Posted by: profe | May 5, 2015

Our Teaching Modules

All your hard work has turned into a diverse collection of creative and critically-interesting ways to incorporate a wide span of topics into a high school classroom. Our collective effort can be accessed through the Teaching page above or by clicking on the following link.

If you would like to many any changes to your teaching assignment (in formatting or in content) you can do so between now and Friday, May 8 at 8:00PM. Make the changes to the draft post you originally submitted and then email me letting me know that you have changed something. Otherwise I won’t know to go back to you draft post and cut & paste the new text into the fixed page where your assignment is located.

Thank you for a great semester! I hope you have a wonderful summer!

Posted by: profe | May 1, 2015

The end

We’ve reached the end! Just a few more steps before it’s all over.

This week we will upload our final projects to the course website. You can only submit them as a “draft post” using your WordPress username and login. If you never sent me your username then you have never been added as a “Contributor” to our site. You will need to take care of that first, before uploading. The final projects are due, on WordPress, no later than Sunday, May 3 at 8:00PM.

On Tuesday we will each give 1-2 minute presentations on our project. The presentation should be quick. You should describe the topic, the primary question, the learning outcome, and the activity. Please be in class promptly at 9:35AM.

We’ll conclude class with some open discussion and course evaluations.

Posted by: profe | April 28, 2015

FINAL PROJECT: notes

This post is designed to give you an overview of the final part of the final project. If you have any questions that remain after reading it, and after re-reading the posted assignment sheet, then please feel free to ask them as comments on this post.

The final part of the “Teaching the Freedom Struggle” project must be uploaded as a “Draft Post” on our WordPress.com class blog. All (or almost all) of you have already successfully done this when you submitted your short bio at the beginning of the semester.

1. You will need your username and password for WordPress. You are already listed as “Contributors” to the blog, which means you can submit “draft” posts. Only I can make them “live.” Your final assignment must be submitted as a properly formatted bog post.

2. You do NOT have to make ALL of your sources available online. As the assignment sheet suggests and as we have discussed, #11 can be a regular Bibliography. #9, however, requires you to make available only those sources and materials that are necessary to complete the in-class activity you design.

3. The key to your teaching module is to make sure there is a relationship between the Essential Understanding (#5) you want to teach and the Activities (#10). That is, your teaching activities should enable students to reach the understanding you intended.

4. Some parts of this (really, most parts) are speaking to the teacher. They are the one who would implement what you design. However, some parts (especially #6-9) are also geared toward being presentable to students.

5. Your intended audience should be a middle OR high schooler. The standards you choose must reflect the decision of your audience. Don’t forget to make this about “movements.”

6. The “Reading and Writing Standards” you have to link to (#2) should be drawn from the California Common Core State Standards. All you need to do is select which standards are served by your project. That means looking at the Social Science section first and choosing an appropriate grade level. Then pick the standards you will seek to meet. Choosing these early on will help you design your Essential Understanding as well as your Activity with more intentionality. The work students do in your activity should provide an opportunity to demonstrate their mastery of a standard.

7. The heart of your Activity should be an analysis of a manageable section of a primary document. But it doesn’t ONLY have to be that. Think about how you learn, and the multiple ways you build toward that process of reading and making sense of a primary document.

8. The activity doesn’t just have to be a solo action the student does on her own or something they read then discuss. Be creative how students dissect the source together. Frame their engagement!

9. Be mindful of the two sets of knowledge we discussed in class: 1) what you want them to know and 2) what they need to know in order for them to learn what you want them to know. The second can be provided to them. To reach the first you need to get them “doing.”

Here are some examples from the website “Teaching Tolerance.” There are many, many more online from previous years’ classes. Since you follow in their wake, you have a higher bar to reach! Don’t let them define and limit what you are to do. Let them set the bar you will surpass!

Posted by: profe | April 24, 2015

WEEK 15

Look at that! All of a sudden we are staring down the last full week of the semester. This week is our last week of readings, our last week of prep sheets, and  our last week of in-class discussions. [You can pause now to weep.]

We still have one exciting (and full) week to get through before we cross that finish line next week. This Tuesday we will read just a bit more (chapters 5-7) in the book Rethinking the Asian American Movement and an article on the Third World Women’s Alliance. That piece is provided to you as DCR 15. We will use both of the readings in an in-class discussion, followed by a short lecture.

For Thursday we have our final course reading: James Baldwin’s famous 1963 letter to his nephew, “My Dungeon Shook.” It is from Baldwin’s powerful book The Fire Next Time, and it is provided to you as DCR 16. We will use it to have an open class discussion on some of the persistent themes of our class. We’ll close out the day with a final mini-lecture

I want to also draw your attention to the assignment sheet for the semester-long class project. A detailed description of Part 3 can be found there. Resources to help you with that assignment can be found here, here, and even here. (These links are all the same links from the original assignment description above.)

