Rachelle Horner

1. Who am I? Resources I Use Rachelle Horner • Teacher at Eastlake High School • AP US History • UW Comp • Equity team leader • Cultural Competency Consultant • rhorner@lwsd.org Courageous Conversations about Race- Glen Singleton Why Are All The Black Kids Sitting Together at Lunch-Beverly Daniel Tatum Culturally Responsive Teaching- Zaretta Hammond Readings for Diversity and Social Justice- Adams et.al Race, Class, and Gender in the United States- Worth Rethinking Multicultural Education- Rethinking Schools White Fragility- Robin DiAngelo So You Want to Talk About Race- IjeomaOluo Tough Guise 2 Precious Knowledge The Invisible War The Most Dangerous Year

2. Starting the Year through the Lens of Diversity, Inclusion and Equity • Teaching Philosophy: • Change with out CHANGE is not change • Diversity, inclusion and equity are not a check the box or an add on, it is the lens with which you choose to teach. • If you are committed to equity work in your classroom this means you must commit to showing up differently to that classroom • What is your relationship to diversity, equity and inclusion?

3. Teaching Context: EHS 1 10 0 5 0 0 4 110

4. Teaching Context: In my Classroom

5. Lesson 1: Day One

6. Values • Objectives • Identity what makes it hard to talk across difference • Identify your own values • Clarify your own value systems and how it was created • Analyze what happens if there isn’t a match between your values and with the world around you • Evaluate your commitment to your values and your ability to live by and speak to you profess to value • Agenda • Brainstorm work • Individual reflection • Discussion

7. Journal • Consider the following questions: • Race • With what race do I identify? • Do I know people from a different race to me? • Do I believe people from different races should live together? • What would life be like if my skin color was different? • What do I think about marriages and relationships between people from different races? • Gender • How many friends do I have from the opposite sex? • If I was a different gender how might life be different? • Religion • What is my religion? Do I believe in it? • What is my family’s religion? • Are most people in my community from this religion? • How does my religion influence my life? • Culture • What culture do I identify with? • What do I like and dislike about my culture and traditions? • What other cultures interest me? Do I like learning about them? Why? • Language • What is my first language? • What other languages do I speak? • Who should decide what language people should speak? • Why are values important? • What role do they play in your life? In your community? In the world?

8. Brainstorming

9. Reflection

10. Share Out • Share your value lists with the people around you • Discuss: • Are there similarities? Either in the values chosen or the ranking? What caused these similarities? • Are there differences? What caused these differences? • What are the structures in society that helped develop those values? (for example if you said Religion and you are from a Christian denomination a structure in society that has helped you develop that value is the school system by having all the breaks match major Christian Holiday’s helping you see them as important. ) • What are the structures in society help you maintain those values? (for example if you said Religion and you are from a Christian denomination a structure in society that has helped you maintain that value is the government, by passing laws that protect your right to practice Christianity. For example Christian churches are tax exempt) • What are the structures in society that challenge or impede those values? (for example if you said Religion and you are from a Christian denomination a structure in society that challenges you values may also be the government. A Christian prayer is no longer mandated in schools per a Supreme Court Case)

11. Values Day 2 • Objectives • Identity what makes it hard to talk across difference • Identify your own values • Clarify your own value systems and how it was created • Analyze what happens if there isn’t a match between your values and with the world around you • Evaluate your commitment to your values and your ability to live by and speak to you profess to value • Homework • Signed Syllabus • If you have not: Buy course texts at UW Bookstore (in stock in Seattle) • Read WTM Introduction (download from class website) • Read answers to the questions posted about the class on the discussion board

12. Speaking Across Difference What systems are in place that make it hard to speak and see across difference?

13. Speaking Across Difference Knowing what makes it difficult to talk across difference what do we do?

14. Match your Values – Align your values Scenario 1: YIKES! You know that a group of people are cheating on in class quizzes. The teacher also seems to know but has chosen not to do anything about it. How does this align with your values? If it doesn’t align what do you do? If it does align what do you do? This Photo by Unknown Author is licensed under CC BY-NC-ND

15. Match your Values – Align your values Scenario 2: You are at a family dinner over the weekend. Your family has a pretty strict ‘respect your elders’ policy. Your grandma starts talking about how she can’t believe that [insert religion] is allowed to practice their faith so publicly around [insert her religious holiday]. That it seems so “unAmerican”. You have brought your friend with you, and they practice [religion she has discussed]. They are clearly uncomfortable. How does this align with your values? If it doesn’t align what do you do? If it does align what do you do? This Photo by Unknown Author is licensed under CC BY

