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2 Φεβ 2013 (πριν από 4 χρόνια και 9 μήνες)

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UNDERSTANDING
THE INTERSECTION OF CLASS AND RACE


Goals:


1. The most important factor affecting
student learning

is
socioeconomic conditions.

2. The most important controllable factor affecting
student learning

is
the teacher
.

Source: PowerPoint slide taken from the District 191 staff development training
entitled:
Professional Learning Community Training

(September 1, 2005)

3. Poverty is a social construct.


Introduction

to SEED THREE
:


Sign in

Suppers


Credits through the
College of St. Catherine

Payment


Rubric


Commitment

Discipline of the Circle in small group


Small Groups monthly


Journal (always bring it)


Lifelines:

Margaret’s Lifeline, Participant Lifeline, Partner Share


Small Group Discussion:

Share your one
-
page reaction to these two authors

(Ruby Payne and Paul Gorski)

Frameworks for Understanding Poverty

by Ruby Payne

Savage Unrealities: Uncovering Classism in Ruby Payne’s Framework

by Paul
Gorski.



Please include your thoughts about how
our schools could address
institutional reform/justice for our students



Gorski believes

tracking, vouchers, and high
-
stakes testing
are classist
forms of injustice. H
ow can we tackle inequity and injustice and our
complicity in these policies?


PowerPoint
:
Is Welfare the Issue? Created by Deborah Schlick


Small Income, Big Choices


Speaker
:
Katherine Wagoner from Minnesota Coalition for the Homeless


Simulation:

Welcome to Job Club: Step into the shoes of a parent on his/her first day in the
Minnesota Family Investment Program (MFIP). You will learn the requirements of the program,
what supports are available, the role of the MFIP caseworker, and get a better u
nderstanding of
the experiences of program participants.


Future Dates for SEED THREE:

10/24/12; 11/14/12; 12/12/12; 01/30/13;
02/20/13; 03/13/13; 04/17/13; 05/08/13 AND a field trip date to be determined


Amy Kirchner 707
-
4065

/
Margaret Hinton: home:
952
-
894
-
3089
akirchner@burnsville.k12.mn.us


/

mhinton@burnsville.k12.mn.us

Seminar site
: Burnsville Alternative High School

2140 Diffley Road Eagan, MN
55122

Time:

4:30PM
-
8:00PM




Assignment for
October 2
4, 2012


1.

G
o to

http://191seed.weebly.com

and check out our blog site:


a.

We will post assignments, activities, videos, etc. on this site for your
reference.

b.

Read
What a recent high school basketball game can

teach us about
our work

by Deborah Schlick


2.

Read: Twelve (12) words that trip up students on standardized tests

3.

Read "I'm A Lot Like You"

4.

Complete the worksheet “I’m A Lot Like You." In October, you will
share your completed worksheet for “I’m A Lot Like

You."


5.

Read:

from the publication THE RAKE:

“We Live Here” pages 36
-
40
&
pages 85
-
87.

6.

Journal (below):
Respond to the quotes taken from four of the Muslims
introduced in “We Live Here” from THE RAKE.
















Assignment #2


Twelve (12) words that
trip up students on standardized tests:


1.

Trace
-
List in steps; list in 1
-
2
-
3; sequence; chronology


2.

Analyze
-
break it apart


3.

Evaluate
-
grade it; use rubric; give pros and cons; judge its worth


4.

Formulate
-
come up with a plan


5.

Describe
-
tell me about it so that
I have a picture in my mind


6.

Support
-
offer facts that show the reason; back up with details


7.

Explain
-
tell me how this happened in your own words


8.

Summarize
-
tell me in as few words as possible the meaning (one, two, or three
sentences or paragraph) of this.

Give me the short version.


9.

Compare
-
How is this alike? How is this the same?


10.

Contrast
-
How is this different?


11.

Predict
-
Describe what happens next?


12.

Infer
-
What is being said that is not said? Read between the lines.



Resource:
12 Powerful Words That

Increase Test Scores and Help Close the
Achievement Gap

by
Larry I. Bell

Multicultural America, Inc.

