Keep a Journal or “Notebook”
(From Michael J. Gelb’s How to Think Like Leonardo da Vinci)
Leonardo da Vinci carried a notebook with him at all times so he could jot down ideas, impressions, and observations as they occurred. They contained jokes and fables, the observations and thoughts of scholars he admired, personal financial records, letters, reflections on domestic problems, philosophical musings and prophecies, plans for inventions, and treatises on anatomy, botany, geology, flight, water, and painting.
You can, like Leonardo, facilitate Curiosità (an insatiably curious approach to life and an unrelenting quest for continuous learning) by keeping such a notebook or journal. The important thing is to carry it with you everywhere and write in it regularly. Supplement your notebook with scrapbooks or files on diverse areas of interest. Cut out and collect newspaper and magazine articles, or download information from the internet, on any subject you fancy – science, art, music, film, food, health, social justice…
As Leonardo did, use your notebook to record your questions, observations, insights, jokes, dreams, and musings (mirror writing is optional!)
Busy lives and school responsibilities tend to drive us toward hard conclusions and measurable results, but the exploratory, free-flowing, unfinished, nonjudgmental practice of keeping a Da Vincian notebook encourages freedom of thought and expansion of perspective. In the manner of the maestro, don’t worry about order and logical flow, just record!
First journal/notebook exercise:
Make a list of a hundred questions that are important to you. Your list can include any kind of question as long as it’s something you deem significant: anything from “How can I make some money?” or “How can I have more fun?” to “What is the meaning and purpose of my existence?” and “How can I best serve our world?”
Do the entire list in one sitting. Write quickly; don’t worry about spelling, grammar, or repeating the same question in different words (recurring questions will alert you to emerging themes.) And, in the latter part of the second half of the list you are likely to discover unexpected but profound material.
When you have finished, if you have enough energy (or at another time if you don’t) read through your list and highlight the themes that emerge. Consider the emerging themes without judging them. Are most of your questions about relationships? School? Fun? Money? The meaning of life?
Wednesday, September 10, 2008
Thursday, June 12, 2008
8th Grade 2008 Summer Reading Assignment
In addition to the books you’ll surely want to read off of the SGS Summer Reading List, you will need to secure a copies of two books we’ll discuss at the beginning of 8th grade: Doug Wilhelm’s The Revealers and William Golding’s Lord of the Flies. If you can’t secure copies from your local library, I’d try one of the many used bookstores in Seattle (Half Price Books on Belmont, off Broadway is my favorite, but there’s also Twice Sold Tales just off Broadway…) or an independent book store. When all else fails, try Barnes and Nobles or even amazon.com online!!
Your assignment, due the first day on school in September:
For The Revealers:
We will use this novel as a springboard for an “anti-bullying workshop” we’ll develop together to present to the 5th, 6th and 7th grades later in Fall.
Before reading The Revealers, sit for a quiet moment, pen and paper in hand (computer’s fine too!!) and muse on paper about the following questions:
1. What type of student at SGS seems to get the most respect from peers? How can you tell?
2. Should there be any consequences for a student teasing another student? Why, or why not?
3. At SGS, what is the most comfortable room for you to be in? Why?
4. What style of clothing would not be 'cool' at SGS? Why?
5. What can someone at SGS do to become popular? Why is that effective?
7. At SGS, how important is it for students to be aware of cultural and ethnic differences? Explain.
8. How do you know when you are sitting in the “wrong place” at lunch? How do you decide where to have lunch? Is the whole “lunch room scene” an issue for you at SGS?
9. Do students in your class treat each other with enough respect? How can you tell?
10. What role do computers and social networks (for example, MySpace, IMing, texting) play in the social exchanges at SGS? Is there a potential for or – heaven forbid – a history of cyber-bullying in the 8th grade? Explain.
As you read The Revealers, watch for and note how the author responded to the questions above as he told his tale.
After you’ve read The Revealers, read through your initial responses to the questions above and makes notes on any further thoughts/observations that were spawned by the reading.
For Lord of the Flies:
Before beginning to read, sit for a quiet moment, pen and paper in hand (computer’s fine too!!) and muse on paper as to your own personal definition of the term and the concept of society and morals.
1. Generate a definition for each term as best you can.
2. Record what you suspect you don’t know about society, morals and the possible relationship between the two.
3. THEN…look up society and morals in two different dictionaries / sources and record the formal definitions you find there.
4. Underline any aspect of the formal definition that you hadn’t considered in your “pre-informed definition” or that you don’t quite understand.
Now, read…and enjoy… Golding’s Lord of the Flies. As you read do the following:
1. Start a word journal in a spiral or Meade notebook that you’ll continue to use all year.
a. Write down each word you run across in the course of your reading that you don’t actively understand and define it.
b. Record the full definition given in the dictionary, and then underline the category that fits your context.
c. Cite the sentence or phrase and the page number from Lord of the Flies for future reference.
d. Then use the word in an original sentence, in an effort to make it yours!
e. NOTE: this is a precursor to the Word of the Day format that you’ll be using all year in 8th grade…and perhaps for the rest of your life, if you turn into the Word Nerd that I hope to spawn! (See the end of this assignment for a preview of coming attractions on WOD!)
2. Highlight / note any and all passages that seem particularly meaningful to you…especially those that seem to address issues of society and morals.
3. Come to class in September ready to discuss and reflect upon the many interesting ideas to be found in William Golding’s Lord of the Flies. In particular, as you read, try to imagine how (if?) the story would have been different, had the children on the island been female! Make notes on any salient ideas that come to you!
PREVIEWS OF COMING ATTRACTIONS: “WOD” – WORD OF THE DAY!!
WORD OF THE DAY FORMAT
1. Write word (with date you found it in left margin.)
2. Copy down the COMPLETE definition (with pronunciation if necessary, part of speech and etymology if available.)
3. Copy down the sentence where you ran across the word. (Be sure to cite your source; if you heard someone say the word, quote them.)
4. Underline the part of the definition that fits your example’s
context.
5. Use the word in an original sentence.
EXAMPLE:
(10/2/08) redundant: (adj.) 1. not needed or no longer needed 2. fitted as a backup component or system 3. with the same meaning as a word used elsewhere in a passage and without rhetorical purpose 4. U.K. dismissed from employment because the job or the worker has been deemed no longer necessary (From Latin: redundare = to overflow)
From Sally’s comments on my Bee Tree essay: “This idea is redundant.”
(To cite a book: From Flyy Girl by Omar Tyree, pg. 125
To cite a song: From Hot in Herre by Nelly)
My example: I will be careful not to be redundant in my essays so I can earn a 4.
Your assignment, due the first day on school in September:
For The Revealers:
We will use this novel as a springboard for an “anti-bullying workshop” we’ll develop together to present to the 5th, 6th and 7th grades later in Fall.
Before reading The Revealers, sit for a quiet moment, pen and paper in hand (computer’s fine too!!) and muse on paper about the following questions:
1. What type of student at SGS seems to get the most respect from peers? How can you tell?
2. Should there be any consequences for a student teasing another student? Why, or why not?
3. At SGS, what is the most comfortable room for you to be in? Why?
4. What style of clothing would not be 'cool' at SGS? Why?
5. What can someone at SGS do to become popular? Why is that effective?
7. At SGS, how important is it for students to be aware of cultural and ethnic differences? Explain.
8. How do you know when you are sitting in the “wrong place” at lunch? How do you decide where to have lunch? Is the whole “lunch room scene” an issue for you at SGS?
