Friday, January 11, 2019

Immigration, Day 3 - Class Recap


My two passports! I have dual citizenship through my mother, who was born and raised in the United Kingdom.

Hi everyone,

One full week down, one more full week left in the semester, before finals! 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.

Soundtrack: "Immigrant" by Nitin Sawhney. Selected for today for obvious reasons connected to our current unit. Lyrics here.

AGENDA 1/11/19:
News Brief – Jakob
Finish Stereotypes and Statistics
Final Project
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 Thursday, January 17th. Next news brief: Gunnar.

News Brief: Jakob had the news brief today and selected an article about this story to talk about: ABCNews.go.com - US official says troop withdrawal from Syria has started. After discussing the story, we also checked in to see if anyone was up to anything interesting or fun outside of class.

Gunnar 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):


Finish Stereotypes and Statistics: Last class, we looked into some common stereotypes about Latinx immigrants and the actual facts. I wanted to make sure we finished this today in class as it is very connected to the ongoing government shutdown over the border between the United States and Mexico.

 This was the link I shared with students to help:


Here is the worksheet that students filled out:


We then talked about this information as a class and the importance of knowing facts.

Final Project: Next, I introduced what the final project will look like for this semester (a group presentation due on finals day, or before, if the group wants to get it done with):


In class, I gave students time to consider which immigrant group might be most interesting to learn about. Here are the options:


Today, groups were formed and immigrant groups were selected. Here is the list of groups:


Work Time: The rest of class was devoted to work time in researching the immigrant group the team selected, and beginning to create the presentations. This is largely what we will work on all next week in preparation for finals (this project is the final for this semester). Thanks for your effort this week!
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Wednesday, January 9, 2019

Immigration, Day 2 - Class Recap


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.

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 1/9/19:
News Brief – Ryan
Last Night's Speeches
Stereotypes and Statistics
Final Project

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 Thursday, January 17th. Next news brief: Jacob.

News Brief: Ryan had the news brief today and selected an article about this story to talk about: CNN.com - Lonely George was the last Hawaiian tree snail of his kind. He died, and an entire species has gone extinct.. After discussing the story, we also checked in to see if anyone was up to anything interesting or fun outside of class.

Jacob 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):

BBCNews.com - One-minute World News

Finally, I also noted that new research into the Holocaust has shown that there was a particularly horrific and deadly period of time in 1942 where about 14,000+ Jewish people were killed per day for three months, making it even deadlier than the Rwandan genocide on a per day basis. Since last year, I told my Global Studies classes that Rwanda was the deadliest genocide per day, I wanted to update this.

Last Night's Speeches: Because of our unit on immigration, and the ongoing government shutdown over the possibility of a border wall between the United States and Mexico, I wanted to show students the speeches that were delivered by President Trump and then Speaker of the House Nancy Pelosi and Senate Minority Leader Chuck Schumer. Here are the videos we watched:





As we watched, I wanted students to take notes on what the government leaders were saying about what they wanted to happen with the current situation with the border and the shutdown, and why. We then had a conversation about some of the information presented in the speeches.

Stereotypes and Statistics: Next, connected to the speeches, 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 were just about finished as the bell rang to stop our short Wednesday together. Next class, I will introduce the final project! See you then!
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Monday, January 7, 2019

Immigration, Day 1 - Class Recap


The poem at the base of the Statue of Liberty in New York is (partially) as follows: 

Give me your tired, your poor,
Your huddled masses yearning to breathe free,
The wretched refuse of your teeming shore.
Send these, the homeless, tempest-tost to me,
I lift my lamp beside the golden door

Photo taken in 2011.

Hi everyone,

Welcome back to Westview and the start of our time in 2019 together! 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.

Soundtrack: "New Year's Day" by U2. Selected for today because of the obvious connection to the start of 2019 in class. My dad used to play this song loudly every January 1 as I was growing up! Lyrics here.

AGENDA 1/7/19:
News Brief – Mr. Fritz
Immigration Overview
PowerPoint Notes
Where Are We From?

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 Thursday, January 17th. Next news brief: Ryan.

News Brief: I had the news brief today and selected an article about this story to talk about: CNN.com - Cornered: Trump escalates shutdown crisis. After discussing the story, we also checked in to see if anyone was up to anything interesting or fun outside of class over Winter Break.

Ryan 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):

Where Are We From?: At the start of class (as the first slide of the presentation indicates), we took a quick class field trip to the front lobby at Westview, which has the languages of students hanging. The prompt here was (this is posted on Google Classroom):

Select a language spoken here that you want to learn more about (not your own) – write it down.

Research the language and where speakers of it originate from.

How many people speak the language in the United States? What is their story?

We talked about what we found as a class - hopefully students found this introductory activity interesting!

Immigration Overview: To start off our unit on immigration to end the semester, I showed this video about sources of immigration to the United States since 1850:


This was to help provide some background knowledge as we began thinking about reasons people would move to the United States and their impact once arriving here.

PowerPoint Notes: Next, I had students learn a bit more of the details about how and when people came to the United States, through this presentation:


Here is the sheet for notes on the presentation as we went through it:


And here is the timeline on the back side of the note sheet in class:


Thanks for following along with this! It's great to be back - let's have an awesome end to the first semester!
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