8th+H+&+P


 * 8th grade **** U.S. History & Politics: Race, Class, Gender **

Monday 3rd period**, will be a work time during which Eric and I will check in and help you with last minute questions.
 * Week of May 11 - 15
 * If you are writing an essay, bring your outline to class that day.
 * Robbie and Tyler, bring your list of points that support your point of view.
 * Everyone else, plan to be substantially done, so you will know what your last minute questions are.


 * Wednesday, 3rd and 4th period**, we will do all of the presentations.

(Lit will move to Thursday, 3rd period, and the 8th grade boys writing small group will be 3rd period on Wednesday.)
 * Week of May 4 - 8** (MODIFIED)
 * Tuesday, 4th period:** We will not meet as a class, but if you have questions about narrowing your topic and forming your thesis, this would be a good time to talk about it. Your thesis statement should be a sentence or two that sums up what you are focusing on and the position you take on it.
 * Thursday, 4th period:** Since Juan's presentation took most of our class time on Monday, we will continue our conversation with Martha's 8th graders on Thursday, 4th period.

Please bring the following to class on Thursday:
 * Your typed list of works cited. [|Click here for the parameters for writing a list of works cited (AKA a bibliography).]
 * The notes you have taken from you sources. You should be pretty much done with note taking at this point.
 * Your thesis statement. This should be a sentence or two that sums up what you are focusing on and the position you take on it. If you have questions about this, talk to me 4th period on Tuesday.


 * Friday**, 1st or 2nd period: If you are writing an essay for your final project, please turn in your outline to me at this time.

Next week will will have presentations on Monday (5/11) and Wednesday (5/13).
 * Looking ahead:**


 * Week of April 27 - May 1**
 * Monday, 4th period,** we will meet in our room with Martha Caldwell's 8th graders. We have a conversation about the research projects they are working on and your ideas for yours.
 * Wednesday**, 3rd period, we will have class in the library. Anna will show you how to write a list of works cited, and then you will have time to find 5 sources on your topic.

Thursday - Assignment Due:**
 * Week April 20-24

On a separate sheet of paper, please answer the questions below.

1. How is money talked about in your family? Between adults? Between adults and child? 2. What messages have you received about people who make more money or come from a higher socioeconomic class than your family? 3. What messages have you received about people who make less money or come from a lower socioeconomic class than your family? 4. How do you think people with less money or who come from a lower socioeconomic class view your family? 5. How do you think people with more money or who come from a higher socioeconomic class view your family? 6. How has your socioeconomic status influenced your perception of your self? Of others? 7. How have issues of socioeconomic status influenced your relationships? (With parents, siblings, friends, significant others, etc.?) 8. List 3-5 values that guide your relationship to money or material wealth?

Excerpted from: © Healing Circles, Inc. 2005

Introduce and discuss Classism
 * Week April 13-17**

We will discuss this on Monday in class.
 * Week of Mar 30 - Apr 3**
 * Monday** - **Assignment Due:** Read [|Riane Eisler's article], "Peaceful Revolution: Investing in our Human Infrastructure" and answer these questions:
 * 1) What does Eisler mean by "human infrastructure" and "high quality human capital"?
 * 2) What is a post-industrial economy?
 * 3) What is unsustainable about our consumerism, consumer debt and environmental practices?
 * 4) What is "the financial return on investment in caring jobs"? In other words, what are the "public goods" that caregiving produces?
 * 5) Describe how you envision "a more equitable and sustainable future".
 * 6) What is Eisler's main point in this article?


 * Wednesday - Assignment Due:** Bring in more images (color, if possible) for a masculinity/femininity collage that we can make in class and write all over.

According to the authors, Martha Caldwell and Jennifer Swift, what causes girls to be mean? Be as specific as possible. What helps them not to be mean? What is your opinion on this matter? How is it the same for boys? How is it different for boys?
 * Week of Mar 23-27**
 * Monday** - **Assignment Due:** Read article on "Mean Girls" and answer these questions:
 * Wednesday** - **Assignment Due:** Please bring in at least three images from various media (like magazines, newspapers, the internet, book covers, etc.). Each image should make a statement about masculinity, femininity, or both.
 * Thursday** - No Assignment Due

Monday - In class, we will brainstorm what is good and bad about being a girl. Wednesday - **Assignment Due:** Use each word from this list in a sentence that shows you understand the meaning of the word. In class, we will brainstorm what is good and bad about being a boy. An article about "Mean Girls" will be passed out. Friday - All Class will watch //Tough Guise//
 * Week of Mar 16-20**
 * Thursday - Vocab test**

