Embedded Files
Synchronous work
Synchronous work
This week during our synchronous class time we will:
Brainstorm about the idea of "legacy"
Start brainstorming and outlining for the synthesis argument!
Need help?? Have questions??? Come to office hours!!
Need help?? Have questions??? Come to office hours!!
Mon, Tues, and Thurs: 2:00-3:30 pm
Need a time that's not during office hours?? E-mail Ms. KP to set one up!
Tasks to complete before coming to next class:
Tasks to complete before coming to next class:
Be sure to finish reading "The Case for Reparations" and this week's article - we're going to use them for brainstorming!!
Asynchronous Work - 3 steps
Asynchronous Work - 3 steps
Step 1: Look at a piece of the national conversation - should we take down historical statues/monuments?? (45-ish mins)
Step 1: Look at a piece of the national conversation - should we take down historical statues/monuments?? (45-ish mins)
Over the next couple of weeks I am going to introduce you to possible sources that might be helpful to constructing your synthesis argument - these are prominent voices in the cultural conversation about how we should deal with America's past!
This week's voices are looking at the question of historical monuments - if there are statues of or buildings named after figures who have problematic pasts, should we leave those statues and/or names in place?
Go through the 4 sources below and look at where the conversation is right now...
- NPR story "Should Statues Of Historic Figures With Complicated Pasts Be Taken Down?"
2. Guardian article "The Trouble with People Who Lived in the Past"
2. Guardian article "The Trouble with People Who Lived in the Past"
3. Washington Post article "Destroying Confederate Monuments isn't 'Erasing' History. It's Learning from It"
3. Washington Post article "Destroying Confederate Monuments isn't 'Erasing' History. It's Learning from It"
4. New York Times article "It's Liberals vs. Liberals in San Francisco as Schools Erase Contested Names"
4. New York Times article "It's Liberals vs. Liberals in San Francisco as Schools Erase Contested Names"
Step 2: Process/respond to the monuments debate (25 mins)
Step 2: Process/respond to the monuments debate (25 mins)
Now, consider what the criteria might be for keeping a historical monument. To help you consider, here is a list of the purposes of a monument, from the introduction of a book called Why Do Old Places Matter? written by the National Trust for Historic Preservation
Then, discuss the reflection questions in the Padlets below! Just like with the Song of Solomon discussion Padlets, you can:
Start a new tile with your own idea about an answer
Ask a sub-question of your own for other students to respond to
Respond to a comment or question already posted by someone else!
Step 3: Keep working on the synthesis argument outline sheet (20 mins)
Step 3: Keep working on the synthesis argument outline sheet (20 mins)
We started working on this in class this week, but now that you've heard some more voices in the conversation, come back and add more ideas!!
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