Women in India Essay -- Gender Roles, Misogynistic Societies, Oppressi

Historical records show evidence of a continuing trend of women across the globe becoming victims of misogynistic societies. The oppression faced by women on a continual basis has led to a fight for equal rights in each sphere of society. However, there has been limited success and more failures than one wishes to recall, and women continue to be oppressed in nearly all aspects of life, from political to personal and from public to private. It is essential to address and comprehend that the foundation for women's inequality today, is patriarchal cultures, which are majority of the time, founded on patriarchal religions. Women are not considered to be fully equal human beings deserving of the same dignity, rights, and treatment as men. Women are, instead, valued for providing sex to men — whether as wives or as prostitutes — and then for their ability to spend their entire time keeping house, preserving the family, and raising children (Cline, 2007). Most cases of inequ ality to this extent are present in third world and developing countries such as India where women are victims from birth as they are marginalized as second class citizens in the patriarchal community. The patriarchal culture of India is an excellent example of a culture where a woman has always been the sole property of her father, brother or husband without any will of her own. The majority of the time, women in India are victimized at the hands of these relatives. According to the National Crime Records Bureau, every hour that ticks by in India inflicts more brutality on women, with two rapes, two kidnappings, four molestations and seven incidents of cruelty from husbands and relatives (The Times of India, 2008). Such staggering statistics are rooted in a combina... ... involvement in disputes over dowry transactions may result in members of the woman’s own family being subject to criminal proceedings and potentially imprisoned. Moreover, police action is unlikely to stop the demands for dowry payments (Hitchcock, 2001). Married life is something that young women around the world look forward to, but for most women in India it results in being a nightmare through which they have to fight to survive. Majority of the women are brought up with very orthodox morals, so they are not very likely to ever defy the male figures in their lives even if it means that it will cost them their lives. The newlywed brides who bring with them an adequate dowry or are fortunate enough to find good in laws do not go through the horrors that some face, but could possibly have to deal with other pressures which are pushed upon them by their in laws.

Time in Thomas’ Fern Hill and Cummings’ anyone lived in a pretty how to

"Historically speaking,†¦time is lost; poetically speaking,†¦time is regained in the act of visionary creation" (Crewe 400). Poetry allows for the capture of a moment in time otherwise lost in the blink of an eye. British poet Dylan Thomas and American poet E.E. Cummings have both been noted for the recurring themes of passage of time in their poetry. In Thomas’ "Fern Hill" and Cummings’ "anyone lived in a pretty how town," both modern poets utilize a juxtaposition of paradoxes to express the irrevocable passage of time and the loss of innocence attributed to it. While Thomas projects his mature feelings into a nostalgic site of his childhood, Cummings takes a more detached approach by telling a seemingly trivial, paradoxical story of "noone" and "anyone," which through negation tells a universal life story. "Fern Hill" is a personal account, Thomas’ nostalgic revisit to a place where as a child he had spent time with his aunt. Through this sentimental revisit, he comes to realize the inevitable passage of time and a resulting loss of innocence. The poem was actually triggered by his visits to Fern Hill as an adult during a time of war. After Thomas’s hometown Swansea in Wales was bombed by the Nazi air campaign against Great Britain, Thomas’ parents moved out to their cottage near the farm of Fernhill. "[Thomas’] visits to his parents during the war triggered the memories of the happy Edenic times when he was young and thoughts of war were still distant" (Miller 99). In this poem, he revisits both his own childhood, and ,symbolically, the childhood and prewar innocence of his country. "Anyone lived in a pretty how town," is less personal. A love story made trivial through the use of "noone" and "anyone," this poem plays ... ...icking of the social clock becomes almost deafening. Works Cited Cox, C.B. "Dylan Thomas’s ‘Fern Hill’." The Critical Quarterly. 1 (1959): 134-38. Crewe, J.V. "The Poetry of Dylan Thomas." Theoria. Pietermaritzburg, Vol.XXXVIII 1972: 65-83. Davidow, Mary C. "Journey from Apple Orchard to Swallow Thronged Loft: ‘Fern Hill’." English Journal 58 (1969): 78-81. Kidder, Rushworth M. E.E. Cummings: An Introduction to the Poetry. New York: Columbia University Press, 1979. Miller, Tyrus. "Essay for Poetry for Students." Gale (1998). Rotella, Guy. "Nature, Time, and Transcendence in Cummings’ Later poems." Critical Essays on E.E. Cummings G.K. Hall & Co., 1984. 283-302. Turco, Lewis. "Anyone Lived in a Pretty How Town." Masterplots II. Wegner, Robert E. The Poetry and Prose of E.E. Cummings. New York: Hartcourt, Brace & World, Inc., 1965.

