5/31 - Class Recap

Today in class, we had Ms. Seamone come in and talk with us about Westview's discipline data and national trends.

Dear class,

Back in the swing of things before the end of the semester! There is certainly plenty to do in our short remaining time together. Here's what happened in class today:

Learning Targets Addressed:
I can communicate effectively both verbally and in writing.
I can apply understanding of ideas and concepts to a new context or problem.
I can demonstrate an understanding of the role of governments in current issues.
I can effectively conduct and apply research.

Soundtrack: "Fight For Your Right" by Beastie Boys. Selected for today because of fighting being a common reason for school discipline, as well as the upcoming party for the Seniors! Lyrics here.

AGENDA 5/31/18:
Check-In/Review Agreements

What Can I Do Today?
Discipline Presentation
Final Assignment

Homework: Read the blog! Continue working on your final project! Sign up for the potluck next class!

Take Broden's survey here: Google Drive - Broden's DSJ Survey
--
Check In/Review Agreements: At the beginning of class, we went over the Courageous Conversations Agreements, as always, to begin our work together for the day. After checking in, we talked for a bit about what is happening in the world outside of class, before moving on.

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!

One event coming up this weekend (aside from the baseball State Championship game!) is the Native American Pow-Wow at Southridge. Here is that information if you are interested in attending:

Discipline Presentation: Next, we had Ms. Seamone, who is the Dean of Students here at Westview, come in to talk about her analysis of data about student discipline trends, both nationally and here at Westview. It was really interesting to see what is going on here and have students guess as to what is happening! Here is the presentation that she went through with the class:

Google Drive - Ms. Seamone's School Discipline Presentation

Additionally, we said there would be more reading and materials linked to on the blog from the handout that she gave in class, if students were interested in reading more (perhaps for your final project?). Here is a shared folder of these readings:

Google Drive - Ms. Seamone's School Discipline Reading Materials

Lots to think about, for sure! Thanks for coming in to talk with us, Ms. Seamone!

Final Assignment: The rest of class was spent working on the final project proposal (one paragraph) which was due at the end of class (on Google Classroom). As a reminder, here is the final assignment:

Google Drive - DSJ Final Assignment

We will be going through these and offering feedback, so definitely get it in as soon as possible if you did not in class! See you on Monday, for the Seniors last day!

5/29 - Class Recap

Today, we learned about gender in societies around the world. Photo taken at the Future of Flight museum in 2010.

Dear class,

Thank you for your effort with the assignment in class and your ongoing participation! Here's what happened in class today:

Learning Targets Addressed:
I can communicate effectively both verbally and in writing.
I can apply understanding of ideas and concepts to a new context or problem.
I can demonstrate an understanding of the role of governments in current issues.
I can effectively conduct and apply research.

Soundtrack: "Walk On Water" by 30 Seconds To Mars. Selected for today because of the music video (which we showed as students were walking in) and Memorial Day weekend. Music video here.

AGENDA 5/29/18:
Check-In/Review Agreements
Bechdel Test
Gender in the World
Work Time/Conferences

Homework: Read the blog! Continue working on your final project!
----
Check In/Review Agreements: At the beginning of class, we went over the Courageous Conversations Agreements, as always, to begin our work together for the day. After checking in, we talked for a bit about what is happening in the world outside of class, before moving on.

Bechdel Test: This is another way at looking at gender in media, and specifically, films. The test is simply this:

1. It has to have at least two [named] women in it
2. Who talk to each other
3. About something besides a man

Here is the website we showed in class that helped explain the test and whether or not movies pass the test (a ton of movies do not): BechdelTest.com

Gender in the World: The end of last class was devoted to looking at how other societies around the world view gender. If you had a particular cultural background you wanted to analyze, that was encouraged, but it could not be the United States. The assignment (also posted in Google Classroom) is here:

Google Drive - Gender Country Profile Project

The goal of this assignment was for students to try and see how gender has an impact around the world in all sorts of ways, and to try and identify some reasons why. Please submit this assignment via Google Classroom (or a paper copy, if needed), if you did not in class.