Posted by: profe | April 21, 2015

DISCUSSION: Maeda, chs. 3-4

If you were not selected in this week’s in-class discussion then you are expected to “Comment” on this post. Please post your comment, relating to the reading assignment and/or our in-class discussion, below.

Your comment is due no later than Wednesday, April 22nd at 9:35 a.m. PST.

Posted by: profe | April 19, 2015

WEEK 14

The end is near! This week we continue our class story and take a big step forward with our semester research project.

On Tuesday we will read chapters 3 and 4 in the book by Daryl Maeda and write a “prep sheet” on it. As always, we’ll have a collaborative discussion on the assignment in class. Come prepared to talk! We’ll follow up the discussion with a short lecture and activity on “Third World” movements in the US.

On Thursday we will have a lecture on the Vietnam War. You will also turn in the next part of your “Teaching the Freedom Struggle” project.

The Teaching Narrative is worth 20 final grade points. As we discussed in class, you should approach this assignment as a prolonged Critical Evaluation exercise. The main goal is to work with the primary historical source you have chosen and 1) describe it (What does it say?); 2) interpret it (What does it mean?); and analyze it (What is significant about it?). Using it to illuminate a question about the past and let the answer to that question be the thesis argument of your essay. Use your secondary sources (books and articles) to flesh out the context and tell the larger story that informs your analysis. You should view 8-10 pages as your upward limit. The assignment must use footnotes.

Posted by: profe | April 14, 2015

DISCUSSION: Maeda, intro and chs. 1-2

If you were not selected in this week’s in-class discussion then you are expected to “Comment” on this post. Please post your comment, relating to the reading assignment and/or our in-class discussion, below.

Your comment is due no later than Wednesday, April 15th at 9:35 a.m. PST.

Posted by: profe | April 13, 2015

WEEK 13

We begin our final class transition this week as we move to examine Asian American movements for change.

On Tuesday I will give you a brief overview of the scholarly field with respect to Asian Americans and some the significant themes of our class. We will also have a collaborative discussion on the course readings, the introduction and chapters 1-2 in our final course book Rethinking the Asian American Movement, by Daryl Joji Maeda. As you write your “prep sheet” for our in-class discussion it might be useful to begin the work of “thinking big” to forge some larger class conclusions through your examination of the Asian American movement.

On Thursday we will not have class because I am attending the National Association for Chicana and Chicano Studies (NACCS) conference.

The second part of your semester project is due in class on Thursday, Aril 23. As we discussed in class, ignore the original class prompt and instead approach the assignment as a prolonged Critical Evaluation exercise. The central part of your writing is describing (What does it say?), interpreting (What does it mean?), and analyzing (What is significant about it?) the primary historical source you have chosen, using it to illuminate a question about the past. As you do so, you must use your secondary sources (books and articles) to flesh out the context and tell the larger story. You should view 8-10 pages as your upward limit. The assignment must use footnotes.

Posted by: profe | April 7, 2015

DISCUSSION: Peltier

If you were not selected to “Discuss” or “Question” in this week’s in-class discussion then you are expected to “Comment” on this post. Please post your comment, relating to the reading assignment and/or our in-class discussion, below.

Your comment is due no later than Wednesday, April 8th at 9:35 a.m. PST.

Posted by: profe | April 3, 2015

WEEK 12

We’re almost at the end of our semester together! Before we get there we’ll have a few more miles of the journey to complete. Stay focused on the road ahead. The finish line will come soon enough.

For Tuesday we will READ part IV of the book Prison Writings: My Life is a Sun Dance, by Leonard Peltier. (It is provided to you as DCR 14.) Very few people are more associated with the term “political prisoner” than is Peltier. He is also an important figure in the evolving narrative of our class, made all more so by the fact of his imprisonment since 1977. Peltier has now spent more than half of his life in a federal penitentiary. Before you do the reading, I ask that you do some research on who Peltier is, the conditions and controversies of his imprisonment, and the historic movement to see him released. As always, come to class prepared to discuss the readings, with your “prep sheet” printed out. We’ll follow up our discussion with a short lecture.

On Thursday we will discuss the history of F.B.I. surveillance and “counterinsurgency” during the era. You are expected to read/watch/listen to two online pieces. The first is an article from the NY Times called “Burglars Who Took on F.B.I.,” which can be found here. A short mini-documentary accompanies the piece. I also ask that you listen to the audio story “Student ‘Subversives’ and the F.B.I.’s ‘Dirty Tricks’,” accessible online from NPR. We’ll use these to frame a class discussion on the topic, followed by a short lecture.

Older Posts »

Categories

Follow

Get every new post delivered to your Inbox.