Assessing the Essence of Teh Eclectic Paradigm Essay

Aspects frequently highlighted include global media and telecommunications, global brands, worldwide production and integrated financial markets. At the forefront of these phenomena are Multi National Enterprises (MNEs), benefiting from the opening of markets across the globe, and from advances in computing and internet technology, which make it possible to link far-flung activities in global networks. Considering these elements, globalization can further be defined as the process of increasing and deepening interactions between individuals and organizations across the globe, facilitated by advancing communications technology and the opening of markets to trade and investment. Theories of International production have attempted to explain the convergence towards a globalised world, while addressing the different types of international expansions. These theories have focused on MNEs and Foreign Direct Investment (FDIs). FDI can be defined as investment by an organization in a business in another country, with a view to establishing production in the host country. While Raymon Vernon is known for his theory of Product life cycle, Stephen Hymer laid emphasis on the location and ownership advantages of countries, which helped in attracting FDI from MNEs. John Dunning incorporated Internalisation to the analysis of Hymer, which became known as the Eclectic Paradigm (or OLI Paradigm), one of the most comprehensive theoretical explanations with specific focus on FDI. Still the Eclectic Paradigm is being challenged in the modern globalised world, as it fails to take into account the implications of existing modes of entry of MNEs, as well as the advantages of Alliance Capitalism. It is being discussed further in this report. Theories of International production have greatly facilitated the understanding of the globalization phenomenon. Different theorists at different time intervals attempted to justify the expansion of MNEs across the globe. Hymer (1970) was the first one to propose that MNEs are institutions of international production rather than international capital movement. Still he ignored the natural imperfections attributed to transaction costs in an imperfect market. In today’s world, with the proliferation on Internet use, imperfections like bureaucratic hurdles and control of distribution systems (Bain, 1956) are absent. Even the imperfections like price determinism and information transfer are shrinking. Thus it can be argued that Hymer’s major contribution relating to the importance of structural market imperfection in determining FDI activity does not hold good for corporations, which are expanding globally through e-channels (for instance). Vernon (1966) came up with the International Product Life Cycle (IPLC) theory, which explained the locational dimension of FDI. According to him, production first starts in the home country fro local markets, and exporting is used to attain foreign markets. As the product matures and production is standardized, production moves to less developed countries to reduce labour costs. The basic assumption of the IPLC is that knowledge is not equally and universally distributed (Vernon, 1966). This assumption, however, is not applicable in today’s world, as Vernon (1979) himself admits that there is a more perfect distribution of knowledge across the globe. He argues that firms who are global scanners follow a different trend than that of the IPL approach, because such firms have the ability to effectively scan global markets for the best factor endowments. Though, a lot has been discussed and said on the theories of International production, yet none of the approaches (Hymer, Vernon, Barney) simultaneously explains the importance of resources heterogeneity, entrepreneurial competence, network governance and the rise of alliance capitalism. Thus, an overarching analytical framework is needed, that can synthesize these disparate views and account for the importance of location- based advantages and ownership advantages. Such a framework was developed by Dunning (1973; 1988; 1993) known as The Eclectic Paradigm. It is a framework that explains the growth of MNEs by bringing together disparate theories. According to Dunning, the Eclectic Paradigm is less of an alternative theory of International production and more of a framework that synthesizes the essential and common characteristics of each main theoretical explanation on the growth of MNEs. For more than two decades the Eclectic Paradigm (EP) remains a widely used general framework for studying the growth of MNCs and Dunning has also continuously revised and extended the EP to explain changing facets of MNCs. Dunning (1988) has re-stated that the EP is robust and general enough to incorporate future developments like renewed the focus on entrepreneurship and the emergence of global networks (Dunning, 1995). The Eclectic Paradigm explains that the Foreign Direct Investment (FDI) and growth of multinational corporations (MNCs) is linked to the extent and nature of ownership-specific advantages of the firm, the extent and nature of location bound endowments, and the extent to which markets for these advantages are best internalized by the from itself. In short, it is the configuration of these Ownership (O), Location (L) and Internalization (I) advantages that determines a firm’s international production and growth. In a somewhat updated version, Dunning (1988) describes the three essential factors for international expansion: * Ownership Advantages are unique competitive or monopolistic advantages, typically developed in the home market, that permit the firm to compete successfully in overseas markets. These factors are of two types: Asset Advantages arise from proprietary ownership of unique assets protected by structural market distortions, and Transactional advantages provide a unique capacity to capture value from the transaction benefits of owning a network of assets located in different countries. * Location factors, tied to the local foreign market, which make production in the host country preferable. These are immobile factors, such as cheaper labour, high shipping costs, local image or trade barriers, that can be combined with transferable intermediate ownership assets to generate superior products. Internalisation factors, typically related to the industry, produce transactional market failure in transferring ownership advantages to foreign markets. This also explains the naming of the EP as the OLI configuration as well. The eclectic model, then, pulled together the key elements of neo-classical theory – location, industrial organisation theory – monopolis tic advantage and internalization theory – transactional efficiency. It used this eclectic mix to produce an internally consistent, compelling and testable model of the multinational firm and its strategic processes.

Adult children of alcoholics

Alcohol abuse and alcohol dependence within the family setting often results in a serious psychological and social disorder that many now consider a family disease.   Truly, the family is not at ease, and the family relationships are not only disrupted but also disrupting.Undeniably, each member of the family can be victimized by the disturbing effects of problem drinking on the stability, unity, values, attitudes, and goals of the family unit.Countless millions of American adults have been exposed to problem-producing family drinking through endangered physical, mental, social, economic, and even spiritual welfare; unhappy and unfulfilling marriages; broken homes resulting from desertion and divorce; impoverishment; and sometimes violence involving both spouse abuse and child abuse.The family and marital interaction of alcohol-abusing people have become a growing area of research recently.   We now know that evidence linking alcohol abuse and family violence is not simply one of cause and effect.   Indeed, the husband who beats his wife is sometimes a battering father, but alcohol consumption may be coincidental to the circumstances that end with the abuse.Sometimes the drunken father is the target of violence from the wife and even the children.   To complicate the family situation, violence is often interspersed with periods of calm that mistakenly encourage the victims to believe that the personal abuse will not be repeated and in some instances, alcohol abusers can hold all other family members psychologically hostage to their threats of misbehavior or embarrassment, so that problem drinkers will â€Å"get their way† and so non-problem drinkers allow the abuse to continue through their own silence and inaction.Adults and Children of Alcoholics:Currently, it is estimated that there are 29 million Americans who may be designated as children of alcoholics (COA) or adult children of alcoholics (ACOA).   Nearly 7 million of them are under 18 ye ars of age, and almost 3 million of this group will likely develop alcoholism, other drug problems, and other serious coping problems.About half of all ACOAs will likely marry alcoholics and thus at risk of re-creating the same kind of stressful and unhealthy families in which they themselves grew up.  Ã‚   There is no doubt that all children are affected adversely by family alcohol abuse and suffer negative consequences.The larger proportions of COAs & ACOAs seem to function fairly well and do not develop serious problems during childhood or adulthood.   