9. Do students in your class treat each other with enough respect? How can you tell?
10. What role do computers and social networks (for example, MySpace, IMing, texting) play in the social exchanges at SGS? Is there a potential for or – heaven forbid – a history of cyber-bullying in the 8th grade? Explain.
As you read The Revealers, watch for and note how the author responded to the questions above as he told his tale.
After you’ve read The Revealers, read through your initial responses to the questions above and makes notes on any further thoughts/observations that were spawned by the reading.
For Lord of the Flies:
Before beginning to read, sit for a quiet moment, pen and paper in hand (computer’s fine too!!) and muse on paper as to your own personal definition of the term and the concept of society and morals.
1. Generate a definition for each term as best you can.
2. Record what you suspect you don’t know about society, morals and the possible relationship between the two.
3. THEN…look up society and morals in two different dictionaries / sources and record the formal definitions you find there.
4. Underline any aspect of the formal definition that you hadn’t considered in your “pre-informed definition” or that you don’t quite understand.
Now, read…and enjoy… Golding’s Lord of the Flies. As you read do the following:
1. Start a word journal in a spiral or Meade notebook that you’ll continue to use all year.
a. Write down each word you run across in the course of your reading that you don’t actively understand and define it.
b. Record the full definition given in the dictionary, and then underline the category that fits your context.
c. Cite the sentence or phrase and the page number from Lord of the Flies for future reference.
d. Then use the word in an original sentence, in an effort to make it yours!
e. NOTE: this is a precursor to the Word of the Day format that you’ll be using all year in 8th grade…and perhaps for the rest of your life, if you turn into the Word Nerd that I hope to spawn! (See the end of this assignment for a preview of coming attractions on WOD!)
2. Highlight / note any and all passages that seem particularly meaningful to you…especially those that seem to address issues of society and morals.
3. Come to class in September ready to discuss and reflect upon the many interesting ideas to be found in William Golding’s Lord of the Flies. In particular, as you read, try to imagine how (if?) the story would have been different, had the children on the island been female! Make notes on any salient ideas that come to you!
PREVIEWS OF COMING ATTRACTIONS: “WOD” – WORD OF THE DAY!!
WORD OF THE DAY FORMAT
1. Write word (with date you found it in left margin.)
2. Copy down the COMPLETE definition (with pronunciation if necessary, part of speech and etymology if available.)
3. Copy down the sentence where you ran across the word. (Be sure to cite your source; if you heard someone say the word, quote them.)
4. Underline the part of the definition that fits your example’s
context.
5. Use the word in an original sentence.
EXAMPLE:
(10/2/08) redundant: (adj.) 1. not needed or no longer needed 2. fitted as a backup component or system 3. with the same meaning as a word used elsewhere in a passage and without rhetorical purpose 4. U.K. dismissed from employment because the job or the worker has been deemed no longer necessary (From Latin: redundare = to overflow)
From Sally’s comments on my Bee Tree essay: “This idea is redundant.”
(To cite a book: From Flyy Girl by Omar Tyree, pg. 125
To cite a song: From Hot in Herre by Nelly)
My example: I will be careful not to be redundant in my essays so I can earn a 4.
Saturday, May 10, 2008
WOD Challenge #10
One final challenge before we bid one another a fond farewell:
Figure out the difference between PRESCRIBE and PROSCRIBE.
Extra credit: As you wander off into that great big world out there, filled with new words to conquer, send me word challenges you happen upon ... so that we can keep this investigation going! I double dog dare you!!
Figure out the difference between PRESCRIBE and PROSCRIBE.
Extra credit: As you wander off into that great big world out there, filled with new words to conquer, send me word challenges you happen upon ... so that we can keep this investigation going! I double dog dare you!!
WOD Challenge #9
Here's another pair that often confuses adults!
Note the differences between ELUSIVE and ILLUSIVE.
Try to determine, as well, the differences in pronunciation! It's subtle but real!
Note the differences between ELUSIVE and ILLUSIVE.
Try to determine, as well, the differences in pronunciation! It's subtle but real!
WOD Challenge #8
Have you ever wondered about the difference between CONCURRENT and CONSECUTIVE?
No? Well, it's time to start!!
No? Well, it's time to start!!
WOD Challenge #7
Compare COMPLEMENT with COMPLIMENT.
(You'll note that I didn't say "compare and contrast"...as that would be redundant! When you compare things, you note both similarities and differences, while when you contrast, you note only the differences...BUT I DIGRESS...regress??? Ahhhhrrrggg!)
Back to COMPLEMENT and COMPLIMENT: be sure your investigate not only what they mean when used as nouns, but also as verbs!!
(You'll note that I didn't say "compare and contrast"...as that would be redundant! When you compare things, you note both similarities and differences, while when you contrast, you note only the differences...BUT I DIGRESS...regress??? Ahhhhrrrggg!)
Back to COMPLEMENT and COMPLIMENT: be sure your investigate not only what they mean when used as nouns, but also as verbs!!
WOD Challenge #6
What's the difference between BIMONTHLY and SEMIMONTHLY?
Again, ask an adult in your life if she /he can describe the difference, as this is one that I hear regularly misused in adult circles!
Again, ask an adult in your life if she /he can describe the difference, as this is one that I hear regularly misused in adult circles!
WOD Challenge #5
We're just about to leave the "A's"...with one last offering:
Note the difference between AFFLICT and INFLICT.
Try to craft a sentence using BOTH terms correctly!!
Note the difference between AFFLICT and INFLICT.
Try to craft a sentence using BOTH terms correctly!!
WOD Challenge #4
Now that you're getting the hang of this "game," here's one that even stumps the stars.
Ferret out the difference in meaning and usage between ACCESS and EXCESS. (Hint: Access has several meanings that even word nerds are not always aware of!)
Ferret out the difference in meaning and usage between ACCESS and EXCESS. (Hint: Access has several meanings that even word nerds are not always aware of!)
WOD Challenge #3
Here's a sticky wicket: determine the difference between AFFECT and EFFECT. Once you've figured it out for yourself, ask the significant adults in your life if they know!!
WOD Challenge #2
Determine the difference between ACCEPT and EXCEPT.
Not only should you be able to define these words, but you should also be able to highlight their differences in intelligent...dare I hope for creative...sentences!
Not only should you be able to define these words, but you should also be able to highlight their differences in intelligent...dare I hope for creative...sentences!
WOD...taken a step further! (Challenge #1)
Ladies! In an effort to continue to spur as well as inspire, I'm adding an aspect to your daily Word-of-the-Day assignment. Twice a week I will present you with a vocabulary challenge: words/expressions that are commonly confused, making misuse seem like ignorance. Your task will be to determine the issue at hand and then clarify the misunderstanding for yourself as well as others. You will also be expected to use the terms and expressions correctly in a sentence to further insure (ensure???) mastery!
Your first challenge is one I see EVERYWHERE...
Determine the difference in meaning and usage of THEN versus THAN!
We will further discuss this pursuit and will demystify the THEN/THAN confusion when we meet on Monday to go over our April vocabulary definitions.
Stay tuned for further installments of this new and improved WOD activity!
A Preview of Coming Attractions: a selection of these commonly confused words will constitute our May/Final Vocabulary Quiz...so you have THAT to look forward to! :-)
Your first challenge is one I see EVERYWHERE...