Work Time/Conferences: While students were working on the Gender Country Profile assignment and final project proposal, we conferenced with students about grades and also what they were thinking in terms of a final project. The proposals should be turned in on Google Classroom. Let us know if you are in need of support with this! Only two more days with the Seniors left in class! 

5/24 - Class Recap

We continued our Gender unit today by looking at the way in which society has had an impact on the way in which we view the female body through history. Here is one of the excerpts we had the class analyze and excerpt.

Hello everyone,

We were so happy to see you all, after being out earlier this week! Here's what happened in class today:

Learning Targets Addressed:
I can communicate effectively both verbally and in writing.
I can apply understanding of ideas and concepts to a new context or problem.
I can demonstrate an understanding of the role of governments in current issues.
I can effectively conduct and apply research.

Soundtrack: "Rock Your Body" by Justin Timberlake. Selected for today because of society's obsessive relationship with bodies, which we analyzed today in class. Lyrics here.

AGENDA 5/24/18:
Check-In/Review Agreements
What Can I Do Today?
Gendered Products
Documentary Questions and Discussion
The Body Project
Gender in the World

Homework: Read the blog! Finish your documentary reflection questions and any other missing work. Seniors, your final project proposal is due today!
----
Check In/Review Agreements: At the beginning of class, we went over the Courageous Conversations Agreements, as always, to begin our work together for the day. After checking in, we talked for a bit about what is happening in the world outside of class, before moving on.

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!

Gendered Products: We REALLY enjoyed seeing what students found and posted in Google Classroom as far as gendered products! In class, we went over a few examples that students found, which were super interesting. Try and train yourself to see the ways in which we "gender" society in these sorts of ways.

Documentary Questions and Discussion: After the documentary last class, we asked students to write a reflection on watching it. The questions were:

What was your overall impression of the documentary?
Did you find yourself experiencing discomfort? How so?
What did you learn about gender?
Is there any information you learned that you will be able to use in the future, with your interactions with peers, family, or children?

If you have not turned this in via Google Classroom, please do so. We had a conversation in class about our reactions to the film - thank you for your engagement here!

The Body Project: The last part of class was spent analyzing the role of society's expectations on women throughout history. These images were selected from a book I had in college at Western Oregon University in a Gender Studies class, called The Body Project by Joan Jacobs Brumberg, which I highly recommend. Here are the images we cut up and had students analyze:

Google Drive - The Body Project Historical Images

Part of the book has to deal with the obsession over what a woman should look like, so we wanted students to look at these historical examples, annotate them like Mrs. Labossiere did at the start of the unit with Serena Williams, and find connections to present day examples. We shared out what we found in class.

Gender in the World: The last part of the day was devoted to looking at how other societies around the world view gender. If you had a particular cultural background you wanted to analyze, that was encouraged, but it could not be the United States. The assignment (also posted in Google Classroom) is here:

Google Drive - Gender Country Profile Project

The goal of this assignment was for students to try and see how gender has an impact around the world in all sorts of ways, and to try and identify some reasons why. Please submit this assignment via Google Classroom (or a paper copy, if needed), if you did not in class. Thank you! See you next week!

5/22 - Class Recap

Please Note: Both Ms. Labossiere and I (Mr. Fritz) were out of class today (we are so sorry!), so this is what we wanted to have happen in our place.

Memorial Day weekend is coming up!

Dear class,

Welcome back to 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 apply understanding of ideas and concepts to a new context or problem.
I can demonstrate an understanding of the role of governments in current issues.
I can effectively conduct and apply research.

Soundtrack: "You Don't Own Me" by Lesley Gore. Selected for today because a student suggested it in the comments on the blog, and because of the connection to the Gender unit in the lyrics.

