NO HOMEWORK (ROSH HASHANAH)

Fo r those of you observing Rosh Hashanah today, we finished discussing 6th grade and Chinese American immigrant exclusion and formed hypotheses for why people get into an "us and them" or inclusion and exclusion state of mind. We will fill you in on these Friday.

Most of class was spent in individual research of small chunks of early American (colonies of France, England, Spain, Netherlands) history. Each student was assigned a small part of a chapter to summarize and prepare to teach class this episode in U.S. history. Instead of memorizing a lot of dates and facts, the emphasis is on the way tensions and conflicts built to the point of Revolution, Independence, and a need for one unifying government and set of fair laws.

THESE ARE THE BUILDING BLOCKS OF OUR GOVERNMENT'S STRUCTURE AND THE U.S. CONSTITUTION.

Inclusion-Exclusion Comparison of 6th Grade and Chinese American Immigrants

In class we have analyzed inclusion and exclusion in the film The Chinese American Experience. Friday we had an intensive discussion about inclusion/exclusion of 6th grade in middle school now. At the end of today's class we brainstormed ways that these two exclusionary phenomena are similar and unique.

Homework: write a 20 minute journal entry on this prompt: Is exclusion of Chinese American immigrants like 6th grade exclusion? Why or why not. Please, note that you may site ways for both types of exclusion being alike in some ways and different in others.

"US and THEM" in the Middle School

In class today we discussed "inclusion and exclusion" and reviewed our "universes of obligation" and the following middle school norms (agreed upon by all at the year's beginning): health, authentic respect, support, consideration, confidence, and kindness.
Class time was given to respond to the following prompts and some people requested spending additional time over the weekend on the following prompts:
1) List examples of times you felt excluded (not just school).
2) How did you feel as a sixth grader?
3) Who made the decision to change middle school to include 6th grade in some ways? Why did they make this decision?
4) What is going on in 6th grade classes? How could we find that out?
5) Make of "t-chart" of pro's and con's of having sixth included in some aspects of middle school.

We will continue to discuss this briefly at the beginning of class Monday and then return to the historical framework.

Reflective Journal: What does it mean to be a historian?

In today's class we placed pictures of various images from U.S. history on a big "timeline" and discussed reasons that we put them where we did. We found that there are many other significant reasons an event or period in history may be important other than the date when it happened alone.

After this activity and discussion, what are your ideas and questions about what historians do and what history is? Spend about 30 minutes on this topic.
It is due beginning of class this Friday, 9/26.

Reflective Journal on U.S. Citizenship Requirements

Tuesday, 9/16, we had activities and discussion for twelve basic citizenship requirements in the U.S. Which requirements do you believe are most important and why? If you think that one/some should be revised, which are these? Why should they be changed or updated? Journals will be collected this Friday, so be sure to complete this and bring your comp books to class. Your homework for the 3 day weekend is to get rest and as you enjoy your time with family, friends, and the community, think about your "universe of obligations." What are others' universes of obligations? When they interface or intercept, how does this happen? What might the shape(s) of these look like?

What is required to become a citizen in the U.S.?

Spend up to 20 minutes talking with family or friends or online to find out the required steps in becoming a citizen of the U.S.

You may list this in your journal/homework comp book. Make sure to bring it to class tomorrow morning for group activities.

Journal/HW books will be collected this Friday, 9/19.

Reflective Journal on Becoming American Video

Since this is due in 6 days, please spend approximately 15 minutes per topic below (30 minutes total minimum).

1) What do you remember best from the video by Bill Moyers, BECOMING AMERICAN: THE CHINESE EXPERIENCE, Preview (first 10 minutes only today). What images or events stand out for you so far? Which memories stick in your mind?


2) Describe your feelings, questions, and comments about group presentations today based on the Chinese American Experience.

Reflective Journal on Class Identity and "Race"

15 - 20 minute journal on:
?
1) Share your feelings, questions, and comments about the group and class identity charts we created in class today.

2) (I understand this is an introductory question, and we will explore it over the course of the semester). This is intended to be your first, gut-level, own experience type response -- What part does "race" play in someone's identity? In a culture's identity?

**Bring both your note/comp book and journal to class tomorrow morning.

Reflective Journal on Personal Identity

Look over your notes from class Fri 9/5 and think deeply about your own identity. Write a 20 minute reflective journal about your response to the identity chart you made and others' ideas from class. Remember that as we discussed in class, in a journal, unless otherwise instructed, you may include questions, feelings, opinions, as well as thoughts. We reviewed investigative questions to help deepen and widen your thinking and responses: ask yourself, "Why, how, when, who, what, where" to be more specific in your writing. Bring both your class note-activity comp book and your journal/ home activity comp book to class.