Determine the difference in meaning and usage of THEN versus THAN!
We will further discuss this pursuit and will demystify the THEN/THAN confusion when we meet on Monday to go over our April vocabulary definitions.
Stay tuned for further installments of this new and improved WOD activity!
A Preview of Coming Attractions: a selection of these commonly confused words will constitute our May/Final Vocabulary Quiz...so you have THAT to look forward to! :-)
Friday, May 9, 2008
Change of due date!!
Ladies! We will go over our April vocabulary definitions on Monday of next week (Monday, May 12) rather than Thursday, May 15th...so consider yourself warned!! While we're discussing schedules, we'll be using our core time / non-Production time on Thursday and Friday to further finalize our MySpace Workshop, which is slated for Wednesday, May 28th from 6 to 7 pm. Over the weekend, you're to actively research online sites and articles that offered a more reasoned approach to the rather sensational, even volatile material we examined this week in our MySpace discussion sessions. I've collected several appropriate articles which I will share with you next Thursday, but encourage you to find even more.
Tuesday, April 22, 2008
Your summer reading recommendation
...is due to me on Monday, April 28th!!
In order to compile an SGS Summer Reading Suggestions (List) that is relevent for Middle School girls, I’ve decided to solicit suggestions from YOU…the soon-to-be SGS graduates! Sooo…here’s what I need you to do:
1. Think about all the titles you’ve read this year and choose one that seems to stand out as a GREAT read.
2. Submit it as your personal recommendation, using the following format:
FIRST LINE
a. State your name, followed by the word “recommends…”
b. Bold and italicize the title of the book you’re recommending
c. Do not bold or italicize the author’s name…but do put “by” in front of it!
SHORT ANNOTATION (plot description and/or rating)
a. indent your short annotation paragraph
b. check it carefully for spelling and punctuation errors
c. tell enough of the story to hook the reader but not spoil the story
AN EXAMPLE: (font = Geneva, size 12)
(Note: the second, third...to the end lines of this should be indented. For some reason I can't get this blog to show that!! Check the format in the word document I sent you via email to be sure that you've complied with this aspect of the assignment!)
Sally McLaughlin recommends…Toning the Sweep by Angela Johnson
Grandmama Ola is dying of cancer, so her granddaughter Emily and her daughter Diane go down to the desert to help Ola pack up her life, her friendships, and her memories. This story is a lyrical examination of three women’s lives, memories and thoughts on life and death.
Your assessment for this assignment will be based on the following considerations:
1. whether you submit your recommendation on time
2. whether you write a thoughtful and engaging annotation for your title
3. whether you correctly follow the format outlined above.
When you’ve completed this assignment, you need to submit it to two different places:
1. A hard copy to your Women Fly folder
2. An electronic copy to the folder entitled “8th grade summer reading suggestions 2008” on the “share.”
3. Email Sally a Word Document copy of your recommendation to smclaughlin@seattlegirlsschool.org
…and YES…you may suggest more than one book!!
In order to compile an SGS Summer Reading Suggestions (List) that is relevent for Middle School girls, I’ve decided to solicit suggestions from YOU…the soon-to-be SGS graduates! Sooo…here’s what I need you to do:
1. Think about all the titles you’ve read this year and choose one that seems to stand out as a GREAT read.
2. Submit it as your personal recommendation, using the following format:
FIRST LINE
a. State your name, followed by the word “recommends…”
b. Bold and italicize the title of the book you’re recommending
c. Do not bold or italicize the author’s name…but do put “by” in front of it!
SHORT ANNOTATION (plot description and/or rating)
a. indent your short annotation paragraph
b. check it carefully for spelling and punctuation errors
c. tell enough of the story to hook the reader but not spoil the story
AN EXAMPLE: (font = Geneva, size 12)
(Note: the second, third...to the end lines of this should be indented. For some reason I can't get this blog to show that!! Check the format in the word document I sent you via email to be sure that you've complied with this aspect of the assignment!)
Sally McLaughlin recommends…Toning the Sweep by Angela Johnson
Grandmama Ola is dying of cancer, so her granddaughter Emily and her daughter Diane go down to the desert to help Ola pack up her life, her friendships, and her memories. This story is a lyrical examination of three women’s lives, memories and thoughts on life and death.
Your assessment for this assignment will be based on the following considerations:
1. whether you submit your recommendation on time
2. whether you write a thoughtful and engaging annotation for your title
3. whether you correctly follow the format outlined above.
When you’ve completed this assignment, you need to submit it to two different places:
1. A hard copy to your Women Fly folder
2. An electronic copy to the folder entitled “8th grade summer reading suggestions 2008” on the “share.”
3. Email Sally a Word Document copy of your recommendation to smclaughlin@seattlegirlsschool.org
…and YES…you may suggest more than one book!!
Wednesday, April 16, 2008
The Road Less Traveled Project 2008
In his famous poem The Road Not Taken, American Poet-Laureate, Robert Frost muses:
Two roads diverged in a wood, and I—
I took the one less traveled by,
And that has made all the difference.
For your final independent reading project at SGS, I want you to “take a road less traveled by” as you complete the following challenges between now and mid-May. You will submit your completed packet to the Women Fly folders on Monday, May 19th. Your goal will be to continue the life-long process of exploring experiences using a literary / humanities lens, a method of exploration that you first employed with your African-American/Black History Month project in February and continued to perfect with your Women’s History Month exploration in March. My dream for you remains the same: that you’ll develop a passion for knowing in a real way and for finding meaning in a life-changing way through an ongoing exploration of stories and their impact on our shared yet varied experience.
This time around, you have two figurative roads in front of you…and yes, they are diverging! You may either go in a direction that calls to you because of some affinity you might feel for its perceived destination…OR… you may take the path that leads you to unfamiliar, uncharted terrain. It’s your choice!
(Translation s’il vous plait!! You may choose between an investigation of some experience or issue you know a bit about and want to further explore…OR…you may choose an experience or issue that you know nothing about but realize it might be interesting to investigate.
For example, for the first, more familiar path, I might choose something to do with some aspect of World War II that I feel I need to know more about. I’m busily writing a book about World War II, so I consider myself fairly well-versed in some aspects of that event…but there are definitely areas I could meaningfully explore, such as the Luftwaffe’s (German Air Force) strategies and protocol as they sought to defend the Fatherland against the devastation caused by the strategic bombing raids of the U.S. 8th Air Force. To this end I would probably choose to read something like Angels of Death: Göring’s Luftwaffe by Edwin Palmer Hoyt or Betrayed Ideals: Memoirs of a Luftwaffe Fighter Ace by Hans-Ekkardt Bob. (Coincidently, both books are in the rather impressive stack that is steadily growing by the bedstead!)
For the second diverging path, I might decide to explore a phenomenon that I was recently introduced to through an article I read in Bitch Magazine (byline: feminist response to pop culture) – that is, the concept of virtual reality worlds! In order to further explore this titillating new notion (at least it’s new to me!) I might choose to read Tim Guest’s Second Lives: A Journey Through Virtual Worlds or Wagner James Au’s The Making of Second Life: Notes from the New World. (Hint: Second Life is the name of a virtual reality world that is readily accessible online.) I might then move onto Second Life for Dummies…and from there…who knows??
Here are the details of this last challenge:
1. Choose your path – either the familiar one that will lead you deeper into a woods of meaning you’ve already entered before…or the unfamiliar one that will lead you to a place you may have yet to imagine.
