Thursday, September 27, 2018

Feminism

76 Minutes

     1.   Today we watched the Senate Judiciary Committee hearings on Judge Kavanaugh and Dr. Christine Blasey Ford

We are delaying the peer edit of the personal essay until Monday, October 1.

HOMEWORK FOR NEXT TIME (Monday, October 1) Draft of personal essay about a passion, obsession, or interest is due

Tuesday, September 25, 2018

Feminism

92 Minutes

     1.   Small groups: share Current Event Assignment: Brett Kavanaugh Accusation 

     2.   Watch news update on Kavanaugh

     3.   Read new articles: “Kavanaugh’s Yearbook Page” and “What Teenagers Think about the Allegations against Brett Kavanaugh” 

     4.   Whole class discussion 

     5.   REMINDER: write a 2-3 page draft of a personal essay about a passion, obsession, or interest FOR THURSDAY, SEPT. 27

HOMEWORK FOR NEXT TIME (Thursday, Sept. 27) Draft of personal essay about a passion, obsession, or interest is due

Friday, September 21, 2018

Feminism

76 minutes

     1.   Current Event Reading: Brett Kavanaugh Accusation. Trigger Warning: this piece discusses sexual violence. Due on Tuesday, September 25.  Background knowledge/ terms: view the following videos: Anita Hill, Clarence Thomas, Supreme Court confirmation hearings, Roe v. Wade, and “The Year of the Woman”  

HOMEWORK FOR NEXT TIME (TUESDAY, SEPT. 25): Read and respond to the questions in Current Event Reading: Brett Kavanaugh Accusation 

Wednesday, September 19, 2018

Feminism

92 minutes

     1.   Review class norms 

     2.   Small groups discuss “I Was Once Miss America”:

a.   Discuss your response to the essay and share your charts

b.   The last sentences of the essay are: “Some experiences are universal. A girl is a girl whether she lives in West Omaha or Sweet Valley. Books are often far more than books.”  Discuss how this is true for Roxane Gay (as revealed in her essay.) How might this be true for you?

c.    Look at the way Gay structures her essay. Identify and discuss what she does to create coherence and connections between these things: Vanessa Williams, Sweet Valley High, and her own self-image. Locate specific paragraphs where these connections are made and be prepared to share out with the class  

     3.   Discuss essay as a whole class: how does Roxane Gay reveal her personality? What did you discover about the structure of her essay? 

     4.   Individually, look at your list of obsessions, pastimes, interests, and passions. Add to the list. Then brainstorm specific stories or situations that center on one of these obsessions or passions or interests, etc. 

     5.   Begin drafting the story of your passion, obsession, etc. 

     6.   FOR NEXT TIME: (Friday, September 21) Bring in a complete draft of a personal essay that explores one of your passions or obsessions, etc. (2-3 page, double spaced, typed) 

      

        DUE FRIDAY: 2-3 page typed draft of personal essay about an obsession or passion of yours

Monday, September 17, 2018

Feminism

92 minutes

     1.   Take survey on masculinity for Grant Magazine

https://docs.google.com/forms/d/e/1FAIpQLSdS_DZSp6TucIaRkWksZnoHtQZwzFnnHtJxzc9CIMYLC3ouBQ/viewform?c=0&w=1

     2.   Review class syllabus and overview of class            

     3.   View Zach Wood TedTalk Take notes in your notebook then pair-share 

  

     4.   Discuss class norms: Respond to these questions on the sheet provided:

a.   What are some things that are necessary for this class to be a productive and comfortable place (within the context of difficult material and within the context of risk—as bell hooks says, “Being comfortable with risk”)?

b.   What are some concrete behaviors that are necessary to foster this productive learning environment? 

5.     Small groups: share what they wrote, and then come up with the top three in each category. 

6.     Share out with whole class your top 3 lists and then develop a class list of expectations for behavior and conduct in this class.  

     7.   Reminder about Generals LEAD:

1.   Learn: Live to learn

2.   Engage: Engage with purpose

3.   Advocate: Advocate for self and others

4.   Demonstrate: Demonstrate your passion 

8.     The first unit/assignment is the personal essay. We will read model essays and draft our own essays in the next couple of weeks.

9.     Homework assigned and explained: Read "I Was Once Miss America" and do the things listed on this sheet: Instructions for Reading "I Was Once Miss America". Due Wednesday, Sept. 19. Begin reading in class…? 

Homework: Due Tuesday, September 19: Read "I Was Once Miss America" and do the things listed on this sheet: Instructions for Reading "I Was Once Miss America".

Grant Magazine Masculinity Survey

Thursday, September 13, 2018

                                                          76 minutes

     1.   Check out a chromebook

     2.   Log in to google classroom with your apps4pps.net account

     3.   Sign in to “Feminism and Gender Studies 2018-2019” using the following codes:

5^th Period = rypjnn8

7^th Period = 6k2192

8^th Period = q7aussx

     4.   Review prompts, ask clarifying questions. You should use the resources provided to respond to one of the questions provided, and your work should incorporate the research conducted in class in some measure.