Many ACOAs & COAs make positive adjustments to their families’ alcoholism and other related-problems (Dunkel, 1994).Many children of alcoholics, however, are at an extremely high risk for developing alcohol and other drug problems, and often live with overwhelming tension, stress and fears.   Some have high levels of anxiety and depression, others do poorly in school and still others experience problems with coping.Amo ng the most frequently observed differences in ACOAs and COAs are deficits in mental functioning; in perception, reasoning, intuition, and the process of gaining knowledge.   While these children tend to achieve lower scores, they nevertheless test within normal ranges for intelligence and knowledge of specific academic subjects.But they often experience school problems, repeat grades, fail to graduate from high school and require referrals to school counselors and psychologists (Wegscheider, 1981).When COAs and ACOAs were first identified as a special population with unique needs and problems, a standard group of symptoms (the COA and ACOA syndrome) was formulated to describe children and adult children of alcoholics.The problems and symptoms were toleration of bizarre behavior displayed by parents as normal and acceptable, inability to trust others, difficulty in expressing inner feelings, experience of depression, and increased risk for mental illness.They tend to have developm ent of guilt feelings for supposedly causing a parent’s alcoholism and have loss of self-esteem and perception of self and family as oddities.   These individuals feel helpless in controlling their selves and life events.Children even have shown a belief in a magical person who will eventually save the child from harm and there is a development of an inward life focus to escape from the turmoil of the home.COAs and ACOAs commonly assume one of the following distinctive coping roles within the family; the family hero or junior mom caretaker, who is quite successful both at home and at school; the scapegoat who is something of an angry rebel and often involved unapproved social behavior.The lost child or angel, who withdraws to the background, never causes trouble, has no opinion, feels unimportant, and isolates himself or herself from others; or the mascot, who manages to defuse explosive and tense situation, often through humor, by focusing attention on himself or herself ( Jorgensen & Jorgensen, 1990).Recent critics of the theory of the COA and ACOA syndrome have contended that many children of nonalcoholic, but strong dysfunctional families such as those marked by sexual or physical abuse and incest, also share some of the characteristics as COAs and ACOAs.   Although the uniqueness of the ACOA and COA syndrome may be abandoned, the pain created within children who grow up in an alcoholic home is still acknowledged as significant and serious.The revision of this syndrome appears to include the following characteristics; A greater likelihood of becoming an alcohol or other drug abuser; a strong disposition toward having psychiatric symptoms as an adult; a moderately significant increase risk for marital problems; more impulsive behavior as a child as well as delayed language development, fine motor coordination and sociability; and a higher incident of cognitive disorders.Although most COAs and ACOAs have few common psychological factors that distin guish them from other children who experienced a disadvantaged childhood, one researcher has found that disproportionate number of children born to alcoholic or drug addicted parents have abnormal brainwave patterns.   Such differences appear to correlate strongly with certain behavioral characteristics, including impulsivity, social deviance, and lower IQ (Dunkel, 1974).The Recovery:Family therapy is a form of psychotherapy based on the proposition that disturbed relationships among various family members may have contributed to or resulted from the destructive drinking of one family member.   This form of treatment emphasizes family interaction factors, in addition to individual problems of the alcohol abuser, and proposes changes in the communication patterns of family members.All family members are treated as a unit, rather than isolating the alcoholic and treating that person apart from their family.   Behavioral therapy is a general form of psychotherapy that is based on the application of human learning theories in a clinical setting.   Behavioral therapists emphasize changing the coping patterns of the alcohol-dependent individuals rather than changing the underlying causes of self-destructive alcohol abuse.Some behavioral therapies focus on assertiveness training and improving communications skills and problem solving methods.   Such treatment emphasizes that drug dependent people can gain control over their own actions, reaffirm the value of sobriety, and eventually overpower alcohol.   This basic belief stands in sharp contrast with the philosophy of Alcoholics Anonymous, which emphasizes personal powerlessness over alcohol (Schuckit, 2006).Alcoholics Anonymous is one of the most successful approaches in recovery from Alcoholism.   Alcoholics Anonymous (AA) is a fellowship of problem drinkers who want to help in maintaining sobriety.   Voluntary membership involves an emotional commitment that the alcoholic is powerless over the cont rol of alcohol and that only a power greater than the self can restore soundness of mind.The famous â€Å"Twelve Steps† of AA express the philosophy and recovery process of this international association.   Offering hope of recovery from alcoholism is an essential feature of Alcoholics Anonymous.   Such hope is provided by both example and supportive interrelationships with other members of this self help fellowship.   Each person is expected to become involved with the Twelve Steps of AA, an ongoing process referred to as â€Å"working the program†.The Twelve Traditions of AA are the operational principles of the fellowship and express the importance and significance of the group in relationship to its membership, nonmembers, and society in general.   At present, Alcoholics Anonymous has an estimated membership in excess of 1.5 million people in 114 countries around the world.Despite its evident spiritual orientation, AA continues to thrive, based on singlenes s of purpose, group autonomy, self-supporting financial operation, maintenance of non-professional status, noninvolvement in public controversy, and personal anonymity.   Patterned closely after AA are the AlAnon family groups for spouses and friends of recovered and recovering alcoholics and Alateen groups for children of alcoholics (Ammermann, Ott & Tarter, 1999).Summary:Alcohol abuse is everyone’s problem.   Whether nonuser, moderate or social drinker, or alcoholic, everyone is directly or indirectly affected by alcohol abuse.   Whether alcoholism is perceived as a personal threat or not and whether drinking is viewed as good or bad, the most important thing to remember is that ethyl alcohol is a drug with the potential for adverse drug effects even when used in social settings.Social drinking is usually moderate, but the limits of appropriateness are likely to vary from one drinker or drinking group to another.   Consequently, promoting so-called responsible drink ing behavior may be less than adequate as a method of reducing alcohol problems and alcohol abuse.In a similar manner, urging drinkers to â€Å"party sensibly† or â€Å"know your limits† may sound like good advice, but these recommendations have been criticized as lacking in specificity and dealing with glittering generalities that cannot be applied easily.Problem drinking refers to alcohol consumption that will result in damage to the drinker, the drinker’s family, or the drinker’s community.   Problem drinkers include not only alcohol-dependent individuals and long-time alcohol abusers, but also moderate and light drinkers who drive after excessive drinking and cause accidents.Problem drinking is a form of substance abuse as well as a consequence of substance abuse.   Use of alcohol continues despite a persistent social, occupational, psychological or physical problem related to such consumption.   Problem drinking is also a form of substance abus e because alcohol intake recurs when such use is dangerous to oneself or to others or both.Reference:Ammermann, R. T., Ott, P.J., & Tarter, R.E. (1999).   Prevention and societal impact of    drug and alcohol abuse [computer file].   New Jersey: Erlbaum Associates.Dunkel, T. (1994).   Dealing with demons of a new generation.   In Annual Editions:   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Drugs, Society and Human Behavior 94/95, p. 128-130. Guilford, Conn.:   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Dushkin.Jorgensen, D. & Jorgensen, J. (1990).   Secrets told by children of Alcoholics.   Blue Ridge   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Summit, Pa.: Tab Books.Schuckit, M. A. (2006).   Drug and Alcohol Abuse a Clinical guide to diagnosis and   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   treatment.   New York: Springer.Wegscheider, S. (1981).   Another chance: Hope and Health for the alcoholic family.     Ã‚  Ã‚  Ã‚   California: Science and Behavior Books.