2. Write a “pre-informed” reflection (1-3 pages, word-processed, double spaced), due Wednesday, April 23, at 9 am that addresses the following considerations:
- Why did you choose the topic/issue/event/era/culture/experience/person you chose?
- What is it you hope to further explore?
- If you chose to delve deeper into something you’re already familiar with, outline what you know about your subject and what aspect of your knowledge you hope to deepen.
- If you chose to investigate something you know little about, highlight what attracted you to this topic and briefly imagine what you might find as you head down this path.
3. Then do a bit of online research, peruse the 8th grade library shelves and/or talk with me about possible topics to explore. Again, your goal is to simply wander a bit until you find something that engages your curiosity. Some of you will know right away what you want to investigate, others will take a while…both ways are fine! The important thing is to light on a topic that truly captivates you and holds your attention in a meaningful (versus prurient) way! Be sure to note all internet sites that prove informative and include them at the end of your “post-informed” reflection, due on May 19th. (See #5 below)
4. Find and then read a book that directly relates to your chosen topic. Be sure that you write the requisite three Reading Journal entries (two to peers, one to me) as you process through your selection, and when you’ve finished, write an engaging GoodReads book review in our Reading Workshop 2008 Group site.
5. Once you’ve finished your book, write the “post-informed reflection” mentioned above. In it, be sure to address the following considerations:
- How has your knowledge/awareness grown or deepened through this investigation? (List at least three specifics that you now know that you weren’t aware of before.)
- How has your vision or insight changed or expanded as a result of this newfound knowledge/awareness?
- How might you use or apply the knowledge / awareness you’ve gained in your daily life?
- Do you think that you’ll investigate this topic further? Why or why not?
To make this project even more engaging and meaningful, choose at least one of the following extension activities to heighten your experience…or, if you dare, try to do all of them!!
1. Find and view a film that deals with your topic. Using the customary form, submit a film review.
2. Find a song that addresses aspects of the topic you’ve chosen. Submit an e-copy of the lyrics to my SGS email account. (You know the drill!!)
3. Find a poem or oral tradition piece that addresses aspects of the topic you’ve chosen. While you won’t be called upon to deliver this poem in a formal classroom setting, spend some time reading and re-reading the poem / oral piece so that you fully plumb its depths. Again, submit an e-copy to my SGS account.
4. Generate an original work of art that expresses some poignant aspect of your topic. This could take the form of a static art piece, a poem, a song, a video…whatever creative outlet you choose. (Due May 19th)
5. Find someone who has had direct experience with your chosen topic, conduct a 1-2 hour conversation/interview with her/him…and then write a 1-2 page reflection on that conversation, highlighting new awareness and shared appreciations. (See me first, if you choose this path!)
And there you have it! Strive to thoroughly enjoy this adventure in the spirit of Helen Keller’s observation:
Life is but a daring adventure or nothing!
(Warning: We will informally present our topics to our core-mates in the week of May 19th.)
Two roads diverged in a wood, and I—
I took the one less traveled by,
And that has made all the difference.
For your final independent reading project at SGS, I want you to “take a road less traveled by” as you complete the following challenges between now and mid-May. You will submit your completed packet to the Women Fly folders on Monday, May 19th. Your goal will be to continue the life-long process of exploring experiences using a literary / humanities lens, a method of exploration that you first employed with your African-American/Black History Month project in February and continued to perfect with your Women’s History Month exploration in March. My dream for you remains the same: that you’ll develop a passion for knowing in a real way and for finding meaning in a life-changing way through an ongoing exploration of stories and their impact on our shared yet varied experience.
This time around, you have two figurative roads in front of you…and yes, they are diverging! You may either go in a direction that calls to you because of some affinity you might feel for its perceived destination…OR… you may take the path that leads you to unfamiliar, uncharted terrain. It’s your choice!
(Translation s’il vous plait!! You may choose between an investigation of some experience or issue you know a bit about and want to further explore…OR…you may choose an experience or issue that you know nothing about but realize it might be interesting to investigate.
For example, for the first, more familiar path, I might choose something to do with some aspect of World War II that I feel I need to know more about. I’m busily writing a book about World War II, so I consider myself fairly well-versed in some aspects of that event…but there are definitely areas I could meaningfully explore, such as the Luftwaffe’s (German Air Force) strategies and protocol as they sought to defend the Fatherland against the devastation caused by the strategic bombing raids of the U.S. 8th Air Force. To this end I would probably choose to read something like Angels of Death: Göring’s Luftwaffe by Edwin Palmer Hoyt or Betrayed Ideals: Memoirs of a Luftwaffe Fighter Ace by Hans-Ekkardt Bob. (Coincidently, both books are in the rather impressive stack that is steadily growing by the bedstead!)
For the second diverging path, I might decide to explore a phenomenon that I was recently introduced to through an article I read in Bitch Magazine (byline: feminist response to pop culture) – that is, the concept of virtual reality worlds! In order to further explore this titillating new notion (at least it’s new to me!) I might choose to read Tim Guest’s Second Lives: A Journey Through Virtual Worlds or Wagner James Au’s The Making of Second Life: Notes from the New World. (Hint: Second Life is the name of a virtual reality world that is readily accessible online.) I might then move onto Second Life for Dummies…and from there…who knows??
Here are the details of this last challenge:
1. Choose your path – either the familiar one that will lead you deeper into a woods of meaning you’ve already entered before…or the unfamiliar one that will lead you to a place you may have yet to imagine.
2. Write a “pre-informed” reflection (1-3 pages, word-processed, double spaced), due Wednesday, April 23, at 9 am that addresses the following considerations:
- Why did you choose the topic/issue/event/era/culture/experience/person you chose?
- What is it you hope to further explore?
- If you chose to delve deeper into something you’re already familiar with, outline what you know about your subject and what aspect of your knowledge you hope to deepen.
- If you chose to investigate something you know little about, highlight what attracted you to this topic and briefly imagine what you might find as you head down this path.
3. Then do a bit of online research, peruse the 8th grade library shelves and/or talk with me about possible topics to explore. Again, your goal is to simply wander a bit until you find something that engages your curiosity. Some of you will know right away what you want to investigate, others will take a while…both ways are fine! The important thing is to light on a topic that truly captivates you and holds your attention in a meaningful (versus prurient) way! Be sure to note all internet sites that prove informative and include them at the end of your “post-informed” reflection, due on May 19th. (See #5 below)
4. Find and then read a book that directly relates to your chosen topic. Be sure that you write the requisite three Reading Journal entries (two to peers, one to me) as you process through your selection, and when you’ve finished, write an engaging GoodReads book review in our Reading Workshop 2008 Group site.
5. Once you’ve finished your book, write the “post-informed reflection” mentioned above. In it, be sure to address the following considerations:
- How has your knowledge/awareness grown or deepened through this investigation? (List at least three specifics that you now know that you weren’t aware of before.)
- How has your vision or insight changed or expanded as a result of this newfound knowledge/awareness?
- How might you use or apply the knowledge / awareness you’ve gained in your daily life?
- Do you think that you’ll investigate this topic further? Why or why not?
To make this project even more engaging and meaningful, choose at least one of the following extension activities to heighten your experience…or, if you dare, try to do all of them!!
