wall. Today in class, we did an activity with the walls in the classroom.

Hello everyone,

Welcome back to your last week before Spring Break! Here's what happened today in class today:

Learning Targets Addressed:

Communicate effectively, both verbally and in writing.
Explains the process of change and continuity in a society, place or region.

Soundtrack: “Wavin' Flag" by K'naan. Selected for today because of the lyrics "when I get older, I will be stronger."

AGENDA 3/19/18:
Check In/Review of Four Agreements & Six Conditions
Questions about 13TH
What Can I Do Today?
Definitions
Prejudicial Terms

Homework: Read the blog! Turn in your Writing for Justice narrative if you have not yet.

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Check In/Review of Four Agreements & Six Conditions: Here are the Courageous Conversations Agreements. We will always review this at the beginning of class, as it sets the foundation for how we want class to approach the issues we are studying.

Questions about 13TH: We will try to tackle a few questions from students each class that came up out of our viewing of 13TH. Today's questions were:

If the information isn't new why does it feel so new and powerful?

Now that Marijuana is legal in a lot of states, why are people still in prison for possession of marijuana? Why haven’t they been released?

What Can I Do Today?: Last class, we sensed that students wanted a way to more concretely engage in the issues we are talking about, outside of class. As such, we are introducing a "What Can I Do Today?" poster in class, where students can write down actions or activities that are happening which could have a positive impact. We will continue adding to this list as we work together this semester!

Definitions: Next, we looked at definitions for bias, stereotypes, prejudice, and discrimination. Here is the slide we showed in class:

We will be using these definitions in class! In fact, our next activity was about the use of stereotypes.

Prejudicial Terms: For the last part of class, we asked our non-black students to think of prejudicial terms or stereotypes that they have heard about black students and people. With this list, we put up the terms around the room and then had our black students re-enter to look and see which terms they had experience with or heard. We wanted this to be a powerful, quiet activity for reflection for all of our students. We will continue to talk about stereotypes and their impact next class!

3/15 - Class Recap

Photo posted to the Westview High School Facebook account yesterday, March 14. Taken during the student walkout against gun violence.

Dear class,

Thanks for visiting the blog! Here's what happened today in class today:

Learning Targets Addressed:

Communicate effectively, both verbally and in writing.
Explains the process of change and continuity in a society, place or region.

Soundtrack: “Me Against the World" by 2Pac. Selected for today because of Ms. Labossiere's article in class. Lyrics here.

AGENDA 3/15/18:
Check In/Review of Four Agreements & Six Conditions
Questions about 13TH
Book/Article Reading
Discussion

Homework: Read the blog! Turn in your Writing for Justice narrative if you have not yet.

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Check In/Review of Four Agreements & Six Conditions: Here are the Courageous Conversations Agreements. We will always review this at the beginning of class, as it sets the foundation for how we want class to approach the issues we are studying.

In particular, students talked today about the racist language in the bathroom and the walkout from school yesterday and the impact it had on them. Thanks for your thoughts, everyone.

Questions about 13TH: At the end of last class, we asked students to bring in any questions that came out of our screening of 13TH and the discussion we had. This will be a continuing conversation.

Book/Article Reading: Next, Ms. Labossiere read from her recently published article in Rethinking Schools (so awesome!):

RethinkingSchools.org - Who Do I Belong To?: A Black Teacher's Dilemma

Students were asked to listen and again, write down what they were thinking and any questions that they had.

We then showed this video of Ta-Nehisi Coates talking about why white people should not use the 'n' word (stemming from a conversation we had last class):

Twitter.com - Ta-Nehisi Coates on the N word

Discussion: After the readings and video was over, we had a conversation in class about the 'n' word and its use. We appreciate conversation and continued engagement with us on these issues!

That was it for the day.

Have a great weekend and see you next week for our last before Spring Break!

3/13 - Class Recap

Jay Z's song "99 Problems" is in part about the racism apparent in the justice system of the United States.

Hello everyone,

Welcome back from your weekend! Here's what happened today in class today:

Learning Targets Addressed:

Communicate effectively, both verbally and in writing.
Explains the process of change and continuity in a society, place or region.

Soundtrack: “99 Problems (Clean)" by Jay Z. Selected for today because of the connection with the film we watched in class. Lyrics (not clean) here.

AGENDA 3/13/18:
Check In/Review of Four Agreements & Six Conditions
Finish 13TH
Discussion

Homework: Read the blog! Turn in your Writing for Justice narrative if you have not yet.

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Check In/Review of Four Agreements & Six Conditions: Here are the Courageous Conversations Agreements. We will always review this at the beginning of class, as it sets the foundation for how we want class to approach the issues we are studying.

Finish 13TH: The first part of class was spent finishing the documentary 13TH, which exposes how the 13TH Amendment (outlawing slavery, but creating a loophole for convicts to work for the government) has impacted American society.

The quote that Ms. Labossiere wanted students to note down and see how the film investigates is: "Racism is built into the DNA of America. And as long as we turn a blind eye to the pain of those suffering under its oppression, we will never escape those origins."

