·      Janice- Not having grown up in their area, I don’t know the historical background.  I don’t know what there is to offer my student information outside of the text book. I’m not a text book teacher I want to provide them information that pertains to places they are familiar with not text written by people who may never have stepped foot in their city. 

Janice- I’m looking for current events, or the events that took place here where the students live. Growing up in North Carolina, I’m not familiar with the history here so I’m looking for what I can share with my students

·     Janice-I’ll be taking back the e-recourses and e-text to bring into our shared reading, at 1^stgrade level I’m not sure the displays will be appropriate for my students. I might create a flyer to send home with our newsletter letting families know of these options. 

·   Our students need to know how their world, their community was created. No matter what race they are they are still part of a community that has a history longer then their lives. They need to understand that in order to understand the now. 

2)       Do you think students should be taught events as they unfolded, or should we be going about this is a softer manner?

·           It happened, there is no pretending it didn’t, why should we soften the story.  Making it less than it really was makes it unreal.  It doesn’t do the fight justice.

3)       How do the events of the past effect our students?

·      Our students are affected daily by the life of the ancestors, even as recently as the 1950-1960. Some of my students are family member who were at the marches who remember what life was like back then. These family members tell stories or react to certain events now with emotions from back then. My students see and hear these responses and reactions and they create their own understanding.  All of our emotional responses are built on observation of others and how they respond, we either