1. Find and view a film that deals with your topic. Using the customary form, submit a film review.
2. Find a song that addresses aspects of the topic you’ve chosen. Submit an e-copy of the lyrics to my SGS email account. (You know the drill!!)
3. Find a poem or oral tradition piece that addresses aspects of the topic you’ve chosen. While you won’t be called upon to deliver this poem in a formal classroom setting, spend some time reading and re-reading the poem / oral piece so that you fully plumb its depths. Again, submit an e-copy to my SGS account.
4. Generate an original work of art that expresses some poignant aspect of your topic. This could take the form of a static art piece, a poem, a song, a video…whatever creative outlet you choose. (Due May 19th)
5. Find someone who has had direct experience with your chosen topic, conduct a 1-2 hour conversation/interview with her/him…and then write a 1-2 page reflection on that conversation, highlighting new awareness and shared appreciations. (See me first, if you choose this path!)
And there you have it! Strive to thoroughly enjoy this adventure in the spirit of Helen Keller’s observation:
Life is but a daring adventure or nothing!
(Warning: We will informally present our topics to our core-mates in the week of May 19th.)
Monday, March 10, 2008
Mission to Mars Launch Times: T-4 days!
Houston, we have launch times! Please reference your astronaut's launch time below. (And remember, astronauts are required to arrive 15 minutes prior to the official launch time and depart immediately after the debrief with the international press!)
M2M Teams and Launch Times:
9-noon: Olympus
Amalia
Emma S.
Taryn
Unity
Lucy
Maddy
Jackie
Lilly
Anja
1-4 pm: Achilles
Emma M.
Meena
Kathryn
Le'Jayah
Madeira
Louisa
Emily
Kimmy
Alice
5-8 pm: Titan
Sam
Gabby
Cecilia
Honoré
Traciemichael
Rhys
Lena
Hannah
9-midnight: Vesuvius
Gillia
Alaina
Thalia
Kayla
Clara
Gemma
Maya
Rose
Anna
Parents/ Significant Adults typically stay for the first thirty minutes of the mission and then arrive fifteen minutes early to retrieve their astronauts. That said, I can't guarantee that you'll be able to promptly pull yourself away once you see what we're up to! Consider yourself forewarned!
This is Commander McLaughlin...over and out!
M2M Teams and Launch Times:
9-noon: Olympus
Amalia
Emma S.
Taryn
Unity
Lucy
Maddy
Jackie
Lilly
Anja
1-4 pm: Achilles
Emma M.
Meena
Kathryn
Le'Jayah
Madeira
Louisa
Emily
Kimmy
Alice
5-8 pm: Titan
Sam
Gabby
Cecilia
Honoré
Traciemichael
Rhys
Lena
Hannah
9-midnight: Vesuvius
Gillia
Alaina
Thalia
Kayla
Clara
Gemma
Maya
Rose
Anna
Parents/ Significant Adults typically stay for the first thirty minutes of the mission and then arrive fifteen minutes early to retrieve their astronauts. That said, I can't guarantee that you'll be able to promptly pull yourself away once you see what we're up to! Consider yourself forewarned!
This is Commander McLaughlin...over and out!
Wednesday, March 5, 2008
The Mission Continues...Women's History Month
Ladies! I'll cut and paste here the handout I presented earlier this week which deals with your next challenge...an independent exploration of aspects of Women's History. You do not need to limit yourself to United States women's experience and are free to wax as creative as you dare with this! In order to thoroughly benefit from your adventure, please do pace yourself. You might also want to consider turning your packet in BEFORE heading off the Spring Break at the end of the month...just a thought.
BUT WAIT…THERE’S MORE!!
Women’s History Month 2008: THE MISSION CONTINUED!!
YOUR MARCH MISSION: To complete the following challenges within the merry month of MARCH and then submit your completed packet to the “Women Fly” folders on Monday, April 7th (…the first day after our Spring Break. Extra credit for those of your who submit your packet on Friday, March 28th.) Your goal will be to begin (or continue) a life-long awareness of the journey women have necessarily taken in order to arrive where they…where WE…find ourselves today. This challenge is by no means comprehensive or complete. I encourage you to find ways to augment this experience that are particularly meaningful to you on your journey.
1. VIEW AND THEN REVIEW A FILM THAT DIRECTLY ADDRESSES WOMEN’S EXPERIENCES OR IS OBVIOULSY PRESENTED FROM A WOMAN’S POINT OF VIEW. (Use the Film Analysis sheet that you’re familiar with from our Black History project. I will resend that form in an email as well.)
Right off the top of my head, several interesting films come to mind: • Antonia’s Line • Thelma and Louise • The Color Purple • North Country • Boys on the Side • Clueless •HBO’s If These Walls Could Talk •Joy Luck Club •Fire/Earth/Water by Deepa Mehta…a great website that lists many Women’s Studies films is http://www.mith2.umd.edu/WomensStudies/FilmReviews/)
Also don’t overlook the myriad documentaries on women’s issues!
2. READ A NOVEL, MEMOIR, BIOGRAPHY, AUTOBIOGRAPHY, NONFICTION ACCOUNT THAT HAS DIRECT RELEVANCE TO WOMEN’S EXPERIENCE. Write at least three Reading Journal entries as you read your selection: two to classmates and one to me. Of course, you may write even more as the spirit moves you. Also be ready to discuss the following points in small, informal group sessions:
a. What aspect of women’s experience was highlighted and/or powerfully portrayed in your reading selection?
b. What did you learn or were you made aware of for the first time through reading this selection?
c. What, if any, specific knowledge that you felt you already possessed was reinforced through your reading selection?
d. What questions were you left with when you finished your selection?
e. To what degree would you recommend this reading selection and why?
(Be sure that you write a book analysis, using our Reading Workshop Group site on GoodReads!)
3. PREPARE AND PRESENT AN IMPORTANT PIECE FROM THE CANON OF WOMEN’S RIGHTS LITERATURE/SPEECHES (OR ANYTHING THAT DIRECTLY PERTAINS TO WHAT IT MEANS TO BE A WOMAN) AND BE READY TO RECITE IT THE WEEK OF MARCH 17TH. (Note: if your piece is particularly long, you may do an interpretative reading This assignment should feel familiar! Don’t forget to email me a Word Document attachment of your selection titled Your name + title of piece.)
Some examples of possible selections might be:
a. Susan B. Anthony of “Women’s Right to Vote”
http://www.infoplease.com/t/hist/anthony-trial/6.html
b. Mother Jones: Labor Speech to Coal Miners http://www.infoplease.com/t/hist/jones-coal-miner/index.html
c. Helen Keller: Strike Against War http://www.infoplease.com/t/hist/strike-against-war/index.html
d. Ursula LeGuin: A Left-Handed Commencement Address Mills College, Mills College, Oakland, Calif., 1983 http://gos.sbc.edu/l/leguin.html
e. Lucretia Mott: Discourse On Woman http://www.infoplease.com/t/hist/discourse-on-woman/index.html
f. Shirley Chisholm’s 1969 Speech to Congress, “Equal Rights for Women”
(http://www.infoplease.com/t/hist/equal-rights-for-women/index.html)
…to name ONLY A FEW!!
(SEE ME WITH YOUR OWN IDEAS FOR THIS SECTION OF THE CHALLENGE… I WOULD LOVE TO HAVE YOU INTRODUCE US TO SOMETHING NEW AND IMPORTANT!)
