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What are some key themes we see in Chapter 3 related to US society, education, etc.? What references to historical events, literary figures, or other concepts does Michelle make that are new to you? Do a quick Google or AI search and paraphrase your findings in your own words.

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Michelle is torn between doing what she wants for herself and what her parents want her to do.  Why do her parents want her to go to law school?  Why does she want to stay in the Delta? How would you advise Michelle in her situation?

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Upon her leaving, Michelle reflects on her teaching and her students, particularly Patrick and his relationship to school.  What does she come to understand about her students’ lives and her own?

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The final scene of the chapter (and of Part 1) is of Patrick standing up and getting a mop and bucket to clean up after a leak in the roof destroyed a lot of the books in Michelle’s classroom.  What does this scene suggest about Patrick, and why do you think Michelle ends the chapter here?

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What is a part or quote from Chapter 3 that was either relatable, compelling, interesting, or shocking? Retell this part by paraphrasing or summarizing (indicate page #).  After, please explain why this part stood out to you.  What is your take-away from your chosen part?

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Why does Michelle spend so much time discussing aspects of American history, especially the history of slavery and race relations in America?  How is this relevant to her story about Patrick and the other kids at Stars?  What do you think she wants her readers to see and understand?

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As Michelle gets ready to leave, she thinks about her teaching and the challenges her students encounter, especially Patrick’s complicated relationship with school. She realizes that although she wished education could be a pathway for her students, many, including Patrick, face obstacles that extend beyond the classroom—such as poverty, family issues, and a system that often lets them down. She comes to terms with the fact that her influence is limited, but the moments of connection and growth, like Patrick’s newfound interest in literature, still hold significance. This reflection underscores the struggle between hope and reality in education, illustrating both the strengths and constraints of a teacher’s role in a student’s life.

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In this chapter, Michelle discusses American history, especially slavery and racism, because she wants to show how history still affect people today. I remember I wrote a paper about how slavery has shaped America's current racial demographics for my American History class in first quarter. As I read about Patrick and the other students at Stars, I could see how Michelle uses history to explain why these kids face certain challenges.

Like Camie mentioned, Michelle wants us to understand that the problems her students face are not just accidental event- they come from America's long history of racism. Even though laws now say everyone should be treated equally, the effects of slavery and discrimination are still very real. Some people still hold deep prejudices against Black Americans, even if they don't say it openly.

I think Michelle spends time on history because she wants readers to understand that fixing these problems requires understanding where they came from. It is not enough to just say racism is wrong - we need to understand its roots to make real change.

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After the rain ruined many books in Michelle's classroom, most students were sad and despaired. Only Patrick comforted his classmates and brought tools to clean up. This scene shows the resilience in Patrick's young soul. The fact that he was able to calm down and offer a solution to the difficult situation defined his personality and capability. I think Michelle ends the Chapter with this detail to emphasize Patrick's kind-hearted and resilient characteristics, which would contrast harshly with what happened to him later.

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The reason why her parent want her to go to the law school is because they want her to be successful and the only ways to be successful is through higher study. The reason why she wants to stay in the Delta is because she wants to help the student to improve themselves. Not only does she want to help the study, but she also wants to change the education system. For me, I would suggest she speak with her parents once more times and try to be as open as possible.

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This scene suggests that Patrick is becoming more responsible and mature. His decision to clean up without being asked shows he's starting to care about his environment and others. Michelle likely ends the chapter here to highlight this moment as a turning point in Patrick's growth, signaling potential for change. It underscores the theme that small acts of responsibility can lead to personal growth and sets up further development in his journey.

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This scene suggests that Patrick is becoming more responsible and mature. His decision to clean up without being asked shows he's starting to care about his environment and others. Michelle likely ends the chapter here to highlight this moment as a turning point in Patrick's growth, signaling potential for change. It underscores the theme that small acts of responsibility can lead to personal growth and sets up further development in his journey.

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I understand both Michelle and her parents. Since her parents are immigrants, I think they expect their daughter to have the American Dream, which I assume they want their daughter to have better opportunities, such as getting high paying job. But Michelle wants to support her students and change their lives for the better. I think Michelle should follow what she wants to do so there will be no regrets of what could've been and respectfully talk to her parents about her plans.

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Michelle’s parents want her to go to law school because they believe it will provide her with financial stability and a prestigious career. However, Michelle wants to stay in the Delta because she feels a strong connection to her school and wants to make a difference there. If I were to advise Michelle, I would encourage her to reflect on her personal goals and long-term happiness while also considering her parents’ concerns. She could explore ways to balance both, such as pursuing the job she wants while still achieving professional growth. Ultimately, the decision should align with her values and aspirations rather than external pressure.

