The B.C. Centre for Disease Control (BCCDC) has more information about the coronavirus on its website: http://www.bccdc.ca/about/news-stories/stories/2020/information-on-novel-coronavirus
The BCCDC’s recommendations to reduce the risk of exposure are the same as fighting colds and flu: • Frequent hand washing (it is the single most effective way of reducing infection spread) • Practicing other good hygiene habits (avoiding touching face/eyes/mouth with hands, and covering one’s mouth and nose when sneezing or coughing, ideally with a disposable tissue or the crease of the elbow) • Cleaning and disinfecting frequently touched workspace surfaces • Maintaining good general health (balanced diet, getting adequate sleep, exercising in moderation) • Staying home when sick Anyone who is concerned about their personal health situation should contact their primary-care provider, local public health office or call HealthLink BC at 8-1-1.
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Daily Topics: Sydney, Julio, Lukas (none presented)
Daily Topic: Ms. Hlina - Dreadlocks, Dress Codes, and DeAndre (can't do grad walk with dreads) https://docs.google.com/document/d/1fzoILb8neqlXzGAX5vJ28EGW0rFvVxB78I7pcxbKLgs/edit?usp=sharing Single Story Connections: Do All Gun Owners Think the Same? https://www.youtube.com/watch?v=pPwyFcRO1KU (Thank you, Annabel, for this suggested video.) Essay from It's Not About the Burqa, "Not Just a Black Muslim Woman" by Rafia Rafiq Read for next day. Will link to last day's article + Single Story TedTalk. Daily Topic - Dahye (Russia + gay rights/human rights + government + media)
Privilege/Intersectionality (continued) Essay from It's Not About the Burqa, ed. Mariam Khan (read for next day) Introduction + "Too Loud, Swears Too Much and Goes Too Far" by Mona Eltahawy TEDTalk: TEDGlobal 2009 Chimamanda Ngozi Adichie. "The Danger of a Single Story" (18:34) https://www.ted.com/talks/chimamanda_ngozi_adichie_the_danger_of_a_single_story?language=en#t-1109466 Daily Topic: Sydney (& Dahye)
Identity Signs Activity (see below) & Response/Reflection - Which questions were easy to answer? - Which were more challenging choices? - Are there categories you didn't walk to for any questions? - Any you were at more than others? - Think of how others shared and responded (either just by standing under an identity sign or sharing their reason). Was it suprising? What responses were more/less expected? - Are there any categories that should be added? (sexual orientation, race, class, gender presentation, ethnicity, gender identity, religious affiliation, immigration status are what are already included) - What are the benefits of doing an exercise like this in SJ class? Identity Signs Activity: Identity Categories posted around the classroom: sexual orientation, race, class, gender presentation, ethnicity, gender identity, religious affiliation, immigration status Go to the identity category on the wall that best fits the "blank" in each question/statement. Share why you chose that category for that question/statement. (a few people for each one, volunteer to share or teacher asks someone - always option to "pass" on a particular one, if you don't wish to share, but expectation that you'll share at some point) Statements: 1. The part of my identity that I am most aware of on a daily basis is_________. 2. The part of my identity that I am the least aware of on a daily basis is_________. 3. The part of my identity that was most emphasized or important in my family growing up was _________. 4. The part of my identity that I wish I knew more about is _________. 5. The part of my identity that provides me the most privilege is _________. 6. The part of my identity that I believe is the most misunderstood by others is _________. 7. The part of my identity that I feel is difficult to discuss with others who identify differently is _________. 8. The part of my identity that (sometimes) makes me feel discriminated against is _________. Tuesday:
Daily Topic: Dahye (absent) Other Topics: Harry and Meghan (Royal Family distancing, role of royal family/responsibilities, why do people care what they're doing with their own lives?) Power and Privilege - Circle + reIntroductions (name and pronouns) - Land Acknowledgement (mine - should do more often) - Baroness von Sketch: Land Acknowledgement (what does it *mean* to just acknowledge?) <https://www.youtube.com/watch?v=xlG17C19nYo&list=PLo_UQZib9jJjyMfyC4p3XH3O11T1im2Mj&index=22&t=0s> Learning Objectives 1. Recognize the difference between equity and equality in a school setting. 2. Recognize what privilege looks like and feels like, in the context of school and in Canada at large. 3. Identify how power and privilege impact individual and group identity formation. 4. Identify Canada’s major equity-seeking groups, and recognize the context where they are identified as “equity-seeking” or marginalized. 