The documentary is available to watch on Netflix, here:

Netflix.com - 13TH Documentary

Discussion: After the documentary was over, we split up into groups to discuss our reaction to the film, based on the Courageous Conversations compass (linked above). Thank you for your participation and engagement in this important documentary! 

3/9 - Class Recap

We watched the documentary 13TH today in class, as we continue looking at race in America.

Dear class,

Thanks for checking in on the blog! Here's what happened today in class today:

Learning Targets Addressed:

Communicate effectively, both verbally and in writing.
Explains the process of change and continuity in a society, place or region.

Soundtrack: “New Slaves (Clean)" by Kanye West. Selected for today because of the 13th Amendment creating "new slaves" by indentured servitude. Lyrics (not clean) here.

AGENDA 3/9/18:
Check In/Review of Four Agreements & Six Conditions
Collect Writing for Justice
Watch 13TH

Homework: Read the blog! Turn in your Writing for Justice narrative if you have not yet.

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Check In/Review of Four Agreements & Six Conditions: Here are the Courageous Conversations Agreements. We will always review this at the beginning of class, as it sets the foundation for how we want class to approach the issues we are studying.

Collect Writing for Justice: This was a process that we have been working on the past couple of weeks. Students turned in their revised Writing for Justice pieces for grading. If you did not turn this in during class, please do so ASAP. Thank you!

Watch 13TH: The rest of class was spent watching the documentary 13TH, which exposes how the 13TH Amendment (outlawing slavery, but creating a loophole for convicts to work for the government) has impacted American society.

The quote that Ms. Labossiere wanted students to note down and see how the film investigates is: "Racism is built into the DNA of America. And as long as we turn a blind eye to the pain of those suffering under its oppression, we will never escape those origins."

The documentary is available to watch on Netflix, here:

Netflix.com - 13TH Documentary

We will finish this next class and discuss the film. See you then!

3/7 - Class Recap

Sun coming through the JFK Presidential Library in Boston.

Hello everyone,

A short Wednesday today, as we debriefed the Socratic Seminar and continued the editing process on the Writing for Justice prompt. Here's what happened today in class:

Learning Targets Addressed:

Communicate effectively, both verbally and in writing.
Explains the process of change and continuity in a society, place or region.

Soundtrack: “Listen to the Music" by The Doobie Brothers. Selected for today because we were hoping that we could listen to each other in class. Lyrics here.

AGENDA 3/7/18:
Check In/Review of Four Agreements & Six Conditions
Debrief Socratic Seminar
Share Stories
Editing Drafts

Homework: Read the blog! Complete your Writing for Justice narrative (by incorporating today's revisions) if you have not yet. A hard copy is due next class (Friday).

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Check In/Review of Four Agreements & Six Conditions: Here are the Courageous Conversations Agreements. We will always review this at the beginning of class, as it sets the foundation for how we want class to approach the issues we are studying.

At the start of class, we split students up so that we could close the walls and have more students be able to talk (twice as many, in fact!). We will do this from time to time!

Debrief Socratic Seminar: We discussed how the conversation last class went, by first having students anonymously responding to a half sheet of prompts. What could have gone better? Was it challenging to engage? Were you nervous (even just watching)? These are all important things to think about. We then collected the sheets of paper and led students in a conversation about what was coming up for them and how we could potentially improve the conversation next time around.

For my (Mr. Fritz's) side of the room, our conversation touched on these points:

- Not as broad of a topic next time
- The pyramid of racism was what was most recently introduced, so more of the conversation was about that
- Need to normalize the conversation - everyone was so excited to have it that people dominated
- Closed walls would help next time, smaller groups
- More background needed on the topics
- The conversations continued outside!
- Use protocols like "everyone has to talk 3 times" or "three before me" to normalize participation
- Use small groups before the conversation, so people are more comfortable

Share Stories: After the conversation about the Socratic Seminar, we had students get out their Writing for Justice pieces that students worked on in class last week. Today was time for a peer review, using a guide we passed out in class. We wanted the reviewers to ask three questions about the piece, and for the writer to incorporate the answers to those questions in the revised paper, which will be due next class.

Editing Drafts: The rest of class was given to students to continue to revise their Writing for Justice pieces. Again, the final draft of these will be graded and is due next class. See you then!

3/5 - Class Recap

Today's class was in large part a Socratic Seminar on the readings on Whiteness that we have been doing, including a chapter from White Like Me, by Tim Wise.

Dear class,

Thanks for your work again today in class! Here's what happened today in class:

Learning Targets Addressed:

Communicate effectively, both verbally and in writing.
Explains the process of change and continuity in a society, place or region.

Soundtrack: “White America [Clean]" by Eminem. Selected for today because of the connection to our opening unit on Whiteness.

AGENDA 3/5/18:
Check In/Review of Four Agreements & Six Conditions
Preparation
Socratic Seminar
Debrief

Homework: Read the blog! Complete your Writing for Justice narrative if you have not yet.