Post a response to the **[|blog]**. I put up 4 new posts--the good things and the bad things about being male and female. Please respond to all four. Your responses can be in list form. You do not need to use complete sentences. When writing about your own gender, speak from your own experience. When writing about the other gender, write from your observations.
 * Although this assignment was reworked, because the internet was down, the blog is still set up, so feel free to continue brainstorming there.**

In class on Thursday you began to develop your identity web. Bring to class on Monday a presentation quality version of your web. These represent you, so feel free to include images, drawings or whatever you feel will make it your own. We will hang these up!
 * Assignment Due Monday, Mar 9**

Why a course in Race, Class and Gender is necessary:

1. It empowers students of all races, classes and genders 2. It provides students with diverse models of communication. 3. It enhances their appreciations for all cultures 4. They learn about each other. 5. It prepares them for the global community of the future. 6. Opens the door to interesting and diverse conversations about difficult topics. 7. Empowers students to support each other and form alliances across races, classes and genders. 8. Open the door to creative thought about differences. 9. Allows students a safe environment to express their differences and be accepted for them. 10. Provides a model for conflict resolution. 11. Gives students a context for understanding how socially imposed limitations affect them and how to overcome them. 12. Creates the foundation of a dynamic, creative community. 13. It gives a basis in academic theories of oppression. 14. Empowers students to take action. 15. Students relate history to current events 16. Broadens students’ vocabulary and understanding of theoretical terms. 17. Opens their minds to hearing the perspectives of others.
 * Gives students an authentic voice to talk about their cultures.
 * Provides support and validation to students.

Fishbowl questions that some of you came up with in your responses. Feel free to add more.


 * Assignment Due Thursday, Mar 5**
 * Submit a comment to the **[|blog]** in which you respond to the three discussion questions that you chose.
 * For each question, write a good paragraph.
 * Put the number of the question that you are responding to at the beginning of each paragraph.

Emma 2,9,11 Domenica 3,11,12 Raianna 3,9,10 Megan 1,3,10 Danielle 5,6,10 Eden 1,5,11 Robbie, 1,5,6 Cameron 1,2,4 Tyler 2,4,12 Louis 1,2,6 Chris 2,6,8 Daniel 4,8,12 Ellen TBD Carly TBD
 * Here are the questions that each of you chose:**

1. What is a minority? How do we identify a minority? Is majority based on numbers, power or both? What about South Africa, women, the white population of the world?
 * Here are the questions:**

2. What is “the problem”? Is it people of color, or is it the negative reactions of majority group members to the differentness of others? Whose problem is it?

3. What propaganda techniques did the leader use to influence the outcome of the exercise? What techniques do you see being used in society at large to support racism, sexism or ageism?

4. Can you cite parallels from today’s society to the attitudes and behaviors of the participants during the exercise?

5. Participants in this exercise are exposed to discrimination for a miniscule amount of time; relate their behavior and performance to that of minority group members in our society who are exposed to discrimination for a lifetime.

6. From what you’ve seen in this film, who do you feel is responsible for the existence and elimination of racism in our society: Schools? Your parents? Religious leaders? The government? The heads of major corporations? The legal system? You?

7. Respond to the following adage, either pro or con, and justify your response by citing examples from the film: “You can’t teach an old dog new tricks.”

8. Minority group members and women see many white people in positions of power in much the same way that members of the “inferior” group perceived Ms. Elliott during the exercise. What effect might that perception have on the productivity of a business; the effectiveness of education; the respect or acceptance afforded law enforcement personnel; the credibility of political figures; and the perpetuation of our democratic way of life?

9. Participants in the exercise reacted in different ways to the unfairness of the authority figure. Identify the kinds of attempts made to cope with this situation and analyze the effectiveness of each in defeating the oppressor or lessening the pressure. Can you suggest something that might have worked better?

10. What were some of the major factors perpetuating the status quo in the society created by the leader in the eye color exercise?

11. Why, in your opinion, didn’t members of the designated minority groups defend each other as they were being verbally abused? Does this have any relevance to your understanding of some of the events that were allowed to happen during the Holocaust?

12. If you had been in the minority group created by the exercise, what would you have done? What would the logical consequences of such an action have been? Would they be the same for minority group members who react that way in today’s society?