5. Examine social movements that have highlighted tensions of power and privilege in Canada. Paper/Basket Exercise Thursday: Daily Topic: Flavia & Dahye (absent) Other Topics: One Million Moms & Burger King Brought up Kaitlin Bennett and "Do All Gun Owners Think the Same?" YouTube video. TEDxEMU Video: https://ed.ted.com/on/KUiceH90#watch (13 minutes) Questions: (finish for next class, on Monday, either in writing or via document) 1. Based on Justin's definition of privilege, what groups do you think you belong to that offer you special rights or allowances, without you having to earn them (gender, race, orientation, religion, citizenship, ability, etc.) [re-watch at time-stamp 2:00]? 2. If you were making a "privilege pledge," as Justin says he asks his students to do, what would you pledge (re-watch at time-stamp 10:36)? 3. How do you think the way we frame something - explain it, phrase it, present it, or show it from a particular perspective or point of view - makes a difference? What are some ways to frame privilege, so that it can be approached differently? Which ways are likely to make people more receptive to talking about and thinking about their own privilege; which are more likely to cause people to feel defensive or isolated? 4. What questions do you still have about the concept of privilege after watching this TedTalk? (Write at least 2 questions. If you don’t have any immediate questions, think a little harder and deeper: what more could you know/learn about privilege?) Related Article: "How to Talk About Privilege So People Will Listen" https://www.futurity.org/privilege-inequity-framing-1782982/ Daily Topic: Kiara D. Follow-up to today's topic: https://www.cbc.ca/news/canada/british-columbia/all-kids-deserve-respect-protesters-demonstrate-outside-of-bmo-branch-after-12-year-old-handcuffed-1.5423199?fbclid=IwAR3et0irfWbjWCwXvy5EiduEd6F7RXxSGuThf6lDtOYcOCFoZcnhTA_9NdI Solidarity Check-In Power/Privilege Flower --> Intersectionality (handout attached) - What is intersectionality? (definition) - Who coined the term? - What is the theory, who does it apply to, why is it important? - TED Talk (watched in class) For next day: Do the Buzzfeed Quiz (link on handout or here): https://docs.google.com/document/d/12R9tFqlS5I-bAcDu09QDgQUZTTCCgG9rDLLIoaJfFV8/edit?usp=sharing
Daily Topics: Gaia and Chiara
Privilege/Power Flower - continued For next day: Write 3-4 sentences about how people with privilege (in general, or specific kinds of privilege) can act or be in solidarity with those who have less privilege/power. Consider how people with privilege can support, without "taking over" or using others with less privilege as "a cause" or "charity" but actually help raise awareness of inequity/social standards and contribute to real change in the world (even if it's small steps). What is solidarity? - Unity or agreement of feeling or action, especially among individuals with a common interest; mutual support within a group. <google dictionary> - Unity (as of a group or class) that produces or is based on community of interests, objectives, and standards <https://www.merriam-webster.com/dictionary/solidarity> - Support by one person or group of people for another because they share feelings, opinions, aims, etc. <https://www.oxfordlearnersdictionaries.com/definition/american_english/solidarity> Welcome back and Happy New Year!
Catching up on Social Justice News - from the school to world-wide. Daily Presentation: Sofia - The Sardines Movement Against Salvini in Italy (Uprising/Rebellion/Activism) Privilege/Power Flower reviewed for those away last week of classes in December. Colour first level of petal if you are not in that privileged group (for example: both parts of petal if you are a citizen, the first part only if you're an new immigrant or refugee in Canada for Legal Status). Please have flowers coloured/completed for Wednesday's class. We'll look more at privilege and different kinds of privilege - and how they connect or intersect - next day. Daily Topic: Hannah - Hallmark Channel and LGBTQ Content (advertisements)
More on Hallmark and One Million Moms: https://docs.google.com/document/d/1iFiA2UpiEdlLTiL8rYcn9kFx58oU-zwo9JfugusA5uw/edit?usp=sharing Privilege Assignment Due - What types of privilege did you read and research about? - Gender/Sex (male privilege) - Heterosexual privilege - Christian privilege - Cisgender (vs transgender) privilege Lizzo at the Lakers Game: Thin Privilege (+ racism linked to bodies) https://docs.google.com/document/d/1spCLT-lxFltc1bx6cuzrjBlTtCsLmXeEthZvHfgiglE/edit?usp=sharing Watch part of interview - See bottom of document (CBS This Morning/People) **Finish privilege assignments if not yet done! https://docs.google.com/document/d/1s_UJIEr7UPnDHGkbVjJJ2BMBBoWyoE_WXlkG7pFQp_4/edit?usp=sharing Daily Topics: Emily K.: LGBTQ+/Student Fight
Tess L.: Book Burning in China Privilege Assignment: Read article (see link below), answer questions. Locate another article about a different kind of privilege (not race-based, as that has been our focus so far); read and summarize. https://docs.google.com/document/d/1s_UJIEr7UPnDHGkbVjJJ2BMBBoWyoE_WXlkG7pFQp_4/edit?usp=sharing Will have time next class to work on this, with laptops, after Daily Topics discussion. Due Tuesday, December 17th. |
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April 2020
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