2/1: B and C BLOCKS: We talked about the importance/effect of models, especially as relates to American culture. We talked about who we, as a culture, tend to include and who we do not. We also brainstormed about American culture in the 1950s, in order to ground ourselves in that time.
1/31: B BLOCK and C BLOCKS: You can watch the TED talk here (if the link does not work for you, search for Colin Stokes + TED talk). After you watch, make a list of the points that surprise/interest/strike you as important. We'll talk about all of this tomorrow). Finish this work for homework, if you don't finish in class.
For classwork, please see "Cont Am Culture models," attached below.
1/30: HOMEWORK: For Wednesday: please go to the website and watch the video I’ve posted there about Fred Korematsu (you can also search for it on youtube “Fred Korematsu: A Civil Rights Hero or use this URL: https://www.youtube.com/watch?v=X1UDNAgeppI). Fred Korematsu and his story matter to us for several reasons: its link to war, to the Supreme Court, to the idea of models and their importance and to what is going on right now in our country. As you watch: on the front of the notecard: take notes – write down important facts about the school and how they use Fred’s legacy as part of their core goals, about his case and his life, about the resolution of the case and what’s still unresolved. After you watch, on the back of the notecard: react/respond to the video (thinking about the Supreme Court and the rights of citizens, about the guiding quotes, and/or about issues facing the country now, etc.). Fill the back of the card. In class - we worked with the Inaugural poems in an attempt to understand the poems and the view of American each portrays (see "Inaugural poems" attached below). IN CLASS: We talked about the Inaugural poems, about the similarities and differences and about what each says about its time and that time's values (we did the same for the poets as well).
1/29: B Block: HOMEWORK: For Wednesday: please go to the website and watch the video I’ve posted there about Fred Korematsu (you can also search for it on youtube “Fred Korematsu: A Civil Rights Hero or use this URL: https://www.youtube.com/watch?v=X1UDNAgeppI). Fred Korematsu and his story matter to us for several reasons: its link to war, to the Supreme Court, to the idea of models and their importance and to what is going on right now in our country. As you watch: on the front of the notecard: take notes – write down important facts about the school and how they use Fred’s legacy as part of their core goals, about his case and his life, about the resolution of the case and what’s still unresolved. After you watch, on the back of the notecard: react/respond to the video (thinking about the Supreme Court and the rights of citizens, about the guiding quotes, and/or about issues facing the country now, etc.). Fill the back of the card. In class - we worked with the Inaugural poems in an attempt to understand the poems and the view of American each portrays (see "Inaugural poems" attached below).
1/26: C BLOCK: Homework for Tuesday: see "Inaugural poems" and Inaugural poems prompt" attached below: Frost reads from a slightly different version of the poem; don’t let that throw you) Blanco's is here. We talked about the quotes on the syllabus (see "Cont Am Culture syllabus quotes" below) and about the "Cont Am Culture opinion prompts" below).
B BLOCK: We looked at our national symbols in an effort to understand whether or not they still represent us. Then we worked with the quotes on the syllabus (see
1/25: C Block: See "State of the Union + quotes" attached below. We also used the discussion questions derived from the state of our union addresses to think and discuss important issues (see "Cont Am Culture opinion prompts attached below).
1/24: C Block: HOMEWORK - see "State of Our Union essay" attached below. In class: we practiced working with art by examining The New Yorker covers (see link below) and we looked at those covers and talked about what they tell us about our contemporary culture.
B Block: Homework - read the syllabus and other documents, write down questions and bring the sign off sheet into class. In class - in small groups, students shared their elections. Each group shared best ideas so we could have a class discussion.
1/23: B Block: HOMEWORK - see "State of Our Union" attached below. In class: we practiced working with art by examining The New Yorker covers (see link below) and we looked at those covers and talked about what they tell us about our contemporary culture.