16. Match your Values – Align your values Scenario 3: You are walking in downtown Seattle on your way to see a show at the 5th Ave. While driving into the city, you had already seen 15+ tents on the side of the freeway. One block away from the theater a man experiencing homelessness calls out to you asking for help. He has a cardboard sign with him that says “U.S. Veteran. Hungry. Can’t get work”. He also has a dog. You look at his belongings: plastic bags with some granola bars, bananas, and dog food. One gallon sized water jug. His jacket is worn. How does this align with your values? If it doesn’t align what do you do? If it does align what do you do? This Photo by Unknown Author is licensed under CC BY-SA

17. Match your Values – Align your values Scenario 4: You hear that there is going to be a walk out during school. It is for a cause that you firmly believe in and is happening all over the United States. You want to attend. You would miss class. Your parents don’t like when you miss school. How does this align with your values? If it doesn’t align what do you do? If it does align what do you do? This Photo by Unknown Author is licensed under CC BY-NC-ND

18. Match your Values – Align your values Scenario 5: You are finally 18 and get to vote! WOOO! There is a candidate that believes in the same social and economic policies that you do. They want to implement policies that will help your family. The opponent would implement policies that would not be as helpful, and might even mean you lose money. You are also aware that the candidate with the same social/economic policy positions as you, have been accused by multiple individuals of sexual assault, and were even banned from a public facility for harassment. How does this align with your values? If it doesn’t align what do you do? If it does align what do you do? This Photo by Unknown Author is licensed under CC BY-NC-ND

19. Match your Values – Align your values Scenario 6: • You didn’t get into UCLA you have a 4.0 and scored in the top 90% on your SATs and ACTs. You also are in DECA and on the Football team. You know this school has Affirmative Action. • How does this align with your values? If it doesn’t align what do you do? If it does align what do you do? This Photo by Unknown Author is licensed under CC BY-NC-ND This Photo by Unknown Author is licensed under CC BY-SA

20. Match your Values – Align your values Scenario 7: • A woman is 13 weeks pregnant, she goes in for her 1st ultrasound and pap smear and they discover that she has stage 3 cervical cancer. The doctors advise her that she needs a hysterectomy to get rid of the cancer and thus she will need to abort the baby. She does choose to do this. • How does this align with your values? If it doesn’t align what do you do? If it does align what do you do? This Photo by Unknown Author is licensed under CC BY-ND

21. What do you do when confronted with a world that doesn’t align with your values?

22. Several of the scenarios obviously are current and happening right now. If the scenario did align with your values and you said you would do something what does it mean, in terms of your values, if you actually don’t?

23. Reflection • Why did we do this? What are we getting at? • What does knowing your values and how you act on those values have to do with this class? What does it have to do with people who are in this class?

24. Groups • Get into groups of 3 (for reals, get up and move) • Discuss what it was like to start class this way instead of the traditional way • Why this way? • Get to know the people in your group. Tell them why you are here in this class

25. Lesson 2: Day 3

26. Course Expectations: Today’s Agenda • Objectives: • Identify the differences between a high school and a college class in order to evaluate how our personal thinking, learning and behavior will be different from previous classes • Identify, Analyze and Evaluate the obstacles to discussing ‘controversial’ topics • Agree to a set of norms for classroom behavior, thought and discussion • Agenda • Course Expectations • UW EWP Outcomes PowerPoint • Homework • Read: WTM pages 99-111 and Chapter 1 • Do: Annotate Chapter while reading using techniques from pages 99-111

27. What’s the difference between High School and College and where does this class fit in?

28. High School • Make a list of all the things you feel characterize a High School class • What are the people like? • What is the class structure like? • What are the rules? • What are the expectations? • What types of topics are covered? • Etc.

29. College • Make a list of all the things you feel characterize a College class • What are the people like? • What is the class structure like? • What are the rules? • What are the expectations? • What types of topics are covered? • Etc.

30. Expectations for this class • What items from the high school list will probably be the same for this class? • What items from the college list will be new for this class?

31. The Importance of Norms What agreements will we abide by to meet expectations?

32. How I learned to Stop Worrying and Love Discussing racehttps://www.youtube.com/watch?v=MbdxeFcQtaU As you watch take notes on What problems does the speaker from the video highlight about discussing race?

33. Discuss • What problems does the speaker from the video highlight about discussing race? • How does the video apply to this class and what type of expectations this class will have?

34. Norms

35. Looking at both lists and our Norms • How will things be different than what you are used to? • How will things be the same? • What will you need to change about yourself in order to meet the new expectations • What skills/knowledge do you already posses that will help you be successful with the new expectations?

