Part of my (Mr. Fritz's) racial autobiography today in class was about my experiences with one of my best friends in life, Ryan. Here we are in 2007! I can't believe this was 11 years ago!
Hi everyone,
Welcome back to another interesting (hopefully!) week of Diversity and Social Justice! Here's what happened in class today:
Learning Targets Addressed:
I can communicate effectively, both verbally and in writing.
I can explain the process of change and continuity in a society, place, or region.
Soundtrack: "For Those About to Rock (We Salute You)" by AC/DC. Selected for today because we started the racial autobiography assignment today in class! Lyrics here.
AGENDA 4/24/18:
Check In/Review Agreements
What Can I Do Today?
Racial Autobiographies
Homework: Read the blog! Racial autobiography assignment due at the start of class on Friday, May 4.
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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 what students were up to outside of class since the last time we checked in.
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. We also noted that the list is live on the blog here on the upper right corner, with links!
Racial Autobiographies: After this opening section, we moved on to our next major assignment of the semester, which is called a Racial Autobiography. Both Ms. Labossiere and I have done this activity ourselves with colleagues on the Beaverton School District Equity Leadership Team, but I have never before read mine before students (except for last semester in DSJ), and I don't think Ms. Labossiere had, either! Thank you for your patience as we introduced this assignment. Here it is for students who want an electronic copy or who missed class:
This will be due at the start of class on Friday, May 4. Writing a racial autobiography forces us to consider all of the ways that race has impacted our lives. We asked students to identify major themes from our shared autobiographies, and then we asked students to start working on the assignment for the rest of class.
See you on Thursday, everyone!
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