Purpose of this Website

STEP 1: Foundational Discussion 

We recommend that educators discuss the concept of "neighborhood" and more broadly, the concept of "neighbor." The word "Barrio" generally signifies the English word "neighborhood." In the context of this book, it has specific cultural implications to Latinx/Hispanic/Chicano communities. . .specifically the one just east of Downtown San Diego known as Barrio Logan. Logan is a neighborhood that reflects a diverse multi-ethnic community of people with deep roots in the Latinx/Hispanic/Chicano cultures. . .people who have called Barrio Logan their home for many decades.  Prior to reading the book and discussing these ideas, educators would do well to visit this brief Wiki page about Barrio Logan for some of the history of this district in San Diego.

A defining event (one of many) for Barrio Logan--the establishment of Chicano Park--forms the central narrative of Barrio Rising. In case students aren't familiar with Chicano Park or Barrio Logan, a good thing to ask students is if they are familiar with the Coronado Bridge, the massive blue expanse that connects San Diego to Coronado Island. Prior to its constuction, Coronado was accessible via an isthmus known as Silver Strand that connects Coronado to the town of Imperial Beach (in South SD County) and the larger mainland. But the construction of the bridge and the larger history of Barrio Logan residents contending with dehumanizing policies and actions orchestrated by San Diego City Council, Caltrans, and other municipal entities were compounding factors that lead to an uprising in the community. . .thus the title of the book, Barrio Rising. 

We encourage you to look into some of the resources listed near the bottom of this page to better prepare your students for a discussion about neighbors and neighborhoods.

This Google Classroom is designed to allow teachers from different classes/schools to facilitate collaboration and communication about student allyship, culturally responsive curriculum, and youth voice and empowerment. Before engaging in this culminating classroom discussion, all students should have A) read Nigel and the Moon B) viewed the primary source video "One Book, One San Diego Author Event with Antwan Eady" (above) and  C) discussed and reflected on the reading/viewing of A) & B) with their classmates.

You are welcome to clone this class and share as you see fit within SDUSD. (Scroll up to directly above "Educator Pathway" for cloning instructions or--if you're not an SDUSD educator) a job-aid on how to build your own.

Please note: Educators may need to go to "Stream" section of the General settings (below) and select "Students can post and comment" if it's not selected in the general settings. 

Classwork #1 The ___________________

1. In the "Question" section of your "Classwork" tab, paste this:  

1. ____________________ Prompt: The ____________________

"Mohandas Gandhi, my grandfather, wanted a unified India. He understood that this goal faced a variety of obstacles, but he actively looked for common ground between different factions and groups. There was division between Muslims, Hindus, Sikhs, Christians and others. There was division by caste including glaring and persistent injustices against the so-called Untouchables, these days referred to as “Dalits,” earlier spoken of as “Harijan.”

And there were tribal, regional, and geographical divides. Gandhi was always on the lookout for ways to bridge these divides. But sometimes, this willingness to work across groups prompted some in these opposing groups to be angry not just at each other. . .but at Gandhi himself.

Some were angry because Gandhi was willing to compromise when they weren’t ready to compromise. Or because he was suggesting inclusion and even mutual forgiveness despite a history of conflict.

So here’s my question: What would YOU do in order to bring groups together. . .to help unify people even if they have a history of conflict? Can you think of conflicting groups who could benefit from compromise, from inclusion, from acceptance, from letting go of negative feelings?"

2. In the "Instructions" section, paste this:  

Synthesizing what you read in your Gandhi text, viewed in the "A Conversation with Dr. Raj Gandhi" video, and your own life experiences, view Dr. Raj Gandhi's prompt (below) and compose a unique post.

Additionally, please respond to at least two other students' posts. Be sure to use academic language, proper punctuation, and respectful dialogue.

Attached is a discussion rubric and expectations for facilitating online communication. 

Learning About Threats to Democracy

Help your students reflect on the significance of events within recent history that comprise a threat to civil discourse and our democratic system of government.