Racial Autobiography Curriculum Unit

Products of Our Town: Using Theory to Create Racial Identity Autobiographies and Explore Social Justice Danae O’Bryan EDU 6051: Race & Ethnicity 21 October 2011 Final Action Plan Assignment Products of Our Town: Using Theory to Create Racial Identity Autobiographies and Explore Social Justice 1 Contents: Introduction to the Action Plan Project Stage 1 For Project/Unit Unit Outline Sample Lesson 1 & Handout(s) Sample Lesson 2 & Handout(s) Sample Lesson 3 & Handout(s) Sample Lesson 4 & Handout(s) Culminating Performance Task ResourcesPage Number 3 4 6 7 9 13 18 23 25 Products of Our Town: Using Theory to Create Racial Identity Autobiographies and Explore Social Justice 2 Introduction to the Action Plan: Welcome to my action plan! This curricular approach to creating an anti-racist classroom experience was designed for four ninth grade classes at Malden High School in Malden, Massachusetts. The lessons attached to this action plan are anchored in the Massachusetts Common Core Cur riculum Frameworks (2010).Upon first glance at the demographics of Malden High School it is easy to assume that the school has successfully integrated various racial minority and majority groups into its system (African American or Black – 22. 2%, Asian – 22. 7, Hispanic or Latino – 17. 6%, Multi-race, Non-Hispanic – 2. 7%, Native American – 0. 6%, Native Hawaiian or Pacific Islander – 0. 1%, White – 34. 2%). However, there is still a lack of knowledge among students regarding their own racial identity and the experiences of others of different race and ethnic groups.In Northeastern University’s Race & Ethnicity course the idea of â€Å"colorblindness† was discussed at length as being something as powerfully ineffective as racism itself. At Malden High School students of differing racial groups sort of â€Å"coexist,† which is something I hope this action plan will begin to change through students’ awarenes s of racial identity development. Fortunately, the 9th grade curriculum for English Language Arts has placed a heavy emphasis on the overarching theme of identity.Students read Our America over the summer for their summer reading, and write about their own identity in an essay upon entering school this year. This allowed for a more fluid transition into the introduction of racial identity development. After studying the various racial identity development theories in Northeastern University’s Race & Ethnicity course, it seemed essential to tie the importance of racial identity into a students discovery of his or herself. I have learned that the end goal of our recognition of identity is just as important as the developmental process it took to get there.If students reflect only on who they are today, without acknowledging the events and experiences that have shaped their racial identity, they are missing the key information needed in order to create change; And that is the mo tivation behind exploring our past to change our future through this antiracism action plan project. This action plan is centered around the Understanding by Design model, which allows for essential questions and understanding to be thoughtfully explored while working towards an end product.The end product, or, the culminating performance task, is one that challenges students to think critically about the experiences that shaped their racial identity. In turn, the students are asked to produce a racial identity autobiography. I hope you find this action plan useful and choose to incorporate some of the lessons into your own classrooms. Enjoy! Products of Our Town: Using Theory to Create Racial Identity Autobiographies and Explore Social Justice 3 Racial Identity Development Autobiography Stage 1Understandings Students will understand that†¦ Racial identity plays a role in how he/she interacts in society and become involved with his/her community Different factors, including lif e experiences, shape his/her racial identity Potential Essential Questions Misunderstandings Students may be unable to see how his/her identity contributes to the community at large Student may overlook or be unable to remember particular experiences that contribute to his/her identity Application: How can we use the knowledge and understanding of our racial identities to overcome racism?Explanation: What are the stages of racial identity development? Interpretation: What do my experiences reveal about my racial identity? Why does knowing my racial identity development process matter? Perspective: How do our racial identities differ from each other? Empathy: How might we reach and understanding of others' racial identities? Self-Knowledge: How are my opinions about other races and ethnicities shaped by stereotypes, assumptions, and prejudices? What are my â€Å"blind-spots† and limitations of understanding the racial experiences of others?There are various consequences for ra cial stereotypes, which affect the society we live in No person fits neatly into a clear racial group, people are individuals, not just members of a racial group Students may have a hard time letting go of stereotypes and bias he/she has seen as â€Å"normal† for so long Students may feel Racial identities are that his/her racial always flux and complex, identity autobiography now never fixed or simple, and should be discussed defines them instead that way in the classroom of realizing that it is a work in progress, and outside of school something that can changeProducts of Our Town: Using Theory to Create Racial Identity Autobiographies and Explore Social Justice 4 Knowledge Students will know†¦ ? Skills Students will be able to†¦ Core vocabulary: Race, ethnicity, (Including MCCR frameworks) stereotype, bias, -ism, ? Discuss what shapes their racial identity with definitive language nationality, prejudice, appropriate to the dialogue (MCF autobiography (MCF L 4). S L 1). ? The following terms: ?Evaluate identity narratives from Socioeconomic status; various authors whole focusing institutional racism and on â€Å"craft and structure† as well discrimination; discrimination as â€Å"key ideas and details† (MCF RL 1-6). through economic, cultural, and ? Create and revise a racial identity political means; scapegoating; autobiography (MCF W 3, 5, 6). dehumanization; segregation; ? Recognize and identify various oppression; civil rights (MCF L 4). stereotypes as portrayed in ?The language involved in anti popular television and other racist activism. media. ? The stages of racial identity development. Products of Our Town: Using Theory to Create Racial Identity Autobiographies and Explore Social Justice 5 Unit Outline: Since this project is being implemented after the To Kill a Mockingbird unit has already begun, the students have already read chapters 1-11 of the novel. In addition, they have watched a documentary on the Scottsboro t rials titled â€Å"Scottsboro: An American Tragedy. Thus, the lessons that follow are not at the start of the To Kill a Mockingbird unit, but they do start at the implementation of the Action Plan project (which is being incorporated into the To Kill a Mockingbird unit). This is only a suggested timeline. You may wish to include additional lessons. In addition, you may replace or adjust some of these lessons provided.  ¦ Sample Lesson 1: (Included)  ¦  ¦  ¦  ¦ Sample Lesson 2: (Included)  ¦  ¦  ¦  ¦ Sample Lesson 3: (Included)  ¦  ¦  ¦ â€Å"A Product of this Town† by J.Malcom Garcia Rules to follow in class discussion Mark up the Text / In-class discussion Racial Identity Anticipation Guide Discussion (On Racial Identity Anticipation guide) Introduction to the Project – GRASPS Breaking down stereotypes Analyzing media in search for stereotypes PowerPoint slides (uploaded as separate document) – Introduction to theories Teacher shares pe rsonal Racial Identity Autobiography Work as class to develop mini-RIA for Jem (character in TKAM) Using self-interview answers and knowledge of theory stages, plan autobiography Photo definition of self – free write/reflection Computer lab- work on typing RIA Sharing RIA’s – possible â€Å"silent† discussion Revisit Anticipation guides  ¦ Sample Lesson 4: (Included)  ¦  ¦ Sample Lesson 5: (Not Included)  ¦  ¦  ¦ Sample Lesson 6: (Not Included)  ¦  ¦  ¦ Sample Lesson 7: (Not Included)  ¦  ¦ Products of Our Town: Using Theory to Create Racial Identity Autobiographies and Explore Social Justice 6 Sample Lesson1 : â€Å"A Product of This Town† – Mark Up Text and In-Class Discussion I.Learning Objectives for Today & Evidence/Assessment of Learning Learning objectives: (SWBAT) Students will be able to†¦ Explain the parallels between the â€Å"old† South and the â€Å"new† South with regards to racism, segr egation, and injustice (Scottsboro/Jena) Discuss how Garcia’s experiences in Jena influenced his racial identity Produce a short reflection that sums up the discussion on Scottsboro and P. O. T. T Evidence/Assessment of Work Collection of â€Å"Do Now† notebooks at the end of quarter Informal checks for understanding through participation in the class discussion Collection of reflection for participation credit Standards: MCF (Massachusetts Curriculum Frameworks) RI 9, SL 1 & 4 II. Essential Question[s] for Today: ? ? ?Interpretation: What do my experiences reveal about my racial identity? Why does knowing my racial identity development process matter? Perspective: How do our racial identities differ from each other? Self-Knowledge: How are my opinions about other races and ethnicities shaped by stereotypes, assumptions, and prejudices? III. Why Learning this Matters: Up until this point in the unit, students have been reading To Kill a Mockingbird and discussing Jim C row, the Scottsboro Trials, and segregation as well as racism in the south. Today they are reading and marking up the article by J. Malcom Garcia titled â€Å"A Product of this Town. † This article deals with the â€Å"Jena 6† event that happened down in Louisiana in 2006.I wanted to give students a modern day perspective on the existence of extreme racism and segregation to get them talking about these issues in a modern day context. It’s also important that students start learning how to â€Å"talk† about these issues of racism and segregation out loud in a class discussion. IV. Learning Experiences: ? Optional: For this class, the students watched the following video yesterday, but for future classes, it might work to show the video before the discussion (http://www. youtube. com/watch? v=3SrIEM8X0qA). The students also came to class having marked up the article for homework. This could be done as an in-class assignment as well. Products of Our Town: U sing Theory to Create Racial Identity Autobiographies and Explore Social Justice 7 ?Do now (10 minutes): Respond the the following questions: (1) What are some of the experiences/interactions/conversations Garcia had with Jenains (people of Jena) that influenced the way he saw the town? (2) Why do you think he included some of the perspectives he included? Which did you think were the most powerful, meaningful, and interesting? (3) What parallels can you draw between â€Å"A Product of this Town† and the Scottsboro: An American Tragedy documentary? Lesson (30 minutes): Desks go into circle. Students create â€Å"ground rules† for discussion (no trash-talking or put-downs, everyone must contribute at least once, the person speaking calls on the next person, no interrupting, respectfully disagree, etc).The â€Å"Do Now† questions kickstart our conversation followed by the preceding few questions: 0 Why did Garcia title his work â€Å"A Product of this Town? † What do you think â€Å"product† refers to? 0 What did you think of Cleveland Riser? Why are words so important to him, what does he say they give us the ability to do? 0 What do you notice about the difference in ages/generations that Garcia interacts with? 0 What role does religion play in Jena? What to the the two pastors (Rev. Thompson and Rev. Moran) say about the event?Independent work/Closing (15 minutes): Students will spend the last ten minutes of class writing a reflection on some of the issues and conversation that came up in class today including (1) One thing they agreed with. 2) One thing they disagreed with, (3) Something that was talked about that you would like to explore more, (4) one thing you did not get to address that you would like to point out at a later date, and (5) how you think the discussion went overall and what should have changed and why. ? ? Materials ? Student notebooks ? â€Å"A Product of this Town† article (J. Malcom Garcia) Prod ucts of Our Town: Using Theory to Create Racial Identity Autobiographies and Explore Social Justice 8 Sample Lesson 2: Anticipation guide, Discussion, GRASPS I. Learning Objectives for Today & Evidence/Assessment of Learning Learning objectives: (SWBAT) Students will be able to†¦Explore a range of questions pertaining to the topic of racial identity to activate background knowledge and personal experiences regarding race Engage in a whole-class discussion on race Demonstrate an understanding of the culminating performance task for the racial autobiography assignment Evidence/Assessment of Work Collection of anticipation guides Participation in discussion Exit slip: Describe briefly (two or three sentences) your racial autobiography assignment. Standards: MCF SL 1 & 4 II. Essential Question[s] for Today: ? ? ? Application: How can we use the knowledge and understanding of our racial identities to overcome racism? Interpretation: What do my experiences reveal about my racial iden tity? Why does knowing my racial identity development process matter? Self-Knowledge: How are my opinions about other races and ethnicities shaped by stereotypes, assumptions, and prejudices? III.Why Learning this Matters: It is really important that students are given the opportunity to talk about the issues surrounding race and racism. By starting with an anticipation guide and giving students a tangible concrete list of vocabulary definitions for terms that will be coming up over the next few days, students are provided some of the foundational terms in which to begin talking about race and racism. In addition, it is important that students learn the acceptable way to have these conversations with peers outside his/her race and ethnicity. IV. Learning Experiences: Do now (5-10 minutes): What words or phrases come to mind when you think of race? (List all that apply) Lesson (10 minutes): Distribute anticipation guide.Today we will be working on kick-starting our racial identity au tobiography end-of-the-unit assignment. Before I introduce the project to you, I want to get a feel for what you know, or think you know, about race. So, take 10 minutes and complete this anticipation guide. (Go through directions) Products of Our Town: Using Theory to Create Racial Identity Autobiographies and Explore Social Justice 9 Independent (individual, pair, group, whole-class) work (20 minutes): Okay, let’s talk about some of your reactions to the questions in this guide. In your group, share your answers and reactions to the questions. Take ten minutes. Choose one person to jot down some notes about what you are discussing in your group.After ten minutes come back together as a class. Pull the class into a discussion by having one group share some of their reactions and allow those group members to call on other class members to contribute. Closing (10 minutes): I hope today’s lesson got you interested in learning a bit more about race. At the end of our To K ill a Mockingbird unit, you are going to hand in a project which I will explain to you now. Distribute GRASPS handout. Go over with students. In the last two minutes have students, as their â€Å"ticket out the door† complete the following exit slip: Describe briefly (two or three sentences) your racial autobiography assignment.And write one sentence about something they are looking forward to talking about or learning about while we work on these autobiographies. Materials ? ? ? Student notebooks Handouts (Anticipation guide, terms sheet, and GRASPS) Index cards for exit slips Products of Our Town: Using Theory to Create Racial Identity Autobiographies and Explore Social Justice 10 Name: ______________________ Period: _______ Date: _________ Ms. Nims, Ms. O’Bryan To Kill a Mockingbird/Racial Identity Autobiography Project Racial Identity Anticipation Guide Directions: In the space provided in the right column, write a â€Å"D† if you disagree with the statement , or an â€Å"A† if you agree with the statement.Then explain your reasoning for why you agreed or disagreed. # 1 Statement Racism is mostly a dead issue today. Agree/ Disagree Explanation/Reasoning Why did you agree/disagree? 