AGENDA 5/22/18:
Check-In/Review Agreements
Finish Documentary
Reflection Questions
Final Project Work Time

Homework: Read the blog! Finish your documentary reflection questions! Continue working on your final project - Seniors, your project proposal is due next class!
----
Check In/Review Agreements: At the beginning of class, we went over the Courageous Conversations Agreements, as always, to begin our work together for the day. After checking in, we talked for a bit about what is happening in the world outside of class, before moving on.

Finish Documentary: Next, we finished the recent National Geographic documentary on Gender. The full film is available to watch on Facebook here, if you are interested:

Facebook.com - Katie Couric: Gender Revolution Documentary

We had about 28 minutes left to watch in class today. During the documentary, we wanted students to take notes on what they were seeing and how it connected to the vocabulary definitions and questions they had at the start of the unit.

Reflection Questions: After the documentary, we asked students to write a reflection on watching it. The questions were (this is also on Google Classroom for students that wanted to type it):

What was your overall impression of the documentary?
Did you find yourself experiencing discomfort? How so or why not?
What did you learn about gender?
Is there any information you learned that you will be able to use in the future, with your interactions with peers, family, or children?

Final Project Work Time: The end of class was devoted to working on your final project proposals. Seniors, these are due for you next class!

Here is the assignment sheet for those wanting to see an electronic copy:

Google Drive - DSJ Final Project Assignment

If you have questions about what you might want to do, please email us and we will be happy to help! Thank you, and see you Thursday!

5/18 - Class Recap

There were lots of interesting posts about gendered items while shopping from last semester. This one is from Lauren Y., who spotted this "Lady Camo Bomber Hat" for $27.49.

Hi everyone,

Welcome back to the blog! I (Mr. Fritz) was out today, so here is what happened with Ms. Labossiere in class:

Learning Targets Addressed:
I can communicate effectively both verbally and in writing.
I can apply understanding of ideas and concepts to a new context or problem.
I can demonstrate an understanding of the role of governments in current issues.
I can effectively conduct and apply research.

Soundtrack: "I've Got a Woman" by Ray Charles. Selected for today because of the gender stereotypes in the lyrics.

AGENDA 5/17/18:
Check-In/Review Agreements
What Can I Do Today?
Gendered Products
Documentary

Homework: Read the blog! Find gendered products and post them in Google Classroom!
----
Check In/Review Agreements: At the beginning of class, we went over the Courageous Conversations Agreements, as always, to begin our work together for the day. After checking in, we talked for a bit about what is happening in the world outside of class, before moving on.

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!

Gendered Products: We talked about this last class. The assignment for the weekend is to try and find gendered products. Try and train yourself to see the ways in which we "gender" society in these sorts of ways.

Documentary: The rest of class was devoted to finishing the recent National Geographic documentary on Gender. To watch the trailer for the documentary, click here:

NationalGeographic.com - Gender Revolution: Extended Trailer

During the documentary, we wanted students to take notes on questions that came up for them as a part of watching. This was it for class today! Thanks everyone - see you next week!

5/16 - Class Recap

We talked more today in class about how society is gendered - here is another example, from MetroLeague.org.

Dear class,

Welcome back to the blog! Here's what happened in class today:

Learning Targets Addressed:
I can communicate effectively both verbally and in writing.
I can apply understanding of ideas and concepts to a new context or problem.
I can demonstrate an understanding of the role of governments in current issues.
I can effectively conduct and apply research.

Soundtrack: "Just A Girl" by No Doubt. Selected for today because of the connection with our Gender unit. Lyrics here.

AGENDA 5/16/18:
Check-In/Review Agreements
What Can I Do Today?
Pointlessly Gendered Products
Final Project
Documentary

Homework: Read the blog! Go out and find ways that stores gender items - are there price differences, too? Post pictures in Google Classroom! Turn in any missing work, especially Racial Autobiographies!
----
Check In/Review Agreements: At the beginning of class, we went over the Courageous Conversations Agreements, as always, to begin our work together for the day. After checking in, we talked for a bit about what is happening in the world outside of class, before moving on.

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!

