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This section is a welcoming space for us to delve into our initial thoughts on the video "Interview with Michele Norris about "The Race Card Project" at USD. Share your micro memior here or share your thoughts about the video.

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Graduating class: 507; students of color: 3 (adopted triplets)

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Growing up in the rural south: presumed to not have experience with people of color

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Checking myself, guiding kidos--responsibly learning.

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Break Out Group 1

Needs and Wants

Community Helpers

1. How did your sections relate to Loving Engagement?

2. To which other principles did your section connect?

3. How did this article relate to your school context?

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Break Out group 2

City Planning

Revising 2-Dimensional Drafts

1. How did your sections relate to Loving Engagement?

2. To which other principles did your section connect?

3. How did this article relate to your school context?

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Collaboration is key in any community-building effort. The authors, Cristina Paul, Olivia Lozano, and Nancy Villalta, emphasize this aspect throughout the article. How can we apply these principles in our daily lives and work? Share your ideas here.

Break out group 3

Value Based Building

Ethically Reimagining

1. How did your sections relate to Loving Engagement?

2. To which other principles did your section connect?

3. How did this article relate to your school context?

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Where does community begin? Show us your classroom where you teach for Black Lives.  Post a picture here!

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Where does community begin? Show us your classroom where you teach for Black Lives.  Post a picture here!

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I used this activity with students prior to reading Trevor Noah's memoir. We wrote paragraphs and consolidated into the 6 word card.

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Born a Crime: Stories From a South African Childhood

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Read 54.2k reviews from the world's largest community for readers. The memoir of one man's coming-of-age, set during the twilight of apartheid and the tumu...

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Race Card:

Why are you LOOKING at me?

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i appreciate that she discusses the fact that people are uncomfortable but it is damn important

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Glows: Students looked forward to sharing and discussing the topics. SUPER engaged.

Grows: Learning and participating in more of these topics activities with my students... trying to maybe do this twice a month (every 2 weeks)

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Glows:

I actually did it this year!

My kids really engaged well with the film I chose to use and one of my groups really stepped up to create a visual set of resources for us to post in the hallways :) they really flourished with being able to direct themselves to how they wanted to engage with the ideas, the film, etc and present out about how they engaged with all of it

Grows - more classes engaging, a wider variety of tasks, more student driven

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We wrote compare contrast essays about two music videos. I videoed the kids discussion. We had a fish bowl discussion. Great stuff! Will do it again next year.

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Glow:

The Special Education students at my school made posters using Black men and women that succeeded in different areas in the nation, with quotes encouraging themselves and fellow students.

It was really very impressive, and you could see students and staffs stopping by to take a look and read.

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Glows:

Working with 8th graders that I share with my math colleague at DelSesto, I found more of a buy-in and engagement with my classroom activities centered in the black experience. It felt authentic and I had students recommending scientists to learn about over the course of February.

Grows:

I feel that I could have made a larger impact at my school through reaching out to more colleagues with resources that they could leverage to participate and contribute to our community initiative.

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Group 1: Needs and Wants and Community Helpers 

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Group 1: Needs and Wants and Community Helpers 

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Summary: Student centered vision on community design (in a California elementary with a very democratic, student centered vision) including what are the needs and wants of the community members, and who are the helpers in the community that help to deliver on these needs and wants. We saw the connection to Loving Engagement in how all of the discourse was centered around collective care in action as it relates to justice, peace and liberation. (More to be added)

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1. felt really good about connections to the novel i chose to teach in february, Homegoing, and so many of the principles.

2. Brought in poetry and literature but also was able to bring in explicit connection to resistance and revolution using some video about transatlantic slave trade, emmett till, watts riots/rebellion and george floyd.

grows

1. i talked with colleagues about the week but i didnt disseminate materials or check in to see if we could collaborate or if they needed support.

2. because i felt guilty about that, i didn’t check in after the fact to see what others (except dean who is here) did. there might have been some cool stuff. and i know it’s not too late. but i feel a little shy maybe even embarrassed that i wasn’t much help.

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Students created PP on influence of gospel music on Langston Hughes' poetry.

They researched: history of gospel music from slave songs; conflict regarding birth of gospel; Hughes poems.

Analyzed similarities of poems and music

Identified ways to find personal voice and use it to claim identity.

Showed how Hughes used his voice and identity to disrupt racism.

Appreciated the art forms;

Wrote their own poems.

I did not feel that the week of action was widespread enough.

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Glow: love the idea behind it and the start it provided

Grow: would love to see it expand and reach more

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I believe we still need to work on being committed to making our spaces and school family-friendly and enable parents to fully participate.

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Glows - daily journals and read alouds, which we decorated and posted on our lockers to create a display for the whole school

Grows - always want to do more! wish I could have done a multi-subject project that was more integrated vs. just doing it during morning meeting/SEL block