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Check In/Review of Four Agreements & Six Conditions: Here are the Courageous Conversations Agreements. We will always review this at the beginning of class, as it sets the foundation for how we want class to approach the issues we are studying. We checked in about the weekend and what people are up to, before moving on.

Preparation: Because it had been a few classes since we read the "White Like Me" and "White Fragility" articles, we gave students a few minutes to prepare in re-reading the material and thinking of discussion questions and insights.

Socratic Seminar: At long last! Thank you for your participation here. It is difficult for students to effectively engage on a conversation about race, and especially Whiteness. We wanted to set some of the groundwork for what we hope to do with the upcoming units, as well. Here are my (Mr. Fritz's) notes on what was discussed:

Group #1:

Inverse of the power structure possible? --> would racism still be the same?
--> Racism would still exist/history repeats itself

"At the end of the da, you're still black" - it will still impact you --> built into the American system

Are there any passive racism terms moving up to socially unacceptable? --> as people become more knowledgeable

Will Euro-centric curriculum change? --> certain teachers change, with Rwanda as an example (still from Euro-centric view)

Students need to demand change

As long as we learn from white people's perspective, it won't change --> example of AP World History at Westview - a step in the right direction

"N" word - why is it still used? --> Music? --> don't understand the meaning, the impact it has --> "why can't I use it?"

Skip the word when it comes up in music --> history of the term and black utilization of the term

It's hard for white people to not get to do something --> like saying the "n" word

Music identity - hip hop artists

Cultural appropriation of the term - want to do it because others are

POWER is at the root of this - entitlement

White fragility - racism only from one way to another

"race based prejudice"

America based on a racist point of view --> violence from the beginning --> root of the problem

immigration "you started that" - white people

Everyone in the United States (aside from Native Americans) is an immigrant. What makes us different?

Corporations run by white people vs. those run by black people --> economic power, not overall power

Power dynamics in America are unique

Group #2:

White Like Me p. 36/37 --> example of the football throwing game --> an insight into what power looks like

Hip Hop as a white owned industry in large part --> do more white people go into music marketing?

"The black man has as much power as the white man is willing to give."

Colin Kaepernick - banned from the NFL because he spoke out --> "shut up and dribble" "entertain us"

"I feel that around this school there is always a custodian watching students of color"

White Like Me --> black children are cognizant from an early age -- white people can opt out

"My black friend"

"Do you see yourself as a white person or as a person?"

Psychological terms: marked vs. unmarked

"I always come back to seeing myself as a black person."

When did you realize you were _____?

Debrief: We did not have time to do this in class, so we will next time!

Next class, we will move on and start our next unit! See you then!

3/1 - Class Recap

One of the types of "passive racism" we talked about today in class was racist mascots (and cultural appropriation). This is the mascot of the Cleveland Indians baseball team, which is slowly being phased out.

Hi everyone,

Thanks for your work again today in class! Here's what happened today in class:

Learning Targets Addressed:

Communicate effectively, both verbally and in writing.
Explains the process of change and continuity in a society, place or region.

Soundtrack: “I Can See Clearly Now" by Jimmy Cliff. Selected for today because we investigated the way in which unconscious bias can contribute to prejudice. Lyrics here.

AGENDA 3/1/18:
Check In/Review of Four Agreements & Six Conditions
Harvard Implicit Bias
Active and Covert Racism
Presenting Terms

Homework: Read the blog! Complete your Writing for Justice narrative if you have not yet.

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Check In/Review of Four Agreements & Six Conditions: Here are the Courageous Conversations Agreements. We will always review this at the beginning of class, as it sets the foundation for how we want class to approach the issues we are studying. We checked in about the weekend and what people are up to, before moving on.

As part of the check in section, we talked about possible student action around gun reform and I said I would link to this survey being done by Vox about student thoughts about gun reform:

Google Surveys - Vox Media Gun Reform Student Survey

Fill it out if you want!

Harvard Implicit Bias: The next part of class was devoted to defining the term "implicit bias" as well as taking the Harvard Implicit Bias test on Race, which can be selected here:

Harvard.edu - Project Implicit

The goal here was to learn a little bit more about our own personal attitudes and biases, as we continue with this work. We asked that you share your results in small groups around you, as a part of building up that community. Did you find anything especially interesting or surprising about your results?

Active and Covert Racism: After delving into how we might be biased in one way or another, I then passed out this handout regarding active and covert racism:

Google Drive - Active and Covert Racism Handout

The point here is to identify that there are certain socially unacceptable forms of racism, but that there are also all sorts of socially acceptable forms of passive racism. The mascot and logo at the top of this post is one such example (perhaps moving from socially acceptable to unacceptable).

Presenting Terms: As students were completing the implicit bias test, I assigned terms from the pyramid for partners to find a current example of and be able to present it to the class. This is what we spent the rest of class doing together. Thanks, as always, for your hard work! Next class, when both Ms. Labossiere and I will be here, we will have the long awaited Socratic Seminar on the readings that we previously did! See you then!