Began with Irish stereotyping (Mon)
Irish stereotyping/discrimination (Tue). In some classes, “All Orientals Look Same” In one class, interview by Natasha Ramanayake ’03.
[short week]
Hypnotist week
Stereotyping worksheet. (Mon)
Arab/Muslim stereotypes/(Mon-Tue)
Disney assignment (due Wed 11/16)
**[in some classes, began anti-Irish discrimination]
Hispanic stereotyping and anti-Hispanic discrimination (Friday/Billy)
We began this short week by going to see Steven Spielberg’s extraordinary film, Schindler’s List at the Coolidge Corner Cinema. Following the screening (with students from the Winsor School, who we invited to join us), Rena Ferber Finder, one of the surviving members of Schindler’s “list,” spoke about how the story as told in the film mirrored her own experience.
During the week we processed Schindler’s list and discussed bystander behavior. We also examined clips from the recent film Inheritance on the meeting between Helen Hirsch and Amon Goeth’s daughter Monika.
We began the week by examining skin color preference. We looked at a series of interviews Anderson Cooper conducted on CNN that captured children’s reactions to various skin color, essentially replicating a study conducted by Mamie and Kenneth Clark in the 1940s, a study that was used as the basis for the NAACP’s Supreme Court argument in Brown v Topeka (Kansas) Board of Education.
On Tuesday, while Ms. Freeman was out, students watched a remarkable TED talk by Chimamanda Adichie, a Nigerian born novelist. Following her 18 minute talk, students wrote an in-class reflection in response to the prompt, The Single Story assignment These were collected.
On Wednesday this week, students **.
Later this week, we considered white privilege. Students were asked to evaluate an excerpt from Peggy McIntosh’s seminal article on “White Privilege: Unpacking the Invisible Knapsack”: white privilege reading 11-12.) Students continued to debate … Continue »
Monday: Began the week looking at the New Orleans pair photo. [was CNN clip with Anderson Cooper this week?]
(Tuesday) Students were asked to assess the We peppers vs they peppers post in a written post.
(Thursday) Busing.
Distribution of busing assignment. Screening of the busing episode from Eyes on the Prize II.
Looking at Theodore Landsmark image.
With identity presentations behind us, we now move into looking more broadly at issues of categorization. The identity test required that we each categorize one another and this tendency toward categorization, classification, and putting people in “boxes” was one that we investigated. We divided into eight groups, with each group examining a collection of documents that have been used to “classify” people. These documents included the census, various employment and housing forms, the “bubbling” registration forms for the SAT, ACT, and Naviance, and the BLS daily attendance sheets (see how do others define our identities). How differently race and ethnicity are identified in each became a central focus of our inquiry.
On Tuesday, while Ms. Freeman was doing instructional rounds, students watched a film with our substitute, Ms. Webster, on the biological basis of race. Episode I of Race: The Power of an Illusion brought an assortment of high … Continue »
This week, we had the opportunity (hallelujah!) to wrap up identity vessels and their presentations. The week began with the completion of a few remaining presentations in each class.
Then, on Tuesday in all classes, Mr. Corbett presented his identity vessel and engaged in a Q+A. On Wednesday and Thursday, Ms. Freeman presented hers and then answered questions. Friday culminated with an identity test.
On Wednesday, Ms. Freeman also assigned the study on the Boston Latin School Dining Hall, after introducing the assignment with a brief clip from the 2004 film Mean Girls: Dining Hall assignment. This assignment is due Wednesday, October 19
Our final full week of identity presentations (aka: the light at the end of the tunnel!):
Section 11: Caroline R, Laura D, Rose T, Angel, Dave B, Lily L, John L, Olaitan (LaLa), Antonio, Selena
Section 41: Taymiah, Kristen W, Rose G, Eshe, Helen Z, Murielle, Yen, Colin, Delia, Matt P
Section 51: Jessica C, Mina, Shannon, Alejandro, Zarina, Dante, Amy T, Amber T, Emily H
Section 71: Ivana, Ilda, Aubrey, Kadine, Bridget, Isabel, Eli, Jonathan, Kerrin
And looking ahead, our identity test will take place on Friday, October 14.
As we continue with identity presentations (with some eye to a light at the end of the tunnel), we heard from:
section 11: Cate, Jillian, Morgan, Cristina M, Shayla, Will B
section 41: Lauren W, Roseanna, Dan Mm, Georgia O, Brianna, Pat T, Hannah H, Jen H
section 51: Lauren A, Nora T, Kadian, Amber W, Michela W, Kristina C, Enemchi
section 71: Chrissy, Kevin L, Will G, Abby, JaLissa, Jack T, Fiona
In all sections, during Ms. Freeman’s absence on Thursday, students screened the HBO film Hate.com (2000). This film offers a chilling look at hate speech and hate-filled websites on the internet. Following the film, students were assigned a post in which they were to respond to the film: Hate.com post
Onward with identity presentations. This week we heard from the following students and their presentations took us into an assortment of topics, from stereotyping to race to religion:
Section 11: Kevin, Paola, Tammy, Kristina, Michelle, Rose A, Anthony, Ashleigh, Rebecca, Aisling, Georgie
Section 41: Rosy, Shikari, Will, Kathleen, Emily, Angie, Cole, Paulina
Section 51: Vanessa L, Addie, Michaela J., Jasmine, Nisa, Gabie G, Justin, Romina, Mileena, Hannah
Section 71: Connor S, Anna, Linda, Nate, Adam, Carmen, David H, Jake, Ciara, Gaby G, Joanna
A reminder to all that the summer reading assignment is due in a little more than a week, on October 3.
The summer reading book list: summer reading book list 2011-2012
The summer reading assignment: summer reading assignment FINAL 11-12