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Michelle’s parents believe that going to law school is an essential step toward achieving the American Dream, representing success, financial stability, and social status. They likely view it as the best way for her to build a secure future. However, Michelle feels a strong sense of purpose in staying in the Delta and working with the kids. She finds fulfillment in teaching and making a difference in their lives, something she doesn’t want to give up. While her parents have good intentions, I would suggest that Michelle follow her heart and do what she believes is right for her, even if it means going against their wishes. Ultimately, her happiness and sense of purpose are just as important as any traditional measure of success.

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Chapter 3 explores themes like inequality in education, race, and the struggles of underprivileged communities in the U.S. Michelle talks about the difficulties students face in the Delta and how the education system does not support them well. She also references historical events like the Elaine Massacre, where many Black people were killed for standing up for their rights. Another reference is to Amadou Diallo, an unarmed Black man who was shot by police, showing ongoing issues of racial injustice in America.

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Michelle spends a lot of time discussing American history, especially slavery and racism, with her students in the Mississippi Delta. She hopes that through this, her students will be able to view the oppressed and unfair systems and environments in which they live in a historical context. Delta students are left in a gloomy reality, without even basic literacy skill, in poverty and an unreasonable educational environment. She hopes to them recognize their situation as a social and historical problem, not a personal problem or fate, and overcome it though literacy and education.

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Golden line: "You’re not normal. Your cousins, they’re normal. They get married, study science, become happy. … Why can’t you be normal?" (33 page)

Paraphrase: If you don’t get married and don’t study science, it’s not considered a normal life.

This part stood out to me because it makes me about ‘life’. Why is it that if we don’t follow the traditional path, get married and study science, we are considered 'not normal' and 'unhappy'? Any path can be normal and happy. Who decided that this particular path defines 'normal,' and when? why? I believe these kinds of expectations have ruined many people's lives.

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Michelle's internal conflict and choices concerning her parents' wishes against remaining in the Delta reflect that common gap that exists between generations of immigrant families. The parents want her to pursue law as they feel it is the surest path to success in America but within her is a deep commitment to her students, in particular those in Stars Academy. She believes that this is true success: really creating a difference in people. If I were to make suggestions, it would be to find some sort of balance: a continued education, maybe law even later on, but not entirely abandoning this route or that. Michelle's struggle is a heartwarming demonstration of the interplay between familial obligations and self-realization, how troublesome it could get for someone to bring oneself into harmony with one's likes and inspirations, intertwined with the expectations from other people.

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Michelle spends much time discussing American history to help readers understand the situation in Delta including the unfairness education system, poverty, and society structure. And the kids in Delta like Patrick were affected by the history. Through her experiences, she remindss readers to recognize these injustices and consider how society can create real change.

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Michelle is torn between attending law school, as her parents wish, and staying in the Delta, where she feels a deep connection to the community. Her parents likely see law school as a path to stability and success, while Michelle values the Delta's culture and wants to contribute locally. I would advise her to follow a balanced approach—pursuing law school first to gain professional skills and financial security, then using her legal knowledge to help her community in the Delta. This way, she honors her parents’ wishes while ultimately fulfilling her own aspirations. By doing so, she can make a meaningful impact in the place she loves, bridging personal passion with professional growth.

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Michelle’s parents want her to go to law school because they see it as a stable and respectable career with financial security. They likely worry that teaching in the Delta is not only emotionally draining but also an uncertain path for her future. However, Michelle wants to stay in the Delta because she feels a deep sense of purpose in working with her students, particularly Patrick. She sees the impact of systemic inequality and wants to make a difference. If I were to advise Michelle, I would acknowledge her passion but also encourage her to think about long-term sustainability, both for herself and her ability to create change. Perhaps there is a way to balance her desire to help with a career that allows for both personal fulfillment and stability.

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Michelle, however, wants to stay in the Delta because she feels connected to the people and the community. She finds meaning in helping others, maybe through teaching or community work. She might also prefer a simpler, more familiar life instead of the stress of being a lawyer.

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Michelle comes to understand that her students, particularly Patrick, face challenges that extend far beyond the classroom. She realizes that school is not just about academics for them—it’s a space where personal struggles, family circumstances, and societal expectations intersect with their learning. Patrick’s complicated relationship with school highlights how traditional education does not always fit every student’s needs or realities.

Through her reflection, Michelle acknowledges her own limitations as a teacher and the emotional weight of working with students like Patrick. She recognizes that while she may not have been able to "save" him in the way she hoped, her presence, care, and effort still mattered. Ultimately, she leaves with a deeper understanding of the complexities of teaching—how it is as much about empathy and connection as it is about instruction. Her experience with Patrick reinforces that education is deeply personal, and meaningful change is often slow and unpredictable.

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How do you see the events, ideas, or themes from Chapter 3 in…

your own life,

another text (book, article, video, movie, social media post, etc.), or

society or the world as a whole?