2 I feel comfortable talking about race and racism with those of the same race as me. I feel comfortable talking about race and racism with those of a different race as me. There is a difference between race and ethnicity. 3 4 5 Stereotypes and prejudices about a person’s race can have a negative effect on their life. I have seen or experienced some form of racism at school or in a non-school setting. Certain races benefit from racism. 6 7 8 There isn’t anything I can do to change the way racism exists today.Discrimination: Denying access of goods, resources, and services to members of a particular social group. Discrimination is an action that typically results from prejudice. Discrimination can occur at the individual, organizational, or societal level. Ethnicity: Refers to membership of in a culturally- and geographically defined group that may share language, cultural practices, religion, or other aspects. Examples include Italian, Kurdish, and Bantu. People of the same race can be of different ethnicities.For example, Asians can be Japanese, Korean, Thai, or many other ethnicities. Institutional discrimination: Discrimination that occurs through educational systems, legal systems, or other public systems or services. Denying people the right to vote is a form of institutional discrimination. See also â€Å"ism. † -ism (racism, sexism, etc. ): The use of social power to systematically deny people access to resources, rights, respect, and representation on the basis of gender, race, age, income, or membership in any other group. Isms are based on the false belief that one group is superior to another group. Nationality: Refers to country of citizenship.However, nationality is sometimes used to mean ethnicit y, even though the two are technically different. People of one ethnic group do not necessarily live in one geographic location (such as an Italian living in Italy and an Italian-American living in the US). Because of this, ethnicity and nationality are not always the same. Prejudice: A negative attitude toward a socially defined group and toward any person perceived to be a member of the group. Like biases, prejudice is a belief. Race: Refers to physical differences of skin tone, hair texture, and facial features. Because people can be grouped by any number of physical differences (height, foot size, resistance to certain diseases), race is an artificial way to categorize people.Nonetheless, race remains an important concept because of the social and political issues that arise from it. Socioeconomic status: Refers to differences in wealth, income, other economic resources, and social ranking. Stereotype: an exaggerated belief, image or distorted truth about a person or group †“ a generalization that allows for little or no individual differences or social variation. Products of Our Town: Using Theory to Create Racial Identity Autobiographies and Explore Social Justice 12 Same Lesson 3: Decoding Discrimination and Breaking Down Stereotypes I. Learning Objectives for Today & Evidence/Assessment of Learning Learning objectives: (SWBAT) Students will be able to†¦Reflect on their experience with prejudices and stereotypes and how they result in discrimination and illustrate a stereotype and identify stereotypes illustrated by other students Understand that discrimination is not just the result of individual actions, but rather a system of exclusion that affects economic, social, political, and cultural institutions. Analyze stereotypes in the media Evidence/Assessment of Work In-class discussion and â€Å"Do Now† prompt Mini lesson and evaluation of video clip Homework (suggested two nights or a weekend to complete) II. Essential Question[s] for Today:   Perspective: How do our racial identities differ from each other? Empathy: How might we reach and understanding of others' racial identities?Self-Knowledge: How are my opinions about other races and ethnicity's shaped by stereotypes, assumptions, and prejudices? What are my â€Å"blind-spots† and limitations of understanding the racial experiences of others? III. Why Learning this Matters: The conversation will inevitably grow uncomfortable today. And that’s good! It’s important for students to take at least this away from today’s lesson: As long as you are talking about race and racial discrimination in a constructive way (or a way that at least exposes the issue), it is okay for things to get uncomfortable. Without today’s lesson on exposing stereotypes and prejudices, students will not be able to effectively move forward in the process of uncovering their racial identity development.Students will also learn how to analyze stereotypes that they find in their everyday lives, whether it’s the music they listen to, the Internet sites they visit, or the television shows they watch. IV. Learning Experiences: Do now (5-10 minutes): What is a stereotype? What do you think it is? Have you seen or experienced stereotyping? What is an example of one? Can you list some â€Å"groups† or â€Å"categories† of people? (i. e. , â€Å"jocks,† â€Å"hippies,† etc. ) Products of Our Town: Using Theory to Create Racial Identity Autobiographies and Explore Social Justice 13 Lesson (10 minutes): So where do racial stereotypes come into play? How are racial stereotypes formed? (Display the following on the board:) Race refers to a group of people who share the same physical characteristics such as skin tone, hair texture, and facial features.The transmission of traits from one generation to another is a complex process that is examined in a field of study called genetics. Race is a significant social issue because people use racial differences as the basis for discrimination. Much of today's racism can be traced to the era of colonialism that began in the 1400s. When Europeans began colonizing Africa and the Americas, the white settlers adopted the idea that they were superior to the other races they encountered. The false notion that Africans and Native Americans were inferior (along with the desire for economic power) justified the Europeans' taking land and enslaving people. In this way, naturally-occurring racial differences became the basis for systems of exploitation and discrimination.Racism is the systematic practice of denying people access to rights, representation, or resources based on racial differences. As you will learn in this lesson, racism involves more than personal actions of individuals. It is a thorough system of discrimination that involves social institutions and affects virtually every aspect of society. It's important to remember that racism is neither natural nor inevitable. Through history, people of different racial groups have interacted and co-existed peacefully. During the Middle Ages, for example, Europeans looked up to the people of Africa and China, whose civilization and culture were considered to be more advanced. As noted, however, these ideas changed significantly during the colonial area.As you learn more about race in this lesson, remember that racism is a system people created — and one that people can dismantle. Independent (individual, pair, group, whole-class) work (20 minutes): Okay, let’s explore some of our experiences with stereotypes. As a class make two lists: (1) Race (2) Ethnicity. (1) Begin with a discussion on the concepts of race and ethnicity. Write each word on the board or on a flip chart and ask students to list the attributes that define the terms â€Å"race† and â€Å"ethnicity. † Record their ideas. Next, ask students for the names of five different racial or ethnic groups. (2) Prepare five large sheets of paper (flip chart paper). At the top of each sheet, write the name of one of the groups that the students named. 