Starting last week, you'll see something new added each week.
I'll add to the FB site when I see something new/interesting, but you don't need to check daily. Please DO read what's posted; you do not need to respond/reply/comment on every post. (Just like you might not comment on every in-class topic.) Please DO feel free to add articles, stories, images, and other things you see that are SJ-related to the FB page. I'd love to see what comes across YOUR feed/social media sometimes. :) A/B on first day of the week (Monday, unless it's a holiday) C/D on second day E/F on third day G/H on fourth day Friday (if it isn't a holiday, and if Monday wasn't a holiday) is a FLEX day. Please feel free to email me ANY TIME if you have questions, and submit your assignments via Google Docs in the Google Classroom unless asked to do otherwise. This keeps track of who submitted what, and when - much easier when everything is online. As we move forward, hopefully we can get a bit more creative in some meetings and virtual group chats - I'm learning as you are! For now, I'm enjoying what you're writing and sharing - thanks to those of you who have submitted work and written comments, and I'll look forward to seeing what you have to say if you're still finishing up or not quite there, yet. Weekly check-ins will be mandatory for "attendance" purposes. These will be in some kind of short-form, like a couple of well-being questions or asking for your opinion on a topic, etc. Missing your candid ideas and conversations!! ~Ms. Hlina
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Just a reminder, these are assignments from before the break that were due.
If you have completed and submitted both of them, fantastic! If you haven't, now might be a good time to catch up, as we're figuring out "what's next". Privilege Billboard Response and Reflection: https://docs.google.com/document/d/1M4G1HGWgcIFW2WBCIvpGL9E_6jTKuqcss1Rau5tXNOw/edit?usp=sharing Tesla and other companies article re: resources and labour violations: Article and paragraph response. https://docs.google.com/document/d/1rPmc5UfPdsY4lSE3HS3gQFrgI-06Zc2Gr0CFlPtytT8/edit?usp=sharing Current Events discussion (Wednesday) Billboard Project response/reflection handout (Wednesday) Blood Diamond (continued Wed, finished Friday) Movie Questions - We will come back to these after the break, so take a look while the film is still fresh in your mind. (linked below)
Go check out Race and Gender Privilege bulletin boards (billboards). Students to tell us about what they included on their boards, and why.
Revisit Natural Resources, Extraction, and Social Justice (Climate, Human Rights connections) - REMINDER: Paragraph response from Tuesday is due on Monday, March 9th. Blood Diamond (film) Backgrounder Intro on "blood diamonds" or "conflict diamonds" and the civil war/weapons/ smuggling trade situation in Sierra Leone, West Africa. While watching, consider:
Watch first 37 minutes of film. Apple, Google, Microsoft, Dell, and Tesla are sued over alleged child labour in Congo.
(CNN Business, December 18, 2019) Handout from class (link to doc below) https://docs.google.com/document/d/1rPmc5UfPdsY4lSE3HS3gQFrgI-06Zc2Gr0CFlPtytT8/edit?usp=sharing Links to similar stories from different sources: https://abcnews.go.com/International/apple-google-microsoft-dell-tesla-named-lawsuit-deaths/story?id=67795965 https://www.ctvnews.ca/business/apple-google-microsoft-dell-tesla-sued-over-alleged-child-labour-in-congo-1.4733644 https://fortune.com/2019/12/16/child-labor-case-apple-google-alphabet-tesla-microsoft-dell-human-rights-big-tech/ https://www.kitv.com/story/41471852/apple-google-microsoft-dell-and-tesla-are-sued-over-alleged-child-labor-in-congo https://www.aljazeera.com/news/2019/12/tech-giants-sued-drc-cobalt-child-labour-deaths-191217172719468.html For next day - look at at least 2 of these sources (or similar ones you find online) and write a paragraph response. See instructions on handout (or link above to Google doc version). Tuesday: Last day to work on content for billboard.
Put up background paper on your chosen location. Take a "before" picture. Thursday: Put information and images up on your billboard. Take an "after" picture. If there is time and everyone's done, we'll do a walk-around to see what you've created. Next week: Resource Extraction and Effects on different People, the Economy, etc. "Progress" at what price, and for whom? Continuing to work on Poster Projects in small groups with Current Events at start of class.