Pointlessly Gendered Products: We wanted to talk about how products at the store can be "gendered" for no reason, and that very similar products can be more expensive due to gender. Here are a few links to go with this:

BuzzFeed.com - The "Gender Tax" Study Shows Women Are Charged More For Being Women

TheSocietyPages.org - Five Reasons Why Gendered Products are a Problem

Pintrest.com - Pointlessly Gendered Products

We hope this was interesting and helps with understanding how gender impacts society. The assignment for this weekend is related (please submit it on Google Classroom): 

Over the weekend of May 18-20, please go out and see if you can find:

1) Products in stores that are "unnecessarily gendered" - assigning a gender to something that really does not need it. This could be in terms of clothing, toys, toiletries, etc. Use the links we shared in class for ideas!

2) A price difference in terms of how much items cost if they are gendered "for women" or "for men" - even if there is not a difference, we still want to know!

3) Take pictures of two comparable items and upload them here with a brief description of what you found.

Final Project: Due to semester finals coming up especially fast for Seniors, we introduced what the final project for the semester will be. Take a look here and think about what you might want to do:

Google Drive - Diversity and Social Justice Final Project

Please note the upcoming due dates on the second page!

Documentary: The end of class was devoted to starting the recent National Geographic documentary on Gender. To watch the trailer for the documentary, click here:

NationalGeographic.com - Gender Revolution: Extended Trailer

During the documentary, we wanted students to take notes on what they were seeing and any questions that came up. We will hope to finish the documentary next class. Thanks, everyone! 

5/14 - Class Recap

Today's class dealt with the intersection of race and gender through Serena Williams. I (Mr. Fritz) am a huge tennis fan and I have seen Serena win multiple grand slam championships. I took this photo in 2013, as she won the French Open in Paris.

Dear class,

Welcome back from your weekend! In DSJ, we looked at the intersection of Race and Gender in our society. Here's what happened in class today:

Learning Targets Addressed:
I can communicate effectively both verbally and in writing.
I can apply understanding of ideas and concepts to a new context or problem.
I can demonstrate an understanding of the role of governments in current issues.
I can effectively conduct and apply research.

Soundtrack: "American Woman" by Lenny Kravitz. Selected for today because of our start of the Gender unit in class.

AGENDA 5/14/18:
Check-In/Review Agreements
What Can I Do Today?
Serena Williams
Gender as a Social Construct
Gender PowerPoint

Homework: Read the blog! Turn in any missing work, especially Racial Autobiographies!
----
Check In/Review Agreements: At the beginning of class, we went over the Courageous Conversations Agreements, as always, to begin our work together for the day. After checking in, we talked for a bit about what is happening in the world outside of class.

We talked for a bit about the Socratic Seminar last class and the Race unit as a whole. Thank you for your input here!

Finally, we talked about the Dia Nelson Scholarship fund. Details of that can be found here:

It is with great joy--amid our shared grief--that we can announce that the Dia Nelson Memorial Scholarship is up and ready to start honoring a wonderful and dearly missed colleague.

Option #1: Online contributions (VISA only) can be made by going to the "Online Payment System" page of the BSD website.  Once there, please follow these steps (you do not need to create an account in order to donate):

Click the big blue button, "CLICK HERE TO MAKE A DONATION";
Fill in personal donor information;
Under the "School" drop down menu, choose "BEAVERTON SCHOOL DISTRICT";
Under the "Item"drop down menu, choose "DIA NELSON MEMORIAL SCHOLARSHIP";
Both "Memo" and "Amount" are optional.

Option #2: Lenee Gower is able to take cash or check contributions directly in her office here (or mailed to her at Westview). Checks need to be made out to the "Beaverton School District" with a note indicating it is for the "Dia Nelson Memorial Scholarship".

Please contribute if you are able. Dia was a close friend of both Natalie and I. We would love to have her impact on the Westview community memorialized in this way!

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!

Serena Williams: This was an activity Mrs. Labossiere likes to run regarding analyzing race and gender. We looked at various different statements about Serena Williams, one of the best tennis players in history, as Mrs. Labossiere annotated her responses.