3) Give each group one of the five sheets of paper. Ask them to list as many stereotypes that are commonly used to describe the category of people written at the top of paper.Give students three minutes to complete the exercise. Emphasize that students should list stereotypes that they have heard, not ones that they necessarily believe to be true. Products of Our Town: Using Theory to Create Racial Identity Autobiographies and Explore Social Justice 14 (4) When they are finished, rotate the sheets of paper between groups so that each group works on a new sheet. Have them add any unlisted stereotype adjectives. Rotate every three minutes until every group has worked on every sheet. 5) Post the sheets in class where everyone can see them and give students five minutes to read the sheets. (6)Conclude the lesson with a discussion on t he exercise, asking students the following: ? How do the stereotypes recorded by the class make you feel? ? What do you notice about the stereotypes listed? Be aware that the students may have listed good and bad adjectives, many stereotypes for different groups, or the same stereotypes for different groups. ? Where have you seen these stereotypes portrayed? television programs, movies, magazines, books? ? How do you think a stereotype might cause someone to act unfairly toward another person?Now, let’s look at some stereotypes (more specifically some racial stereotypes) we can see in the media. If there’s time play the following clip: This is a clip comprised of many moments from the show â€Å"Modern Family† where Gloria, the only racial minority in the show, is highlighted for all of her mispronunciations: http://www. youtube. com/watch? v=bKwOoRd5tHk This clip is meant to be humorous but what is the stereotype it is casting forth about Columbians? Closing (1 0 minutes): In our Racial Identity Autobiographies (RIAs) we will be exploring our own racial identities and how racial stereotypes (good or bad) have shaped some of our experiences. Over the weekend, I want you to fill out this handout.It asks you to evaluate some of the modern â€Å"pop culture† stereotypes you encounter daily. Record the shows you watch, songs you listen to, radio stations you tune into, and Internet sites you visit. Prepare to discuss these on Monday. Materials ? ? Student notebooks Handouts (Stereotypes in the media) Products of Our Town: Using Theory to Create Racial Identity Autobiographies and Explore Social JusticeKeep a log over the weekend in which you will record your observations about racial stereotyping in the media (including news stories, advertisements, television programs, music, music videos, billboards and movies). Continue on back or attach extra paper if needed. Type of Media (movie, TV, billboard, song, etc) What racial stereotypes are being shown? What action is taking place? What role does the ethnic character have? Is this person part of the majority or minority? How are the other characters treating this person? In your opinion, was this person being negatively or positively stereotyped? What was your personal reaction to this example of stereotyping (angry, funny, no reaction really, etc)? (1) (2)Products of Our Town: Using Theory to Create Racial Identity Autobiographies and Explore Social Justice 16 (3) (4) (5) Guidelines for discussion on this assignment:  · Use â€Å"I† statements only. Speak only of your own experiences, thoughts, and beliefs.  · Speak honestly, but also consider the impact of your words. Products of Our Town: Using Theory to Create Racial Identity Autobiographies and Explore Social Justice 17 Sample Lesson 4: Introduction to Racial Identity Development Theories and Ms. O’Bryan’s RIA I. Learning Objectives for Today & Evidence/Assessment of Learning Learning obj ectives: (SWBAT) Students will be able to†¦ Explain the various stages of Black, White, biracial, and minority racial development.Conduct a â€Å"self-interview† where they explore questions about his or her experience regarding race Evidence/Assessment of Work Informal checks for understanding and checks to see that students are â€Å"marking up† their lecture notes Homework – collected on later date (suggested two days to complete) II. Essential Question[s] for Today: ? ? ? Empathy: How might we reach and understanding of others' racial identities? Self-Knowledge: How are my opinions about other races and ethnicity's shaped by stereotypes, assumptions, and prejudices? Self-Knowledge: What are my â€Å"blind-spots† and limitations of understanding the racial experiences of others? III.Why Learning this Matters: Today will inevitably be a challenging lesson for students. Since most of them have not been exposed to any type of â€Å"theories,† they might have a hard time grasping a theory that pertains to development. However, for students to truly work towards the understanding of their own racial identity, it is important that they are exposed to some research on the subject that can help them make sense of their experiences. Not only will they have a chance to see what the â€Å"normal† stages are for racial identity development, but they will also get a chance to see what an RIA will look like. IV. Learning Experiences: Do now (5-10 minutes): Do you think that stereotyping shapes a person’s racial identity?What other experiences do you think shape a person’s racial identity? Lesson (10 minutes): (If this lesson follows the stereotype lesson, use this time to discuss some of the examples the students brought to class). In addition: Today you are going to see an example of a Racial Identity Autobiography – mine! This will help you get a better understanding of what yours will look like, since you will begin working on it tonight. Before I show you mine though, it’s important that you learn about the â€Å"theories† of how racial identity is formed. Products of Our Town: Using Theory to Create Racial Identity Autobiographies and Explore Social Justice 18Independent (individual, pair, group, whole-class) work (20 minutes): PowerPoint : Provide students with copies of the slides (3 per page that have a section for taking notes). Encourage (or assign) students to mark up the text as we go through these slides. (See PowerPoint document) Closing (15 minutes): Homework: For tonight, use the handout provided to start exploring some of your own experiences that may have shaped your racial identity development. Materials ? Student notebooks ? Self-interview questions Products of Our Town: Using Theory to Create Racial Identity Autobiographies and Explore Social Justice 19 Name: _______________________ Date: ______________ Period: ___ Ms. Nims, Ms.O’Bryan Raci al Identity Autobiography/TKAM Self-Interview Questions This assignment will help you start brainstorming some experiences you wish to discuss in your racial identity autobiography. Pretend as though you are â€Å"interviewing† yourself to get at the importance of each of these experiences. Jot down notes to answer these questions. Let them guide but not limit your thinking. Jot down any other memories or ideas that seem relevant to you. (You won't hand in these notes, but they'll help you participate in the discussion. ) 1. Family: Are your parents the same race? same ethnic group? Are your brothers and sisters? What about your extended family — uncles, aunts, etc.? Where did your parents grow up?What exposure did they have to racial groups other than their own? (Have you ever talked with them about this? ) What ideas did they grow up with, regarding race relations? (Again, do you know? Have you ever talked with them about this? Why or why not? ) Do you think of yours elf as white? (If you're not white, do you think of yourself as black, or AsianAmerican, etc.? ) or just as â€Å"human†? Do you think of yourself as a member of an ethnic group? What is its importance to you? Products of Our Town: Using Theory to Create Racial Identity Autobiographies and Explore Social Justice 202. Neighborhood: What is the racial makeup of the neighborhood you grew up in? What was your first awareness of race? – that there are different â€Å"races† and that you are one. What was your first encounter with another race? Describe the situation. Is there anyone here who hasn't heard the word â€Å"nigger†? [usually no one] Where did you first hear it? What messages do you recall getting from your parents about race? from others when you were little? 