Last class, we visited the front lobby at Westview, and learned about some of the many languages spoken by families here.
Dear class,
We continued our sprint to the finish line of the semester today, by looking at immigration in the United States. Here's what we did today in class:
Learning Targets Addressed:
Behavior LT 2: I can manage my responsibilities as a student.
Communication LT 1: I can communicate effectively, both verbally and in writing.
Knowledge LT 16: I can explain the process of change and continuity in a society, place, or region.
Communication LT 1: I can communicate effectively, both verbally and in writing.
Knowledge LT 16: I can explain the process of change and continuity in a society, place, or region.
Soundtrack: "Come As You Are" by Nirvana. Selected for today because of the millions of immigrants who have come to the United States as they are. Lyrics here.
AGENDA 1/9/20:
News Brief – Raj
The Braceros Program
Stereotypes and Statistics
Work Time
Homework: Read the blog. Know your grade (updated on StudentVUE) and improve it, if possible! All late/missing/revised work for this semester is due by next Friday, January 17th. Next news brief: Sharath.News Brief: Raj had the news brief today and selected an article about this story to talk about: NYTimes.com - You’re Not Being Drafted: Army Says Scary Texts Are ‘Completely Fake’. After discussing the story, we also checked in to see if anyone was up to anything interesting or fun outside of class.
Sharath was assigned to do the next news brief.
As part of the news brief, we also watched the one minute BBC World News update. Here's the link to see the latest one minute update, at any time of day (it will probably be different from what we watched in class):
The Braceros Program: To continue our short unit on immigration in the United States, I wanted to be sure students learned about a major program during World War II (and for about 20 years after) that brought millions of Mexican farm laborers to the United States to work in the fields. While there were many formal names for this, the informal name is the Braceros (or "strong arms" in Spanish) program. Here's the short documentary that we watched in class about this program and the legacy:
Here are the documentary questions that we went through together:
After the Braceros program ended in 1964, civil rights leaders such as Cesar Chavez and Dolores Huerta (and the United Farm Workers union) continued to work towards more rights and better working conditions for farm workers in the United States.
Stereotypes and Statistics: Next, I asked students to consider some common stereotypes about immigrants (specifically, Latinx and Hispanic immigrants), and find data about the actual statistics.
We watched this video to introduce this section of class:
This was the link I shared with students to help:
Here is the worksheet that students were filling out:
Here are the documentary questions that we went through together:
After the Braceros program ended in 1964, civil rights leaders such as Cesar Chavez and Dolores Huerta (and the United Farm Workers union) continued to work towards more rights and better working conditions for farm workers in the United States.
Stereotypes and Statistics: Next, I asked students to consider some common stereotypes about immigrants (specifically, Latinx and Hispanic immigrants), and find data about the actual statistics.
We watched this video to introduce this section of class:
This was the link I shared with students to help:
Here is the worksheet that students were filling out:
We then talked about this information as a class, and we finished as the bell rang to stop our day together. Next class, I will introduce the final project! See you then!
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