4. PRESENT A SONG OF PARTICULAR SIGNIFICANCE TO A WOMAN’S JOURNEY OR EXPERIENCE. (Due in class the week of March 24th; please email me the title of your song along with the performer’s name AND a Word Document attachment of the lyrics by Monday at 3:30 pm. Again, be sure to title your document with Your name + name of song…you know the drill!)
Some examples might be:
• When I Was a Boy by Dar Williams
• All American Girl by Melissa Etheridge
• Your Revolution by Sarah Jones
• Talk to Me Now Ani DiFranco
• Keep Young and Beautiful by Annie Lenox
• Sandra by Barry Manilow (great rendition by Dusty Springfield)
• At Seventeen by Janis Ian
• Honest Lullaby Joan Baez
• He Thinks He’ll Keep Her by Mary Chapin Carpenter
• Sisters Are Doin’ It For Themselves by Aretha Franklin
…but don’t get me started!! ☺ Here’s an idea: Ask your mothers or other “older” women in your lives for their favorite songs…they’ll have amazing possibilities to share, I’m sure!
5. WRITTEN REFLECTION (1-3 pages, word-processed, double spaced):
Elaine Gill noted: If you have any doubts that we live in a society controlled by men, try reading down the index of contributors to a volume of quotations, looking for women's names. While there’s truth to Elaine’s observation, there are also countless quotes by women that serve to instruct and inspire. Your task is to search out these quotes. (My personal favorite: I myself have never been able to find out precisely what feminism is: I only know that people call me a feminist whenever I express sentiments that differentiate me from a doormat. – Rebecca West) Select one that seems to resonate with you and then write a reflection examining why. Your essay should include:
• An introduction that presents the quote you’re considering
• An explanation of what the quote means in general terms
• An examination of what the quote means specifically to you
• A pithy conclusion suggesting how the quote will carry or accompany you on your ongoing journey as a young woman
Make this reflection a meaningful one to write as well as read!
OR:
Interview an honored elder of the female persuasion (ie an older woman you know!) about her experiences growing up and/or some salient, marking moment in her past - that kind of thing. Then write a reflection based on that interview. Your essay should include:
• An introduction that presents your interviewee: how you know her, why you chose her, etc.
• An explanation of what aspects of her story seemed particularly applicable to a consideration of women’s experience
• An examination of what her experiences suggest to you about women’s journeys…How has society or our shared culture evolved since the era she described? How are things different (or subtly the same) for you today?
• A pithy conclusion tying it all together!
Again, make this reflection a meaningful one to write as well as read!
BUT WAIT…THERE’S MORE!!
Women’s History Month 2008: THE MISSION CONTINUED!!
YOUR MARCH MISSION: To complete the following challenges within the merry month of MARCH and then submit your completed packet to the “Women Fly” folders on Monday, April 7th (…the first day after our Spring Break. Extra credit for those of your who submit your packet on Friday, March 28th.) Your goal will be to begin (or continue) a life-long awareness of the journey women have necessarily taken in order to arrive where they…where WE…find ourselves today. This challenge is by no means comprehensive or complete. I encourage you to find ways to augment this experience that are particularly meaningful to you on your journey.
1. VIEW AND THEN REVIEW A FILM THAT DIRECTLY ADDRESSES WOMEN’S EXPERIENCES OR IS OBVIOULSY PRESENTED FROM A WOMAN’S POINT OF VIEW. (Use the Film Analysis sheet that you’re familiar with from our Black History project. I will resend that form in an email as well.)
Right off the top of my head, several interesting films come to mind: • Antonia’s Line • Thelma and Louise • The Color Purple • North Country • Boys on the Side • Clueless •HBO’s If These Walls Could Talk •Joy Luck Club •Fire/Earth/Water by Deepa Mehta…a great website that lists many Women’s Studies films is http://www.mith2.umd.edu/WomensStudies/FilmReviews/)
Also don’t overlook the myriad documentaries on women’s issues!
2. READ A NOVEL, MEMOIR, BIOGRAPHY, AUTOBIOGRAPHY, NONFICTION ACCOUNT THAT HAS DIRECT RELEVANCE TO WOMEN’S EXPERIENCE. Write at least three Reading Journal entries as you read your selection: two to classmates and one to me. Of course, you may write even more as the spirit moves you. Also be ready to discuss the following points in small, informal group sessions:
a. What aspect of women’s experience was highlighted and/or powerfully portrayed in your reading selection?
b. What did you learn or were you made aware of for the first time through reading this selection?
c. What, if any, specific knowledge that you felt you already possessed was reinforced through your reading selection?
d. What questions were you left with when you finished your selection?
e. To what degree would you recommend this reading selection and why?
(Be sure that you write a book analysis, using our Reading Workshop Group site on GoodReads!)
3. PREPARE AND PRESENT AN IMPORTANT PIECE FROM THE CANON OF WOMEN’S RIGHTS LITERATURE/SPEECHES (OR ANYTHING THAT DIRECTLY PERTAINS TO WHAT IT MEANS TO BE A WOMAN) AND BE READY TO RECITE IT THE WEEK OF MARCH 17TH. (Note: if your piece is particularly long, you may do an interpretative reading This assignment should feel familiar! Don’t forget to email me a Word Document attachment of your selection titled Your name + title of piece.)
Some examples of possible selections might be:
a. Susan B. Anthony of “Women’s Right to Vote”
http://www.infoplease.com/t/hist/anthony-trial/6.html
b. Mother Jones: Labor Speech to Coal Miners http://www.infoplease.com/t/hist/jones-coal-miner/index.html
c. Helen Keller: Strike Against War http://www.infoplease.com/t/hist/strike-against-war/index.html
d. Ursula LeGuin: A Left-Handed Commencement Address Mills College, Mills College, Oakland, Calif., 1983 http://gos.sbc.edu/l/leguin.html
e. Lucretia Mott: Discourse On Woman http://www.infoplease.com/t/hist/discourse-on-woman/index.html
f. Shirley Chisholm’s 1969 Speech to Congress, “Equal Rights for Women”
(http://www.infoplease.com/t/hist/equal-rights-for-women/index.html)
…to name ONLY A FEW!!
(SEE ME WITH YOUR OWN IDEAS FOR THIS SECTION OF THE CHALLENGE… I WOULD LOVE TO HAVE YOU INTRODUCE US TO SOMETHING NEW AND IMPORTANT!)
4. PRESENT A SONG OF PARTICULAR SIGNIFICANCE TO A WOMAN’S JOURNEY OR EXPERIENCE. (Due in class the week of March 24th; please email me the title of your song along with the performer’s name AND a Word Document attachment of the lyrics by Monday at 3:30 pm. Again, be sure to title your document with Your name + name of song…you know the drill!)
Some examples might be:
• When I Was a Boy by Dar Williams
• All American Girl by Melissa Etheridge
• Your Revolution by Sarah Jones
• Talk to Me Now Ani DiFranco
• Keep Young and Beautiful by Annie Lenox
• Sandra by Barry Manilow (great rendition by Dusty Springfield)
• At Seventeen by Janis Ian
• Honest Lullaby Joan Baez
• He Thinks He’ll Keep Her by Mary Chapin Carpenter
• Sisters Are Doin’ It For Themselves by Aretha Franklin
…but don’t get me started!! ☺ Here’s an idea: Ask your mothers or other “older” women in your lives for their favorite songs…they’ll have amazing possibilities to share, I’m sure!