We asked a few questions in small groups and then had a larger group conversation: how much of these sorts of statements are due to Serena's race and how much is about gender?

Gender as a Social Construct: Next, we went back to our study of Gender and passed out this article to read, regarding how gender is socially constructed:

Google Drive - Gender as a Social Construction Article

We wanted students to continue to be familiar with how terms are used as we start up this unit.

Gender PowerPoint: Finally, near the end of class, I (Mr. Fritz) led everyone through a PowerPoint that is mostly from a staff training that all Westview teachers did last year. The goal was to go into some more depth in defining key terms and understanding the WHY in terms of studying gender. The PowerPoint is here:

Google Drive - DSJ Gender PowerPoint

This is where we ended for the day. So much to talk about! See you next class!

5/10 - Class Recap

We continued the conversation that we had last class about our racial autobiographies today. It was such a rich discussion! Thank you, all!

Dear class,

Happy end of the week! In DSJ, we continued to talk about race in our society. Here's what happened in class today:

Learning Targets Addressed:
I can communicate effectively both verbally and in writing.
I can apply understanding of ideas and concepts to a new context or problem.
I can demonstrate an understanding of the role of governments in current issues.
I can effectively conduct and apply research.

Soundtrack: "Irreplaceable" by Beyonce. Selected for today because all of the students in our class are irreplaceable. Lyrics here.

AGENDA 5/10/18:
Check-In/Review Agreements
What Can I Do Today?
Affinity Group Seminar
Serena Williams

Homework: Read the blog! Please turn in any missing work as soon as possible.
----
Check In/Review Agreements: At the beginning of class, we went over the Courageous Conversations Agreements, as always, to begin our work together for the day. After checking in, we talked for a bit about what is happening in the world outside of class.

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!

Affinity Group Seminar: This was a continuation of the conversation that we had last class, where the main focus was listening to the experiences of other groups. Before we began this conversation, we showed this video about White people and race:

NYTimes.com - A Conversation with White People on Race

The historical research combined with current events was helpful in guiding this conversation, which we will continue next class. Here are my (Mr. Fritz's) notes from this conversation, making sure to keep names anonymous:

Starts with debrief on the last conversation --> did the White students feel bad?

The most difficult thing is to start the conversation --> "I didn't mind being asked"

Not liking the stereotypes of Whiteness, like being un-athletic

Stereotypes do not impact White people as much --> not as negative

"When people say baseball is not a diverse sport, I don't like it"

"Basic" as White stereotypes

"This is the first time I have heard White people say they care about being stereotyped"

It's not funny - own it

Being seen as Jewish first, White second

"I grew up being taught to love my culture, but I wanted to become White, and dress American"

Skin tone preference - tanning/don't go outside: "that was f***ed up"

No one tells you to be White, but society shows you over and over through the media

Example of putting hairclips on nose, trying to flatten it growing up

Anime is White - seen as superior

Haitian culture - wide nose is bad, so pinch baby

"When I moved here, it was such a difference - so White"

"Were you ever attacked for being White in a neighborhood that was mostly of color?" --> "No, but my mom had stories"

"I have always been the one Black person" --> "It's interesting to hear what it is like for other people to feel in the minority"

Experience of being socially less powerful, even when people of color are in power

Japan example: see White people as wild and disrespectful/untrustworthy

Never get to see ourselves in media: not being able to dress up as Snow White --> "I felt like I didn't fit in"

White people do not have to think or talk about race --> experiencing discomfort

Not being able to communicate in other languages while traveling, White people feel uncomfortable not being able to know what to say

Nail salons and Asian women example

People of color laughing and making fun --> saying jokes so that White people would know for a fraction of a second what it is like

For White people: have you ever had something you have told was better than what you are?
-- colored contacts
-- hierarchy of looks/hair = blond hair, blue eyes