36. Quick word about respect and personal responsibility • Respect is more than simply being nice to people, it is reflected in your actions • Personal Responsibility is a skill that takes time to develop, however if you always blame something else for why you didn’t do something you will never develop this skill. Senioritis is not an excuse I will accept. • What can you expect from me? • I will follow the norms too! • I will challenge you • I will laugh with you • I will accept nothing less than your best • I will make it my primary goal to ensure you are successful in this course

37. Extra Credit Opportunities • Opportunity 1: Make a Norms Poster to hang in our class room • Make a credible attempt and I’ll give you extra credit, the poster that is chosen as the best by the class will get a little more extra credit • Opportunity 2: Read Brene Brown’s Braving the Wilderness Write a short summary and answer the questions • 1. What was your biggest take away from her book • 2. What were your favorite 5 quotations • 3. How can you use this book in this class and in your life

38. Lesson 3: Day 10

39. Situational Language • Objectives: • Practice breaking down a rhetorical situation • Identify and explain Pidgin and Creole • Begin discussing situation language • Analyze the role of classroom norms in difficult discussions • Apply classroom norms to a discussion • Agenda • Discuss Cabral • Discuss Language in America • Announcements: • Registration? • HW: • Read Tonouchi’s “Da State of Pidgin Address” (on Onenote) • Do: Post on the discussion board 3 arguments/claims Tonouchi is making in is essay and whether you agree or disagree with Tonouchi’s claims. In addition, respond to someone else's post in an intelligent manner

40. Language and Identity Pidgin or Hawaiian Creole

41. Origins, Terms and Definitions • Pidgin: The Voice of Hawaii • http://www.youtube.com/watch?v=UJvu6_MJonM&feature=related • http://www.youtube.com/watch?v=O7X9AAeDCr4&feature=related • Definitions: Pidgins and creoles are new varieties of language generated in situations of language contact. • Pidgin: • A pidgin is sharply restricted in social role, used for limited communication between speakers or two or more languages who have repeated or extended contacts with each other, for instance through trade, enslavement, or migration. • A pidgin usually combines elements of the native languages of its users and is typically simpler than those native languages insofar as it has fewer words, less morphology, and a more restricted range of phonological and syntactic options • Creole: • A creole is a pidgin that has acquired native speakers, usually, the descendants of pidgin speakers who grow up using the pidgin as their first language. • In keeping with their extended social role, creoles typically have a larger vocabulary and more complicated grammatical resources than pidgins. However, some extended pidgins which serve as the primary language of their speakers are already quite complex, and seem relatively unaffected by the acquisition of native speakers • http://www.youtube.com/watch?v=pElrghmZPq8&feature=related • As you watch take notes on why pidgin is important to some Hawaiian people? And why pidgin speakers would be offended by the suggestion that what they speak is an incorrect way to speak?

42. Cabral’s Course Syllabus Discussion • What was Cabral’s rhetorical situation (why is she writing, who is her audience, Why this style and why this genre?) and how did it influence the creation of this text • With those around you come up with two discussion questions for the class that the reading or the videos made you think about • What was your experience like reading this text? • Did it get easier as you went? Harder? Did you give up? • From the Voice of Hawaii videos and the Standup Comedian Video: Why is pidgin important to some Hawaiian people?

43. From your Discussion of the Course Syllabus Here is what you said about the two different languages Hawaiian Creole Proper English Correct English For Educated People Normal English What everyone Speaks Simplistic Inappropriate to deliver important information Bad spelling Bad grammar Improper English Incorrect English Broken English It’s like speaking English with an accent Distracting Slave language Poorly written Not for white kids Not written by a white person Unintelligent Uneducated Joke/Humorous Slang/Ghetto Gang Language Weird What poor people speak It angers me Uncivilized First grade level Laid Back Colloquial Not written by someone with a master’s degree Ignorant Ebonics Unprofessional Ebonics/stereotypical Jamaican/Indian accent Terrible English Sounds like a special needs person Bastardization of common English Terms Text languge Jar JarBinks Made me uncomfortable American Standard English • Discuss!

44. Discussion Across Difference • What is interesting is that unlike past years, this year very few of you spoke disparagingly of Hawaiian Creole. Most of you connected it to our discussion of Rachel Jenteal and Salvage the Bones and pointed out that people should not be looked down on for the language they speak. • What has changed that allowed you all to have this view while students from 2-4 years ago did not? • Even with this view the language used to speak about it still somewhat remains, what does this mean? • Why did I have you all do this? Was I trying to embarrass you or make you feel bad? • Why might some of you have been started at a place of defensiveness or a place of distancing yourself from the comments? Connect this to discussions about race, class, gender etc. in our society and why these conversations are difficult. • If someone criticizes your thinking how should you feel? How should you respond? • If you disagree with someone how should you address that disagreement • If your peers or I disagrees with you are we attacking you? • If you are the only one who feels a certain way in the classroom does that mean you should keep your ideas to yourself? • If I as the teacher disagree with your does that mean you automatically have to believe what I say? How does power and privilege manifest itself in this classroom? • At the end of day not everyone come to a discussion equally invested and they do not leave it equally unscathed. What does this mean? How does that impact the popular idea of ‘agreeing to disagree’?