3. Elementary and Middle School: What was the racial makeup of your elementary school? Of its teachers? Think about the curriculum: what black Americans did you hear about? How did you celebra te Martin Luther King Day? Cultural influences: TV, advertising,novels, music, movies, etc. What color God was presented to you? angels? S. Claus? the tooth fairy! Dolls?What was the racial makeup of organizations you were in? Girl Scouts, soccer team, church, etc.? 4. High School and community: Products of Our Town: Using Theory to Create Racial Identity Autobiographies and Explore Social Justice 21 What is the racial makeup of your high school? Of its teachers? Is there interracial dating? Any racial slurs? Any conflict with members of another race? Have you ever felt or been stigmatized because of your race, gender, or ethnic group membership? Because of your sexual orientation? social class? What is the racial makeup of your home town? of your metropolitan area? What of your experiences there, in summer camp, summer jobs, etc.? 5.Future: Realistically, think about where you envision living as you start a family. What is its racial makeup? social class makeup? What occupation do you foresee, 10 years hence? What is its racial makeup? social class makeup? 6. General: What's the most important image, encounter, whatever, you've had regarding race? Have you felt threatened? In the minority? Have you felt privileged? What do you want to tell us that we didn't ask about? About handicap, sexual orientation, social class, whatever? Products of Our Town: Using Theory to Create Racial Identity Autobiographies and Explore Social Justice 22 Name: _________________________ Period: _________ Date: __________Ms. Nims, Ms. O’Bryan To Kill a Mockingbird- RIA Assignment Culminating Performing Task for To Kill a Mockingbird: Racial Identity Autobiography Description of project: Alright, ninth graders, for your end-of-the-unit assignment you will be working to create a racial identity autobiography. Most of you completed an identity (who am I? ) paper at the beginning of the school year, but this time you will be doing something much different. I will explain the proje ct to you in the terms of an acronym, because I know how much we all love acronyms! GRASPS Goal:  ¦ The goal of this project is for you to get a better understanding of your racial identity.Throughout the rest of our work this quarter, we will be exploring some of the following questions that you should be able to answer by the time you get to your autobiography: Application: How can we use the knowledge and understanding of our racial identities to overcome racism? Explanation: What is a racial identity and what are the stages of racial identity development? Interpretation: What do my experiences reveal about my racial identity? Why does knowing my racial identity development process matter? Perspective: How do our racial identities differ from each other? Empathy: How might we reach and understanding of others' racial identities?Self-Knowledge: How are my opinions about other races and ethnicities shaped by stereotypes, assumptions, and prejudices? What are my â€Å"blind-spots † and limitations of understanding the racial experiences of others? Role:  ¦ You are writing this autobiography as yourself. The experiences you share in this racial identity development are of you past, but they will be helpful in shaping who you are in the future. Audience:  ¦ Just as you are writing this autobiography as yourself, you are also writing it for yourself. I think that it would be great if you would be willing to share it at some point, but that is up to you. Write your autobiography as if no one else will read it.Who knows, maybe towards the end of the unit you will be willing and comfortable enough to share yourself with the class. Situation:  ¦ The situation is as follows: We could talk day in, and day out, about what racism looks like in our society. We could learn every stereotype and become comfortable discussing all of this in class. However, one of the more important parts of overcoming racism is coming to terms with Products of Our Town: Using Th eory to Create Racial Identity Autobiographies and Explore Social Justice 23 our own racial identity. So think of it this way: In order for Malden High School (and potentially the Malden community) to become leaders in an anti-racist movement, each individual has to reflect on his or her racial identity.In order to understand others and appreciate a truly diverse society, we must learn how experiences shape who we are and how we interact with each other. Product, Performance, Perspective: This is what I like to call the â€Å"nitty-gritty† section. It's what you will turning in and I will be grading. Racial Identity Autobiography (Total: 4 points) 1. 2 Pages typed, double-spaced, 12 font 1. Must include examples from at least two stages of racial identity development (see PowerPoint slides) 2. Must show thoughtful analysis of experiences included 3. Must use a clear, coherent, thesis statement introducing what your autobiography will be about Reflection/Self-Assessment (Total : 4 points) ?This will be due after you have written your autobiography and we have talked about their completion as a class. It will include a one-page reflection on what you have learned form writing this autobiography, what you liked about the assignment, and what you disliked about the assignment. ? This is an easy 4 points to get towards your final grade for the project. You already did the work – now tell me what you think about it! **So for the Racial Autobiography assignment as a whole, you will receive a ___/8 (4 points for the autobiography and 4 points for the reflection).I will also give you a % grade and a letter grade that corresponds) Standards:  ¦ Rubric (http://www. campus. com/rubricshowc. cfm? code=V633X5=yes) (Rubric created on iRubric website – printouts will be attached to GRASPS handout) Products of Our Town: Using Theory to Create Racial Identity Autobiographies and Explore Social Justice 24 Resources and Work's Cited: Useful Websites: ? EdCha nge – (Edchange. org) This website provides great tools for overcoming racism in schools and promoting diversity in curriculum. ? Media Awareness Netwrok – (media-awareness. ca) provides an extensive list of resources for digital media literacy. This program seeks to help educaters, families, and other organizations produce awareness of the responsible way o comsume media.ReadWriteThink – (readwritethink. org) – Another great resource for lesson planning, professional development, and grade-appropriate planning ideas. Useful articles and books: Pollock, M (2008). Everyday antiracism: getting real about race in school New York: The New Press. Tatum, B. (1992) Talking about racism, learning about race: The application of racial identitdy development theory. Harvard Educational Review. 62 (1) Tatum, B. (1997) Why are all the black kids sitting together in the cafeteria? Basic Books. New York. Products of Our Town: Using Theory to Create Racial Identity Autob iographies and Explore Social Justice 25

American Society Essay Example | Topics and Well Written Essays - 3250 words

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Chemistry of hazardous materials Essay Example | Topics and Well Written Essays - 250 words - 1

Chemistry of hazardous materials - Essay Example Although oxygen by itself is not flammable, it enhances burning processes. When liquid oxygen comes into contact with organic materials, it can easily trigger fires and explosions; this is the reason why spillage of liquid oxygen on asphalt pavement is potentially hazardous (Beeson & Smith, 2007). Asphalt is an organic material and liquid oxygen is highly concentrated. Spilled liquid oxygen is absorbed by the asphalt material, making the pavement potentially prone to fire and/or explosion. The ongoing activities on the asphalt pavement at the time of liquid oxygen spillage can raise or reduce the underlying hazards. Fumes of concentrated oxygen could be absorbed by the clothes passersby are wearing and any kind of spark or glowing material (burning cigarette) could trigger fire. On the same note, vehicle impacts on asphalt soaked in liquid oxygen could result in massive explosions, thereby destroying lives and properties (Beeson & Smith, 2007). Area of spillage should be avoided until safety is