Wanting to look like mom: tanning and wanting to look darker

"When I walk into a room, I get scared if it is just White people"
--> do you feel uncomfortable when White? --> goes with self-confidence
--> sports help with embracing diversity for a cause

White people do not have a good reputation --> "wanting to prove I am not racist"
--> need an opportunity to demonstrate good will

"White people do not have the sort of racial trauma that people of color have"

It is hard to assume ill intent/implicit bias

It is a privilege to walk into a room and not have to think about race

Want to be able to look good, protect yourself from looking bad, getting hurt

Proud to see White people in this class --> "They actually want to be here?"
--> Who is here to learn vs. who is here to argue

Do you feel like people of color have to work harder to prove themselves academically or athletically?

Being a White/heterosexual/well educated/financially well off male puts me at the top of the pack --> what do I do with this?
----------
That was where we ended class today. We cannot thank you enough for the fantastic conversation - we are very proud of your willingness to engage with the class on race. Please continue to have these conversations and remember to get your racial autobiographies to us as soon as possible.

Thank you all and have a great weekend!

5/8 - Class Recap

These are all of my grandparents, parents, and siblings together! To the best of my knowledge, this is the only time this ever happened in my life (as my British grandparents rarely visited at the same time). Photo taken in 2009, I think.

Dear class,

Today we continued with our work with racial autobiographies in class! 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: "We Belong Together" by Mariah Carey. Selected for today because of our conversation together in class about our racial autobiographies. Lyrics here.

AGENDA 5/8/18:
Check In/Review Agreements
What Can I Do Today?
Racial Autobiography Work
Seminar

Homework: Read the blog! Make sure you have everything turned in, especially your Where I'm From poem and Racial Autobiography!
----
Check In/Review Agreements: 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: Last class was devoted to sharing our racial autobiographies in what we call "affinity groups" where students selected where they felt like they identified most with, in the hopes of having some commonality in the discussion. Here is the assignment for students who want an electronic copy or who missed class:

Google Drive - Racial Autobiography Assignment

We shared the racial autobiographies and developed a list in the affinity groups about top issues that the group felt like they were facing.

The idea here was to continue to talk about the issues students identified in affinity groups, and to do some research on the historical context for how those issues came about. To that end, I passed out this guide to help:

Google Drive - Affinity Group Issue Research Guide

Basically, we wanted students to understand the history behind some of what they are experiencing. I used the term "microaggression" as an example here.

After identifying some historical context, we then wanted students to find a current event relating to the top 3 issues their group identified.

Seminar: After we had a bit more time in affinity groups, we came together as whole class, where the main focus was listening to the experiences of other groups. The historical research combined with current events was helpful in guiding this conversation, which we will continue next class. Here are my (Mr. Fritz's) notes from this conversation, making sure to keep names anonymous.

Seminar Conversation DSJ 5/8/18

Latinx:
Language - not speaking Spanish and feeling disconnected
Religion - importance of Catholicism, or not following through on religion

Black:
Religion - questioning herself "am I a Christian because of colonization?"

Mixed:
"To be mixed is to not fit in"
The only thing in we all have in common is being White
Religion when moving cultures --> Shinto to Christian
Not going to church - uncomfortable due to forced conversions

Black:
"Levels of race" --> too black, not black enough

Asian:
"super Indian" here in the US --> but too American in India
Not possible to be both

White:
"White trash" stereotypes of social status

Black:
Immigrants, picking up accents and cultural tones, being seen as "loud" when switching cultures

Mixed:
We do not feel we are one or the other --> never "enough"
"I am getting whiter and how I am being treated is different"
Based off of appearence
Society makes you try to choose - pushed to one side
Being blamed for Cultural Appropriation, when it is not.

--- (Switch pilots in Seminar - notes that follow do not have races attached)

How do you feel about "whitewashed"?
--> Hanging out with White people, talked differently

Think of a class within race

White students get uncomfortable talking about race - why?

"I don't like stereotypes about being White"

Learning about what White people have done, feeling ashamed. A lot of White people ARE racist.

