Sorry for the late blog post. I just got out of my second afternoon meeting.
HW:
Due Thursday:
A reflection on our conversation based off today's "Alleyway Tableaux"
1. In what ways did many of our tableauxs represent a single story (think about what Danny pointed out how we are showing similar scenes with the car crash, police officers, etc...)?
In creating an alleyway many students were involved in "shady" activities. This was described by some as "ghetto." As a result many guesses were thrown out about where this could have been. Guesses included 82nd, Las Vegas, Compton, Harlem, and Outer South East areas of a city. I perceived many of this to be perpetuating a single story about what these places are like (as opposed to what they are actually like). When we observe and partake in single stories the most important thing is to learn from them (as opposed to be defensive or feeling guilty). So the point of these questions are to learn and grow and challenge ourselves and our thinking!
Below is an explanation of the origins of the term ghetto (www.merriam-webster.com/dictionary/ghetto)
Formerly, a street or quarter of a city set apart as a legally enforced residential area for Jews. Forced segregation of Jews spread throughout Europe in the 14th–15th centuries. Ghettos were customarily enclosed with walls and gates and kept locked at night and during Christian festivals. Since outward expansion was usually impossible, most ghettos grew upward; congestion, fire hazards, and unsanitary conditions often resulted. Ghettos were abolished in western Europe in the 19th century; those revived by the Nazi Party (see Warsaw Ghetto Uprising) were overcrowded holding places preliminary to extermination.
Today the term ghetto is often used to refer to areas that are economically and socially "unstable." While the term "ghetto" has different meanings to different people, I would argue that today when the term was being used it was being used as a negative reference to an area.
2. While these areas may have issues, how do we perpetuate a single story when we describe an area that we have spent limited (or no time) in and know few people from as a "ghetto?"
3. How do we limit an area and the people who live there when we assume that everything there is "sketchy, dangerous, and shady?"
4. How might using the term "ghetto" to describe other things like the Belmont Market be potentially damaging?
5. What might it feel like to live in area that you called home that others who you have never met refer to your home as "undesirable" or inferior place to live?
6. What are your thoughts about the conversation we had at the end of the day?
7. What are three questions you still have based off our conversations and these questions?
Due Friday:
1. Service Reflection (see below for service reflection rubric)
Service Reflections Rubric:
-There should be a minimum of three paragraphs
-I am looking for a strong hook and conclusion... CONNECTIONS of your work to the outside communities and world...Correct grammar and punctuations, and of course a creative piece (please don't do the same creative piece over and over again on each reflection... spice it up)
-I would recommend doing your work on the computer as I often send back reflections for editing after I first receive them. Doing your work on the computer enables you to go back and make corrections without having to feel like you are starting all over again.
What?
•What did you do?
•Who was involved?
•Where were you?
•What part did you play?
•When did it happen?
Michael's comments: The "what" is a quick, brief paragraph. Recognize that you must go far beyond the “what” to have a complete reflection as paragraph takes little thought and effort to complete. Pay attention to the “so what” and give the MOST attention and thought to the “now what”
SO WHAT?
•Why did you do it?
•Why was it important to do?
•How was it helpful?
•Who benefits from the Project?
NOW WHAT?
•What are you going to do with what you learned?
•What will you keep doing (or not doing) now?
•How is this action connected to a larger issue? What larger issue?
•Who is doing something about this issue?
•What organizations exist to address this issue?
Always Consider…
you --> School --> COMMUNITY --> WORLD
Michael's notes: A paragraph should be spent showing how your work connects outside of your three hours of service to the greater community and world.
Michael's final note:
When looking at reflections I will always look for a hook, 3 paragraphs (with the NOW WHAT paragraph reflecting the most effort), and CONNECTIONS (showing how your work relates to bigger picture ideas).
These are worth 25 points and show reflect a high level of effort and thought.
____________________
HW:
Due Thursday:
A reflection on our conversation based off today's "Alleyway Tableaux"
1. In what ways did many of our tableauxs represent a single story (think about what Danny pointed out how we are showing similar scenes with the car crash, police officers, etc...)?
In creating an alleyway many students were involved in "shady" activities. This was described by some as "ghetto." As a result many guesses were thrown out about where this could have been. Guesses included 82nd, Las Vegas, Compton, Harlem, and Outer South East areas of a city. I perceived many of this to be perpetuating a single story about what these places are like (as opposed to what they are actually like). When we observe and partake in single stories the most important thing is to learn from them (as opposed to be defensive or feeling guilty). So the point of these questions are to learn and grow and challenge ourselves and our thinking!
Below is an explanation of the origins of the term ghetto (www.merriam-webster.com/dictionary/ghetto)
Formerly, a street or quarter of a city set apart as a legally enforced residential area for Jews. Forced segregation of Jews spread throughout Europe in the 14th–15th centuries. Ghettos were customarily enclosed with walls and gates and kept locked at night and during Christian festivals. Since outward expansion was usually impossible, most ghettos grew upward; congestion, fire hazards, and unsanitary conditions often resulted. Ghettos were abolished in western Europe in the 19th century; those revived by the Nazi Party (see Warsaw Ghetto Uprising) were overcrowded holding places preliminary to extermination.
Today the term ghetto is often used to refer to areas that are economically and socially "unstable." While the term "ghetto" has different meanings to different people, I would argue that today when the term was being used it was being used as a negative reference to an area.
2. While these areas may have issues, how do we perpetuate a single story when we describe an area that we have spent limited (or no time) in and know few people from as a "ghetto?"
3. How do we limit an area and the people who live there when we assume that everything there is "sketchy, dangerous, and shady?"
4. How might using the term "ghetto" to describe other things like the Belmont Market be potentially damaging?
5. What might it feel like to live in area that you called home that others who you have never met refer to your home as "undesirable" or inferior place to live?
6. What are your thoughts about the conversation we had at the end of the day?
7. What are three questions you still have based off our conversations and these questions?
Due Friday:
1. Service Reflection (see below for service reflection rubric)
Service Reflections Rubric:
-There should be a minimum of three paragraphs
-I am looking for a strong hook and conclusion... CONNECTIONS of your work to the outside communities and world...Correct grammar and punctuations, and of course a creative piece (please don't do the same creative piece over and over again on each reflection... spice it up)
-I would recommend doing your work on the computer as I often send back reflections for editing after I first receive them. Doing your work on the computer enables you to go back and make corrections without having to feel like you are starting all over again.
What?
•What did you do?
•Who was involved?
•Where were you?
•What part did you play?
•When did it happen?
Michael's comments: The "what" is a quick, brief paragraph. Recognize that you must go far beyond the “what” to have a complete reflection as paragraph takes little thought and effort to complete. Pay attention to the “so what” and give the MOST attention and thought to the “now what”
SO WHAT?
•Why did you do it?
•Why was it important to do?
•How was it helpful?
•Who benefits from the Project?
NOW WHAT?
•What are you going to do with what you learned?
•What will you keep doing (or not doing) now?
•How is this action connected to a larger issue? What larger issue?
•Who is doing something about this issue?
•What organizations exist to address this issue?
Always Consider…
you --> School --> COMMUNITY --> WORLD
Michael's notes: A paragraph should be spent showing how your work connects outside of your three hours of service to the greater community and world.
Michael's final note:
When looking at reflections I will always look for a hook, 3 paragraphs (with the NOW WHAT paragraph reflecting the most effort), and CONNECTIONS (showing how your work relates to bigger picture ideas).
These are worth 25 points and show reflect a high level of effort and thought.
____________________
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