Next Week - start printing off and organizing your poster; last day for in-class work is Tuesday, Feb. 25th and we'll set them up and present them on Thursday, Feb. 27th. Do you need supplies? Bring them next week to start putting this together!! Daily Topics: The Province newspaper headline (Feb. 5, 2020) "China Virus" - What's wrong with this headline? Academy Awards & DeAndre Arnold (+ animated short film winner "Hair Love" + Vancouver connection!) Link to watch "Hair Love" (embedded in article): https://www.cbc.ca/news/canada/british-columbia/hair-love-oscars-nomination-1.5425885?fbclid=IwAR01RXstxxHs-ELugoAomdmfaEnh7uYUTumdHSKq3iRmQmOHZQpuKAGTYDs Time to work on Privilege Poster (Awareness) Project, in groups, with computers. (30+ minutes) Daily Topics: Starbucks advert (UK and online) --> trans teen & name
https://www.lgbtqnation.com/2020/02/touching-new-starbucks-ad-trans-teen-changing-name/?fbclid=IwAR2oceP71ZMFILVlTtcFHxAQVWnJP_B0hj00ASI1iQdn1Qiitu0fvzT5d2E Integrated Prom (Georgia, 2013) - story from Canadian Museum of Human Rights https://humanrights.ca/story/the-wilcox-county-integrated-prom?fbclid=IwAR1KwnYK7VhRZuV7T8N8coP4g-ZZcSLpsK4OgAFHYPAZbU-lrjp2fmEqW-8 (see link in article to FB page with photos of the prom itself - https://www.facebook.com/IntegratedProm2013) Collect Intersectionality/Single Story Questions (due/checked last day - were going to mark today together but many students don't have completed, and several were away on field trips...too much hassle) New Poster/Awareness Projects - Privilege 1. Ability Privilege: Tess, Kiara, Sydney, Dahye, Isaac 2. Sexual Orientation and Gender Identity Privilege: Lukas, Julio, Emily K., Emily S, Ruby 3. Race Privilege: Hannah, Caitlyn, Sofia, Armand 4. Sex Privilege: Sofia, Chiara, Jane, Annabel These will be LARGE SCALE bulletin-board sized multi-section awareness-raising poster projects, to be put up around the school. Must include the following things, related to your BIG TOPIC: 1. Something Canadian. 2. Something global (from another country, international, multi-national, etc.). 3. IMAGES!! 4. A youth-based article or connection. 5. 3 or more questions based on this kind of privilege - think about the questions asked in the "quiz" I asked you to do online. 6. Something directly related to Human Right(s). 7. Opinion pieces (by YOU!) 8. Works Cited (images and sources for research/text) 9. Recommended "Next Steps" and Resources for people wanting to know more (are there websites you can link them to? books or magazines? novels that include the subject matter? support groups?) 10. Then & Now (choose a historical topic and compare through time - either then and now or over the course of time in stages) You aren't LIMITED TO these things...get creative! Consider blank-space on your poster, as well as placement of things you want people to read, and the colours you choose for background and images. Start today, finish next class (Friday). Due by end of Friday's block.
Intersectionality, Privilege, and The Danger of a Single Story/Narrative 1. In your own words, what is intersectionality? Why is it important to consider? 2. What are the intersections that both essay authors - and the book editor - have in common? What do they have in common with Chimamanda Ngozi Adichie (TedTalk - “The Danger of a Single Story”? 3. What had a young woman been told about Mona Eltahawy? She states she knew they were “meant as insults” (p. 3), but what purpose were they intended to serve? What does this suggest about the people who are saying these things, and their assumptions/prejudices/biases? 4. What is the “trifecta of oppressions” of which she speaks? What are the “rocks” and “hard places” this particular group of people face? 5. Eltahawy believes the “role of the writer” is to do what? What does this mean? 6. Toni Cade Bambara stated, in 1982: “As a cultural worker who belongs to an oppressed people, my job is to make revolution irresistible.” What might an “irresistible revolution” look like? Consider a current cause in the world that you care about - what would make that cause into an “irresistible revolution” for you? (review what she says about what revolutions do to the privileged and complacent among us - p. 7) 7. Why does Eltahawy say “we must jump off that see-saw” (p. 9). What is “the see-saw” (it’s a metaphor), and how does the jumping off make a difference or change? 8. What does Rafiq compare herself to, on p. 200 of her essay, as she crosses the ocean and lands in a new country? Does this help you imagine how she’s feeling? Is it a useful comparison (simile)? 9. How was being Black and being Muslim at odds for her, in Britain? Explain, giving a few details from the essay. 10. What is the connection to whiteness or fairness in the Muslim community? How does this affect Black Muslims (perhaps disproportionately Black Muslim women)? 11. How do these essays tie into the theme of “a single story” and how that can be “dangerous”? Write a 4-5 sentence paragraph explaining some connections; link to your own life, experiences, what you’ve seen or witnessed, and/or some things you might be thinking about now that you hadn’t before. |
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April 2020
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