12689 Crossbow Dr.

Manassas, VA 20112

larryibell@aol.com




Assignment #3

I’m a Lot Like You

By Julia Dinsmore

Chorus

I’m a lot like you, I have needs

and you do too

There’s no conflict here, only what’s left if we

Live in fear of each other


I see you watching me, looking at how I spend my welfare

Money

I watch you, dressed so fine, spying on how you choose to

Spend your time

You collect antiques, I al
uminum cans

We both like to find things used by other hands

I live across the street from you, but when we fight

It’s like we’re from different lands


Chorus

I’m a lot like you, I have needs and you do too

There’s no conflict here, only what’s left if we

Live in fear of each other


Your house is always clean, three meals a day you cook

The perfect little family, to me that’s how it looks

My house, well, I can’t be sure of that

But like they always say, home is where you’re at

We both like music, be it rock

or the symphony

I sing on my porch, you listen to CD’s

But when our voices join together

The music we create

sets us free


Chorus

I’m a lot like you, I have needs and you do too

There’s no conflict here, only what’s left if we

Live in fear of each other






Our children are spectacular, wonderful and grand

The only thing you have that we want is a dad

My child plays violin best he can

Your child rides in a new mini
-
van

One has music to soothe his soul

The other has all she needs to get where she will go

And what each one brings to the other…

Is all that they know


Chorus

I’m a lot like you, I have needs and you do too

There’s no conflict here, only what’s left if we

Live in fear of each other


Sometimes we’re as different as night from day

It’s a good
thing we can notice that and move along our way

But when it comes to important things like love and respect

We draw the line, that’s what we expect

Our lives are like a puzzle, and we each have a part

The piece we give each other is a piece of our heart

An
d that’s what’s important because

Love’s where understanding starts.



Chorus

I’m a lot like you, I have needs and you do too

There’s no conflict here, only what’s left if we

Live in fear of each other














Assignment #4

Complete the following requests. Be ready to share your answers at our October
class.



Summarize

the song/poem:

(State the meaning of this poem in one, two, or three sentences)






Compare

the “poor” with the “not poor”:

(How are they the same?)





Contrast

the “poor” with the “not poor”:

(How are they different?)





What do you
infer

from this song/poem:

(What is being said that is not said? Read between the lines.)







Evaluate this song/poem:

(Grade it; use rubric; give pros and cons; judge it
s worth)







Assignment #6

Rana Mikati
-
“Muslims in Rochester

will tell you that raising their children in the
way that they want is their number one concern,” she explained. “It is a constant
challenge.” In meeting that challenge, she has what she calls “my red lines”

rules restricting her daughter’s participatio
n in certain rites of American
adolescence.

Journal response to this:






Sheikh Elsayed Mahmoud
-
Mahmoud’s ecumenism has its limits, though,
particularly when Islam disagrees with what is
allowed

in Christianity, or in
American culture. Journal response to this:





Arij Mikati
-

“Nonetheless, Arij is keenly aware that the hijab alters how a Muslim
woman is perceived in her adopted culture. “It won’t make a difference for the
people who knew me be
fore,” she said. Journal response to this:





Siyad Lohos
-

“Look, in Somalia they are more serious because there are not so
many distractions. They will learn Koran nearly full
-
time.”

“In Somalia, they might memorize a page per day,” he explained. “Bu
t here, if I
teach them one
aya

(verse) today, they’ll maybe forget it tomorrow.” Journal
response to this:










Lifelines

1.

Mark out your lifeline in increments of 10.


2.

Mark events that you see as significant.



Positive experiences, successes, and happy

periods of your life should go above the line. State your
age by the significant event.



Negative experiences, unhappy times, and failures should go below the line. State your age by the
significant event.



The distance above or below the line indicates r
elative impact (The stronger the impact the further the
distance from the line).



Some events you may wish to include: births and deaths of loved ones; beginnings and endings of
relationships; academic degrees; career
-
related events; geographical moves;
enrichment activities;
periods of illness and wellness.


3.

Use the following symbols to mark special periods in your life.


O


You made a bad decision.

#


Someone else made a critical decision that affected you.

*


You took a risk.

^


You encountered an obst
acle that kept you from what you wanted.

Q


You were full of questions.

+


You were relatively content with life.

PG


The first time you were aware of or were made aware of privilege regarding
GENDER
.

PA


The first time you were aware of or were made aware

of privilege regarding being
ABLE
.

PR


The first time you were aware of or were made aware of privilege regarding
RACE
.

PC


The first time you were aware of or were made aware of privilege regarding
CLASS
.

PAGE

The first time you were aware of or were mad
e aware of privilege regarding
AGE
.

D


The first time you were discriminated against.


Journal:

What did you learn about yourself from this exercise?


Partner Share:

1.

Share with your partner your lifeline.

2.

Share with your partner what you learned about
yourself from this exercise?












Katherine Wagoner worked with low
-
income families through the
Minnesota Family Investment Program

(MFIP)

for seven years before
becoming the director of the Affirmative Options Coalition in 2011 and
led the merger wi
th M
innesota Coalition for the Homeless (M
CH
) this
year (
2012
)
. Katherine holds a BA in Social Science and a Masters in
Public and Nonprofit Management, both from Metropolitan State
University.


Katherine Wagoner

Director of Membership Engagement

Minnesot
a Coalition for the Homeless

2233 University Avenue West, Suite 434

Saint Paul MN 55114

651
-
645
-
7332

Katherine@mnhomelesscoalition.org

www.mnhomelesscoalition.org
















Where did Piss
Poor and Dirt Poor come from?

They used to use urine to tan animal skins, so families

used to all pee in a pot & then once a day it was taken
&

Sold to the tannery.......if you had to do this to survive

you were "Piss Poor"


But worse than that were the re
ally poor folk who
couldn't

even afford to buy a pot......they "didn't have a pot to

piss in" & were the lowest of the low














The floor was dirt. Only the wealthy had something
other

than dirt. Hence the saying, "Dirt poor."