     5.   In-class writing

     6.   Turn in your work to the appropriate google classroom

     7.   Return your laptop to the correct shelf in the cart and plug it in.

Tuesday, September 11, 2018

                                                          92 minutes

REMINDER: check the blog for info!

www.warfieldfeminismandgenderstudies.blogspot.com

1.  In pairs, look back through “The Coddling of the American Mind” and “The Big Uneasy” and find one provocative quote (a quote that stirs up your emotions or troubles your ideas and thinking or is controversial) and record it on a slip of paper.         

2.  Pass the quote to another pair and each person free-writes about the quote: Free-Write: To what extent do you agree or disagree with the idea expressed in the quote? Why? Give examples. What thoughts or feelings does it provoke for you? What questions does it raise for you?          

3.  In groups of four, share your free-write, including the quote that generated it.                                                      

4.  Then share your research / articles and discuss how they add to your ideas.        Each person should explain/summarize their research for 3-4 minutes and allow questions from group members for 1-2 minutes.          Take notes as needed.                                                                              

5.  Large group discussion: what are some ideas and issues you have now? Use textual evidence from the articles and your research to support your ideas. 

6. Watch film clip (49:00-52:30) (3 ½ minutes) and discuss briefly (7 minutes) 

7.  Exit slip: Where are you now? 

For Thursday, September 13, bring all of your materials to class: “The Coddling of the American Mind,” “The Big Uneasy,” your notes, your research, your free-writes.

You will get the prompts for the essay at the beginning of class and you will have the period to write your essay.

Choose ONE of the following prompts to write about:

1. To what extent should school make you feel safe? Why?
2. What are the risks of incorporating trigger warnings and constructing safe spaces in schools? Why are they important? In what ways do they limit the possibilities of education?
3. At what age are students prepared to cope with “harsh reality,” as it is framed in the clip from South Park?
4. Should schools or universities have policies regarding trigger warnings or safe spaces? Why or why not?
5. What is the value of discomfort in the realm of education? In what ways does discomfort encourage learning and growth?

Feminism and Gender Studies

Friday, September 7 2018

92 minutes

     1.   Name tents / roll              

     2.   Evacuation route and meeting location: 20 yard line on right side of field furthest away from where we enter the field

     3.   Reminder about classroom procedures / expectations:

-- 4 hall passes / instructions on using passes and signing out

--supplies for this class: composition notebook, folder/binder dedicated to this class, notebook paper, pencils, pens, erasers, highlighters

--Phones/technology: must be turned off and in backpack (not pocket)

--bring a book to class every day for SSR

--my blog!!

www.warfieldfeminismandgenderstudies.blogspot.com

  

     4.   Spend some time reviewing “The Big Uneasy” and write down ideas that you would like to research further in connection to this article.  Also write down your thoughts about the article.            

     5.   Discuss “The Big Uneasy” in small groups and then as a class:

         a.    What are some key questions and issues that came up for you in this article?

         b.   What did you learn about?

         c.    How does Heller add to the issue of safe spaces in academic settings?

         d.   What ideas do you want to know more about?  

6.    Get a laptop and change your password if you haven’t already. Sign in to your apps4pps account to make sure you have this account.                                                  

    7.   In pairs, develop a list of ideas that you want to know more about. Using the laptops, conduct research on at least ONE of these issues.                                    

        

HOMEWORK: research at least TWO issues and bring the printed (digital) articles to class on Tuesday, September 11

Feminism and Gender Studies

Wednesday, September 5 2018

92 minutes

       1.   Name tents / roll 

             

       2.   Reminder about classroom procedures / expectations:

-- 4 hall passes / instructions on using passes and signing out

--supplies for this class: composition notebook, folder/binder dedicated to this class, notebook paper, pencils, pens, erasers, highlighters

--Phones/technology: must be turned off and in backpack (not pocket)

--bring a book to class every day for SSR    

     

      3.   Community Building: “Name Toss”

     4.   Spend some time reviewing “The Coddling of the American Mind” and write down ideas that you would like to research further in connection to this article.  Also write down your thoughts about the article.                                                                    

     5.   Discuss “The Coddling of the American Mind” in small groups and then as a whole class:

a.           What are some key questions and issues that came up for you in this article?

b.   What did you learn about?

            c.       What ideas do you want to know more about?  

           d.   Can words be forms of violence?

           e.   Does campus life today foster critical thinking?

           f.      How do the authors’ own identities / positions shape the way they view the issues? 

     6.   Begin reading Nathan Heller’s "The Big Uneasy" and annotate the article, using the same guiding questions that we used to unpack “The Coddling of the American Mind”; in addition, consider what new ideas Heller introduces to the conversation. Bring your annotated article and any notes or questions to class on Friday, Sept. 7 

HOMEWORK: Finish reading “The Big Uneasy” and bring your notes/annotated article to class on Friday, Sept. 7