Tuesday, January 14, 2020

Immigration, Day 4 - Class Recap


A picture of me at the Berlin Wall in 2013.

Dear class,

Our last week before finals will mostly be working on the final presentation! Here's what we did today in class:

Learning Targets Addressed:
Behavior LT 3: I can work effectively within a team or group.
Communication LT 1: I can communicate effectively, both verbally and in writing.
Knowledge LT 16: I can explain the process of change and continuity in a society, place, or region.

Soundtrack: "Refugee" by Tom Petty and the Heartbreakers. Selected for today because many refugees have immigrated to the United States. Lyrics here.

AGENDA 1/14/20:
News Brief – Nick
Final Project
Work Time

Homework: Read the blog. Continue working on your final presentation with your group (checklist here). Know your grade (updated on StudentVUE) and improve it, if possible! All late/missing/revised work for this semester is due by this Friday, January 17th. Next news brief: Kohl.

News Brief: Nick had the news brief today and selected an article about this story to talk about: NYTimes.com - New Video Shows Two Iranian Missiles Hit Ukrainian Plane. After discussing the story, we also checked in to see if anyone was up to anything interesting or fun outside of class.

Kohl was assigned to do the next news brief.

As part of the news brief, we also watched the one minute BBC World News update. Here's the link to see the latest one minute update, at any time of day (it will probably be different from what we watched in class):


Final Project: Last class, I introduced what the final project will look like for this semester (a group presentation due on finals day, or before, if the group wants to get it done with):


Groups were formed last week and immigrant groups were selected. Here is the list of groups:


Work Time: The rest of class was devoted to work time in researching the immigrant group the team selected, and continuing to create the presentations.

Next class will probably be more of the same, as we wind down the semester and all late work is due! See you then!
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Friday, January 10, 2020

Immigration, Day 3 - Class Recap


My two passports! I have dual citizenship through my mother, who was born and raised in the United Kingdom.

Hi everyone,

One full week down, one more full week left in the semester, before finals! Here's what we did today in class:

Learning Targets Addressed:
Behavior LT 2: I can manage my responsibilities as a student.
Communication LT 1: I can communicate effectively, both verbally and in writing.
Knowledge LT 16: I can explain the process of change and continuity in a society, place, or region.

Soundtrack: "Immigrant" by Nitin Sawhney. Selected for today for obvious reasons connected to our current unit. Lyrics here.

AGENDA 1/10/20:
News Brief – Cade
Final Project
Select Groups
Work Time

Homework: Read the blog. Know your grade (updated on StudentVUE) and improve it, if possible! All late/missing/revised work for this semester is due by next Friday, January 17th. Next news brief: Nick.

News Brief: Cade had the news brief today and selected an article about this story to talk about: CNN.com - First on CNN: Russian warship 'aggressively approached' US destroyer in Arabian Sea. After discussing the story, we also checked in to see if anyone was up to anything interesting or fun outside of class.

Nick was assigned to do the next news brief.

As part of the news brief, we also watched the one minute BBC World News update. Here's the link to see the latest one minute update, at any time of day (it will probably be different from what we watched in class):


Final Project: Next, I introduced what the final project will look like for this semester (a group presentation due on finals day, or before, if the group wants to get it done with):


In class, I gave students time to consider which immigrant group might be most interesting to learn about. Here are the options:


As I said in class, this is an opportunity to improve or maintain your grade in the class. If you do not show up or do not do the final presentation, of course, I reserve the right to lower your grade in the class at semester.

Select Groups: Today, groups were formed and immigrant groups were selected. Here is the list of groups:


Work Time: The rest of class was devoted to work time in researching the immigrant group the team selected, and beginning to create the presentations. This is largely what we will work on all next week in preparation for finals (this project is the final for this semester). Thanks for your effort this week!
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Wednesday, January 8, 2020

Immigration, Day 2 - Class Recap


Last class, we visited the front lobby at Westview, and learned about some of the many languages spoken by families here.

Dear class,

We continued our sprint to the finish line of the semester today, by looking at immigration in the United States. Here's what we did today in class:

Learning Targets Addressed:
Behavior LT 2: I can manage my responsibilities as a student.
Communication LT 1: I can communicate effectively, both verbally and in writing.
Knowledge LT 16: I can explain the process of change and continuity in a society, place, or region.

Soundtrack: "Come As You Are" by Nirvana. Selected for today because of the millions of immigrants who have come to the United States as they are. Lyrics here.

AGENDA 1/8/20:
News Brief – Abi
The Braceros Program
Stereotypes and Statistics
Work Time

Homework: Read the blog. Know your grade (updated on StudentVUE) and improve it, if possible! All late/missing/revised work for this semester is due by next Friday, January 17th. Next news brief: Cade.

News Brief: Abi had the news brief today and selected an article about this story to talk about: Reuters.com - Trump softens rhetoric after Iranian missile attacks, sees Iran 'standing down'. After discussing the story, we also checked in to see if anyone was up to anything interesting or fun outside of class.

Cade was assigned to do the next news brief.

As part of the news brief, we also watched the one minute BBC World News update. Here's the link to see the latest one minute update, at any time of day (it will probably be different from what we watched in class):

The Braceros Program: To continue our short unit on immigration in the United States, I wanted to be sure students learned about a major program during World War II (and for about 20 years after) that brought millions of Mexican farm laborers to the United States to work in the fields. While there were many formal names for this, the informal name is the Braceros (or "strong arms" in Spanish) program. Here's the short documentary that we watched in class about this program and the legacy:


Here are the documentary questions that we went through together:


After the Braceros program ended in 1964, civil rights leaders such as Cesar Chavez and Dolores Huerta (and the United Farm Workers union) continued to work towards more rights and better working conditions for farm workers in the United States.

Stereotypes and Statistics: Next, I asked students to consider some common stereotypes about immigrants (specifically, Latinx and Hispanic immigrants), and find data about the actual statistics.

We watched this video to introduce this section of class:



 This was the link I shared with students to help:


Here is the worksheet that students were filling out:


We then talked about this information as a class, and were just about finished as the bell rang to stop our short Wednesday together. Next class, I will introduce the final project! See you then!
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