5. WRITTEN REFLECTION (1-3 pages, word-processed, double spaced):
Elaine Gill noted: If you have any doubts that we live in a society controlled by men, try reading down the index of contributors to a volume of quotations, looking for women's names. While there’s truth to Elaine’s observation, there are also countless quotes by women that serve to instruct and inspire. Your task is to search out these quotes. (My personal favorite: I myself have never been able to find out precisely what feminism is: I only know that people call me a feminist whenever I express sentiments that differentiate me from a doormat. – Rebecca West) Select one that seems to resonate with you and then write a reflection examining why. Your essay should include:
• An introduction that presents the quote you’re considering
• An explanation of what the quote means in general terms
• An examination of what the quote means specifically to you
• A pithy conclusion suggesting how the quote will carry or accompany you on your ongoing journey as a young woman
Make this reflection a meaningful one to write as well as read!
OR:
Interview an honored elder of the female persuasion (ie an older woman you know!) about her experiences growing up and/or some salient, marking moment in her past - that kind of thing. Then write a reflection based on that interview. Your essay should include:
• An introduction that presents your interviewee: how you know her, why you chose her, etc.
• An explanation of what aspects of her story seemed particularly applicable to a consideration of women’s experience
• An examination of what her experiences suggest to you about women’s journeys…How has society or our shared culture evolved since the era she described? How are things different (or subtly the same) for you today?
• A pithy conclusion tying it all together!
Again, make this reflection a meaningful one to write as well as read!
Saturday, February 9, 2008
Our Obama Adventure
Ladies! I just wanted to commend you all on your exemplary conduct at yesterday's rather impromptu field trip to Seattle Center to see/hear/experience presidential candidate Barack Obama. While there had been hints of less-than-desirable Metro bus behavior from years past, you all were fantastic in yesterday's "less-than-desirable" bus crowds! I saw folks giving up seats to older passengers and heard one elderly lady bid two SGS 8th graders goodbye as we exited, stating, "It's been very nice talking with you girls!" (Way to go Rhys and Emma M!!!) Then too, I appreciated the mature resignation with which many of you accepted my seemingly arbitrary decisions about not buying food at the Center, not re-locating to the cement deck over the Key Arena stairwell (did you hear Barack tell some boy to get down from there???), and I was most impressed with the manner in which you braved what turned out to be a VERY cold day!! All in all, it was an excellent field trip - made all the more memorable by your positive attitudes and your cooperative behavior. You guys rock!!
Wednesday, January 30, 2008
Black History Month...aka Mission Possible!
Ladies! I want to encourage you to start early and finish strong with the myriad tasks inherent in our upcoming "independent exploration" into aspects of the African-American Experience. Be sure to check the assignment timeline on this blog so that you're prepared for the various internal deadlines. For your ease as well as edification, I'll cut and paste here the handout I provided for you in class. Be sure to see me early rather than late with any questions/issues/concerns! This should be an interesting endeavor that furthers your growing edge with regards to African-American history and experience.
The Handout:
YOUR MISSION: To complete the following challenges within the way-too-short month of February and then submit your completed packet to the Women Fly folders on Friday, February 29th. Your goal will be to begin (or continue) a life-long process of exploring experiences (in this case, the African-American experience) that come together to form the “American Experience.” My dream for you is that you’ll develop a passion for knowing in a real way and for finding meaning in a life-changing way through an ongoing exploration of stories and their impact on our shared yet varied experience.
This challenge is by no means comprehensive or complete. I encourage you to find ways to augment this experience that are particularly meaningful to you on your journey.
Due Date for the entire Project Packet: Friday, February 29th. (See additional deadlines imbedded in the various assignments!!)
1. VIEW AND THEN REVIEW A FILM THAT DIRECTLY ADDRESSES THE AFRICAN-AMERICAN EXPERIENCE. (Use the attached “Film Analysis Sheet” to respond to your film selection. I will email you all a copy of this.)
2. And/or ATTEND ONE OF THE FILMS SHOWN IN OUR LUNCH TIME BLACK HISTORY FILM FEST OFFERINGS. (Shown in the 8th grade library: 12:45-1:15 daily) This film needs to be reviewed as well. (See #1) Note: You will be responsible for two films total - viewed at home or at school!
3. READ A NOVEL, MEMOIR, BIOGRAPHY, AUTOBIOGRAPHY, NONFICTION ACCOUNT THAT HAS DIRECT RELEVANCE TO THE AFRICAN-AMERICAN EXPERIENCE. Write at least three journal entries in your Reading Journal as you read your selection: two to peers and one to me. Of course, you may write even more as the spirit moves you. Also be ready to discuss the following points in small, informal group sessions:
a. What aspect of the African-American experience was highlighted and/or powerfully portrayed in your reading selection?
b. What did you learn or were you made aware of for the first time through reading this selection?
c. What, if any, specific knowledge that you felt you already possessed was reinforced through your reading selection?
d. What questions were you left with when you finished your selection?
e. To what degree would you recommend this reading selection and why?
In addition, you will need to write a word-processed book analysis, using the attached “Book Analysis Sheet” to guide you.
4. MEMORIZE AN IMPORTANT PIECE FROM THE CANON OF AFRICAN-AMERICAN ORAL TRADITION AND BE READY TO RECITE IT ON MONDAY, FEBRUARY 11TH. (Note: if your piece is particularly long, you may do an interpretative reading. However, if possible, I would like to you memorize your piece. See me if you’re not sure about this!!)
Some examples of possible selections might be:
a. Sojourner Truth’s “Ain’t I A Woman?”
(http://www.feminist.com/resources/artspeech/genwom/sojour.html)
b. Martin Luther King Jr.’s “I Have a Dream” Speech (http://www.usconstitution.net/dream.html)
c. Maya Angelou’s “Phenomenal Woman”
(http://www.poemhunter.com/p/m/poem.asp?poet=6834&poem=33052)
d. Frederick Douglass’ 1952 Speech “The Meaning of July Fourth for the Negro”
(http://www.pbs.org/wgbh/aia/part4/4h2927.html)
e. Mary McLeod Bethune’s 1939 speech “What Does American Democracy Mean to Me?”
(http://americanradioworks.publicradio.org/features/sayitplain/mmbethune.html)
f. Langston Hughes’ “I, Too, Sing America”
(http://www.poetryconnection.net/poets/Langston_Hughes/2383)
g. Shirley Chisholm’s 1969 Speech to Congress, “Equal Rights for Women”
(http://www.infoplease.com/t/hist/equal-rights-for-women/index.html)
h. Tupac Shakur’s “And Tomorrow”
(http://www.tupacnet.org/poetry/poetry.htm)
…to name ONLY A FEW!!
(SEE ME WITH YOUR OWN IDEAS FOR THIS SECTION OF THE CHALLENGE!! I WOULD LOVE TO HAVE YOU INTRODUCE US TO SOMETHING NEW AND IMPORTANT!)
5. LEARN A SONG / PRESENT A SONG OF PARTICULAR SIGNIFICANCE WITHIN THE AFRICAN-AMERICAN EXPERIENCE.
(Due Friday, February 8th; please submit a Word Document “clean copy” of your song’s lyrics to my SGS email as an attachment (smclaughlin@seattlegirlsschoolorg.) … I will then project your lyrics when we share your song. Also, give me access to your song via CD, etc. See me sooner rather than later with any issues on this aspect of the project!)