Being seen as "basic"

Uncomfortable because of conversation, or because people of color are here?
- "not hard, but... blank slate when it comes to race and having to think about it"

What are the reasons why the "n" word is allowed?
-- being ignorant - "black people have said it's okay to be used"
-- Parents talking about it with children - "didn't your parents teach you not to?"

Experience being uncomfortable with White side when Mixed
--> "I am fully a part of both cultures"

What race do you think of yourself? --> "It depends on where I was"

"We grew to love our blackness, instead of being born with that love"
----

Thank you all for your participation, as always! We will continue this next class!

5/4 - Class Recap

Students shared their racial autobiographies today in class - I am sure that many of our backgrounds are related to people who immigrated through New York City. Photo taken in 2010.

Hello everyone,

Welcome back to DSJ! We had plenty to do with our continuing work. 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: "Colored People" by dc Talk. Selected for today because it was a part of my (Mr. Fritz's) racial autobiography, which was due as an assignment for students today in class. Lyrics here.

AGENDA 5/4/18:
Check In/Review Agreements
What Can I Do Today?
"Yellow" Debrief
Racial Autobiography Work

Homework: Read the blog! Make sure you have everything turned in, especially your Where I'm From poem and Racial Autobiography!
----
Check In/Review Agreements: 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!

"Yellow" Debrief: Last class, we read excerpts from "Yellow: Race in America Beyond Black and White" by Frank Wu. Amazon link here. We also started the process of sharing out about what the chapters said, in the form of presenting posters in class. We finished this today and will use this information as we continue to talk about Asian American experience.

Racial Autobiographies: The rest of class was devoted to sharing our racial autobiographies in what we call "affinity groups" where students selected where they felt like they identified most with, in the hopes of having some commonality in the discussion. Here is the assignment for students who want an electronic copy or who missed class:

Google Drive - Racial Autobiography Assignment

We shared the racial autobiographies and developed a list in the affinity groups about top issues that the group felt like they were facing.

The idea here was to continue to talk about the issues students identified in affinity groups, and to do some research on the historical context for how those issues came about. To that end, I passed out this guide to help:

Google Drive - Affinity Group Issue Research Guide

Basically, we wanted students to understand the history behind some of what they are experiencing. I used the term "microaggression" as an example here.

After identifying some historical context, we then wanted students to find a current event relating to the top 3 issues their group identified. Next class, we will have a fishbowl style discussion (sort of like the Socratic Seminar), where the main focus will be listening to the experiences of other groups. The historical research combined with current events will be helpful in guiding this conversation!

Next class, we will have a discussion about these issues (I know many groups did not finish with this), with the hopes of engaging everyone in meaningful dialogue. Have a great weekend, everyone!

5/2 - Class Recap

With my friends Clarke and Beri at the top of the highest mountain in Indochina: Mt. Fansipan, in Vietnam. Photo taken in 2011.

Dear class,

A short Wednesday today as we continued our work with Asian American experience. Here's what happened in class:

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: "Gangnam Style" by PSY. Selected for today because of the growing K-Pop influence! Lyrics here.

AGENDA 5/2/18:
Check In/Review Agreements
What Can I Do Today?
Asian American Experience
Racial Autobiographies

Homework: Read the blog! Racial autobiography assignment due at the start of next class - printed, please!
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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!

One new addition to the list is this upcoming event at Southridge High School, honoring and educating about Native American experience.

Asian American Experience: Last class, we read excerpts from "Yellow: Race in America Beyond Black and White" by Frank Wu. Amazon link here.

We wanted students to breakdown the chapter we assigned last class in terms of what was interesting/noteworthy, then prepare a poster to explain it to the rest of the class. Thank you for your engagement here!

Racial Autobiographies: We did not have time in class to get to this, but please continue to work on it outside of class! Here is this assignment for students who want an electronic copy or who missed class:

Google Drive - Racial Autobiography Assignment

This will be due at the start of next class. We are looking forward to what you bring in! :-)