Write a thoughtful response to the fishbowl exercise we did in class on Tuesday.
 * Assignment Due Wednesday, Feb 25**


 * Assignment Due Monday, Feb 23**
 * Read "Daily effects of white privilege", AKA "Unpacking the Knapsack". (I will hand out hard copies on Friday morning.)
 * Make notes about questions you have.
 * Underline ideas that you find interesting or questionable.
 * High light terms that we should discuss in class. Think about what you think they mean.
 * **Bring your note covered handout to class on Monday.**

Bring you first draft of your essay to class.
 * Assignment Due Monday, Feb 9**


 * Assignment Due Wednesday, Jan 28**
 * Read the next 5 pages of the introduction (20-25). Be looking for a research subject in the reading that interests you. When you've selected one, post it on the [|blog] . First come, first pick. Be sure to submit your comment under the new post at the top and not the old posts farther down.**

Submit a comment to the [|blog] by class time on Monday. You will see the assignment as a blog post. Be sure to submit your comment under the new post at the top and not the old posts farther down.
 * Assignment Due Monday, Jan 26**

Submit a comment to the [|blog] by class time on Wednesday. You will see the assignment as a blog post. Be sure to submit your comment under the new post at the top and not the old post at the bottom.
 * Assignment Due Wednesday, Jan 21** (my birthday!)

Submit a comment to this [|blog] by class time on Monday. You will see the assignment as a blog post. It will include a brief explanation of how to submit a comment. If you need help, see Cameron, Carly, Emma, Megan, Robbie, or me.
 * Assignment Due Monday, Jan 12**


 * Assignment Due Thursday, Dec 18**
 * Takes notes on your responses to the 4 questions on the Tinker case handout.
 * You may hand write your notes directly on the handout.

Cameron - Samuel Alito Carly & Raianna - John Paul Stevens Chris & Louis - Antonin Scalia Daniel - Stephen Breyer Danielle & Ellen - Anthony Kennedy Domenica & Eden - David Souter Emma & Megan - Ruth Bader Ginsburg Robbie - John G. Roberts Tyler - Clarence Thomas
 * Thursday, Dec 4** We will meet in lab 1 to do research on your Justice. Please note that **H&P and writing will be switched** because the lab is only available on Thursday. The name of your justice below links to a page that you will fill with the information that you find about your justice. If you are working with a partner, note that only one person can update the page at a time. To all of you, I recommend writing in a Word document and then pasting in your information.

Useful Websites for this project: [|Oyez--U.S. Supreme Court Case Summaries, Oral Arguments & Multimedia] [|Supreme Court of the United States] [|LawProse, Inc. - Interviews of United States Supreme Court Justices] [|SIRS - newspaper and magazine article database]


 * Assignment Due Monday, Nov 17**
 * Read //We The People,// lesson 21.
 * Take notes on it, because we will have an open-note quiz.


 * Assignment Due Monday, Nov 3**
 * You are either McCain or Obama's chief campaign advisor (as decided in class).
 * Prepare a 2 minute presentation about your campaign strategy for the final week leading up to the elections.
 * Where would you campaign? By what means? What would your message be?
 * Be prepared to defend your plan.


 * Assignment Due Wednesday, Oct 29**
 * Bring a hand drawn map of the US to class (tracing is okay).
 * It should include the number of electoral votes in each state and which way the state is leaning (according to the polls).
 * Check out different polling sites' maps and see what information they have to offer.


 * Assignment Due Monday, Oct 20**
 * Bring your written proposal to class. It should include specifics about how it would be beneficial.
 * Be prepared to present it and defend it.


 * Assignment Due Wednesday, Oct 15**
 * Read //We the People//, lesson 3
 * Research your state
 * Begin thinking about what legislation you could propose that would benefit your state.
 * Begin thinking about how you will persuade the other senator to vote for it.
 * We will have time in class Wednesday to talk about the lesson and work on your project.


 * Assignment Due Monday, Oct 6**
 * Read //We the People//, lesson 2
 * Write a paragraph explaining each of the following people's views on human nature. (3 paragraphs in all)
 * 1) John Locke
 * 2) William Golding - Cite examples from the //Lord of the Flies// to back up your opinion.
 * 3) You - Cite examples from the real world to illustrate your point.


 * Assignment Due Dates for Lord of the Flies**

Read each assignment twice. On the second time, take note of the social/power dynamic between the characters. Come to class with 3 points that you would like to discuss.


 * September 3 Chapter 1 (25p) Make a sketch of the island. You will continue to add detail to your sketch as you read the book.
 * September 5 Chapter 2&3 (26p)


 * September 8 Chapter 4 (18p)
 * September 10 Chapter 5 (19p)
 * September 12 Chapter 6&7 (29p)


 * September 15 Review chapters 1-7, looking for passages that tell about the character of your choice. Tag at least 10 passages. Choose the most significant passage and write a paragraph explaining why.
 * September 17 Chapter 8 (21p)
 * September 19 Chapter 9 (10p) Choose a scene from the book and describe it from one of the character’s point of view.


 * September 22 No assignment due. We will be watching part of the movie in class.
 * September 24 Chapter 10&11 (28p)
 * September 26 Chapter 12 (20p)