Some examples might be:
a. “Lift Every Voice and Sing” also known as the African-American Anthem
b. “We Shall Overcome”, the anthem of the Civil Rights Movement
c. “Go Down Moses” (Let my people go...) or “The Drinking Gourd” …coded slave anthems
d. “Dear Mama” by Tupac Shakur
e. “Oh Freedom” or “I Shall Not Be Moved” by Harry Belafonte
f. “Ain’t Gonna Let Nobody Turn Me Around” by Sweet Honey in the Rock
g. “Wade in the Water” African American spiritual
h. “All Falls Down” by Kanye West
i. Any song you might know of that speaks eloquently of/to the African-American experience.
To make this part of our exploration more meaningful, try to gather some background information on your song selection. If the song/singer/songwriter has a history, be prepared to informally (ie orally) share that.
6. INDEPENDENT PROJECT: This is your opportunity to develop an “experience” or project, which is particularly significant for your personal journey to fuller awareness. Some possible ideas might be to interview an African-American elder about her/his experiences, the creation of a poem, story or song that address African-American experience, a “field trip” that leads to further understanding of the African-American experience, or whatever you can think of that would be particularly meaningful. Please run your ideas by me first by mid-February. We will discuss these projects on Thursday, February 28th and Friday, February 29th. If your independent project involves an experience, an interview or the like, you will need to write a double-spaced 1-3 page reflection, describing your adventure and musing on lessons learned.
SEE ME WITH QUESTIONS! I can't wait to experience what you come up with for this project!
The Handout:
YOUR MISSION: To complete the following challenges within the way-too-short month of February and then submit your completed packet to the Women Fly folders on Friday, February 29th. Your goal will be to begin (or continue) a life-long process of exploring experiences (in this case, the African-American experience) that come together to form the “American Experience.” My dream for you is that you’ll develop a passion for knowing in a real way and for finding meaning in a life-changing way through an ongoing exploration of stories and their impact on our shared yet varied experience.
This challenge is by no means comprehensive or complete. I encourage you to find ways to augment this experience that are particularly meaningful to you on your journey.
Due Date for the entire Project Packet: Friday, February 29th. (See additional deadlines imbedded in the various assignments!!)
1. VIEW AND THEN REVIEW A FILM THAT DIRECTLY ADDRESSES THE AFRICAN-AMERICAN EXPERIENCE. (Use the attached “Film Analysis Sheet” to respond to your film selection. I will email you all a copy of this.)
2. And/or ATTEND ONE OF THE FILMS SHOWN IN OUR LUNCH TIME BLACK HISTORY FILM FEST OFFERINGS. (Shown in the 8th grade library: 12:45-1:15 daily) This film needs to be reviewed as well. (See #1) Note: You will be responsible for two films total - viewed at home or at school!
3. READ A NOVEL, MEMOIR, BIOGRAPHY, AUTOBIOGRAPHY, NONFICTION ACCOUNT THAT HAS DIRECT RELEVANCE TO THE AFRICAN-AMERICAN EXPERIENCE. Write at least three journal entries in your Reading Journal as you read your selection: two to peers and one to me. Of course, you may write even more as the spirit moves you. Also be ready to discuss the following points in small, informal group sessions:
a. What aspect of the African-American experience was highlighted and/or powerfully portrayed in your reading selection?
b. What did you learn or were you made aware of for the first time through reading this selection?
c. What, if any, specific knowledge that you felt you already possessed was reinforced through your reading selection?
d. What questions were you left with when you finished your selection?
e. To what degree would you recommend this reading selection and why?
In addition, you will need to write a word-processed book analysis, using the attached “Book Analysis Sheet” to guide you.
4. MEMORIZE AN IMPORTANT PIECE FROM THE CANON OF AFRICAN-AMERICAN ORAL TRADITION AND BE READY TO RECITE IT ON MONDAY, FEBRUARY 11TH. (Note: if your piece is particularly long, you may do an interpretative reading. However, if possible, I would like to you memorize your piece. See me if you’re not sure about this!!)
Some examples of possible selections might be:
a. Sojourner Truth’s “Ain’t I A Woman?”
(http://www.feminist.com/resources/artspeech/genwom/sojour.html)
b. Martin Luther King Jr.’s “I Have a Dream” Speech (http://www.usconstitution.net/dream.html)
c. Maya Angelou’s “Phenomenal Woman”
(http://www.poemhunter.com/p/m/poem.asp?poet=6834&poem=33052)
d. Frederick Douglass’ 1952 Speech “The Meaning of July Fourth for the Negro”
(http://www.pbs.org/wgbh/aia/part4/4h2927.html)
e. Mary McLeod Bethune’s 1939 speech “What Does American Democracy Mean to Me?”
(http://americanradioworks.publicradio.org/features/sayitplain/mmbethune.html)
f. Langston Hughes’ “I, Too, Sing America”
(http://www.poetryconnection.net/poets/Langston_Hughes/2383)
g. Shirley Chisholm’s 1969 Speech to Congress, “Equal Rights for Women”
(http://www.infoplease.com/t/hist/equal-rights-for-women/index.html)
h. Tupac Shakur’s “And Tomorrow”
(http://www.tupacnet.org/poetry/poetry.htm)
…to name ONLY A FEW!!
(SEE ME WITH YOUR OWN IDEAS FOR THIS SECTION OF THE CHALLENGE!! I WOULD LOVE TO HAVE YOU INTRODUCE US TO SOMETHING NEW AND IMPORTANT!)
5. LEARN A SONG / PRESENT A SONG OF PARTICULAR SIGNIFICANCE WITHIN THE AFRICAN-AMERICAN EXPERIENCE.
(Due Friday, February 8th; please submit a Word Document “clean copy” of your song’s lyrics to my SGS email as an attachment (smclaughlin@seattlegirlsschoolorg.) … I will then project your lyrics when we share your song. Also, give me access to your song via CD, etc. See me sooner rather than later with any issues on this aspect of the project!)
Some examples might be:
a. “Lift Every Voice and Sing” also known as the African-American Anthem
b. “We Shall Overcome”, the anthem of the Civil Rights Movement
c. “Go Down Moses” (Let my people go...) or “The Drinking Gourd” …coded slave anthems
d. “Dear Mama” by Tupac Shakur
e. “Oh Freedom” or “I Shall Not Be Moved” by Harry Belafonte
f. “Ain’t Gonna Let Nobody Turn Me Around” by Sweet Honey in the Rock
g. “Wade in the Water” African American spiritual
h. “All Falls Down” by Kanye West
i. Any song you might know of that speaks eloquently of/to the African-American experience.
To make this part of our exploration more meaningful, try to gather some background information on your song selection. If the song/singer/songwriter has a history, be prepared to informally (ie orally) share that.
6. INDEPENDENT PROJECT: This is your opportunity to develop an “experience” or project, which is particularly significant for your personal journey to fuller awareness. Some possible ideas might be to interview an African-American elder about her/his experiences, the creation of a poem, story or song that address African-American experience, a “field trip” that leads to further understanding of the African-American experience, or whatever you can think of that would be particularly meaningful. Please run your ideas by me first by mid-February. We will discuss these projects on Thursday, February 28th and Friday, February 29th. If your independent project involves an experience, an interview or the like, you will need to write a double-spaced 1-3 page reflection, describing your adventure and musing on lessons learned.
SEE ME WITH QUESTIONS! I can't wait to experience what you come up with for this project!
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