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1) I wonder why did his 2 colleagues leave the faculty?

2) Is the Person on the cover Rashid?

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1) Rashid

2) Mr.Washington - The first chapter sets up Mr. Washington's inner struggle with race and identity, depicting him as someone who feels he must suppress certain parts of himself to gain acceptance and respect in a setting that he knows does not fully embrace his background. This chapter lays the foundation for understanding how Mr. Washington's identity is shaped by both his pride in his accomplishments and the subtle racial tensions that influence his sense of self.

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1) I predict that Rashid is going to be the teachers biggest issue but in a good way.

2) I predict that each chapter is going to be the POV of how they see each other or how does some people view Rashid or Mr.Washington.

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1) Self-Hate

2) Internalized racism

3) Superiority Complex

4) Internalized racism

5) Ignorance

6) Adjustments

7) Reliance

8) Institutional Racism

9) Stereotypical Environment

10) Cultural

11) Self - Conceded

12) Prejudice

13) Racial profiling

14) Obsession

15) Prejudice

16) Internalized racism

17) The experience of one of the few black male teachers

18) Race and Identity

19) Racial Bias

20) Hyper fixated

21) Seclusion

22) Internalized Racism

23) Exceeding expectations

24)Prejudice/Bias

25) A need for community/kinship

26) Racial Tensions

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Most Important Sentence in Chapter 1, Chapter 2, and Chapter 3

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Most Important Sentence in Chapter 1, Chapter 2, and Chapter 3

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1. Chapter 1: Jerome Washington's perspective on his teaching

"Why don't you see how you do with tonight's assignment and allow me to prepare something for those who are interested in next week? Fair enough?"

This moment highlights Jerome's controlled and reserved nature, revealing his complex relationship with his students and his rigid adherence to expectations. How he reacts to Rashid’s initiative suggests his unease with anything that disrupts the structure he has built around his life.

2. Chapter 2: Rashid's inner conflict

Rashid, new to Chelsea School, struggles with being seen both as an outsider and as an embodiment of racial expectations. His confrontation with Jerome in the classroom, especially when "a fleeting expression – anger? kinship? – crossed his face," points to the tension between wanting to belong and confronting the reality of his differences.

3. Chapter 3: Jerome’s struggle with identity

"Our character is not so much the product of race and heredity as of those circumstances by which nature forms our habits, by which we are nourished and live." Jerome reflects on the influence of race and upbringing, which is central to his struggle. His belief in the importance of Roman ideals and discipline clashes with the realities of race and identity that Rashid faces at Chelsea.

These excerpts illustrate the central themes of race, identity, and control, which play crucial roles throughout the novel's narrative.

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1. Impact of Kofi on Rashid:

Kofi represents a connection to Rashid’s roots and potential friendship in a challenging environment. Though his role is brief, Kofi offers Rashid a glimpse into a world where he might find kinship and understanding. His brief presence highlights the challenges Rashid faces in trying to maintain his identity amidst the alienation of Chelsea. Kofi’s exit from the story mirrors the fleeting nature of these connections in Rashid's world, which often leaves him feeling isolated.

2. Rashid’s background and setting:

Rashid comes from Brooklyn, an environment rich in cultural diversity and racial complexity. His neighborhood contrasts sharply with the privileged, predominantly white environment of Chelsea School in Connecticut. The difference between the two settings; Brooklyn’s urban and vibrant atmosphere versus Chelsea’s isolated and traditional boarding school; is central to understanding Rashid’s internal conflict as he tries to reconcile his identity in these contrasting worlds.

3. Why Rashid goes to Chelsea:

On the surface, Rashid’s move to Chelsea is motivated by the scholarship opportunity to receive a better education and open doors for his future. However, on a deeper level, Rashid sees it as an escape from the struggles and pressures of life in Brooklyn, seeking both a fresh start and a place where he hopes to find success, even if it means leaving behind the familiarity of his home.

4. Why Rashid is uneasy at Chelsea:

Rashid’s unease at Chelsea stems from the stark differences between his background and the predominantly white, upper-class students at the school. He feels like an outsider in a world where he is often made to feel different. Additionally, Rashid experiences the subtle yet constant racism that forces him to navigate his identity in a way that feels uncomfortable, highlighting his sense of alienation and discomfort in the new environment.

5. Mrs. Hansen’s return to Chelsea:

Mrs. Hansen returns to Chelsea after dealing with personal struggles, including a divorce and the challenges of her career. She is drawn back to the environment for its structure and the sense of stability it offers. Her return reflects her search for personal renewal and a place to regain her footing, even though she, too, feels like an outsider in some respects. This quest for belonging mirrors Rashid's own struggles, underscoring the novel’s theme of identity and adaptation.

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Mr. Washington

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1) How might their different backgrounds and life experiences influence their relationship?

2) How does the school's elite, predominantly white environment affect it's characters, especially Mr. Washington?

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1) What are Rashid's feelings towards Mr. Washington?

2)

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1) What does Mr.Washington observe about Rashid, and how does it shape his attitude toward him

2) How does Mr.Washington's reflection on his own past reveal about his character?

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1) How do these interactions highlight the tension or potential connection between them

2) How does Mr.Washington reflect on his experiences in this chapter?

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1) What does Chapter 6 reveal about Ms.Hansen's perspective on teaching at Chelsea?

2) What are Ms.Hansen's thoughts about Rashid in this chapter?

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We'll see Rashid clash with Mr.Washington. It may be more tension between them as Rashid deals with the pressure of school and his identity, while Mr.Washington pushes him harder.

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Rashid may resist Mr.Washington's teaching more, and their relationship could evolve as Mr.Washington starts to understand Rashid's struggles better

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Rashid struggles with isolation, and his relationship with Mr.Washington may evolve, leading to more understanding or conflict.

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Ms. Hansen's perspective on teaching at Chelsea becomes more evident. Her idealism may clash with the reality of the school's environment, and her interactions with Rashid could reveal more about his struggles.

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How does Mr.Washington's teaching style in the early chapters reflect his personality and values?

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What role does race play in shaping the relationships between Rashid, Mr.Washington, and other students?

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What does Ms.Hansen's idealism bring to the story, and how does it differ from Mr.Washington's more practical approach?

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How do you think Rashid will evolve as a character based on the challenges he faces in these early chapters?

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How do you think the different teaching styles of Mr.Washington and Ms.Hansen affect their students?

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Hansen | Mr. Washington

Rashid | Gerald

Rashid | Mr. Washington

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1) Say - Civil War

Mean - Mr.Washington & His Identity

2) Say - Controll(ed)

Mean - Mr.Washington & His way of living

3) Say - History

Mean - Mr. Washingtons' biases are deep-rooted from micro-aggressions

4) Say - System

Mean - Kofi did not feel he belonged in the way the white, wealthy, isolated school system served him

5) Say - Principle's

Mean - Chealsea's Values