Starter 17: Hillbilly Elegy and Evicted
Writing Time Work on your rough draft narrative. Reading Time While you read, annotate (using sticky notes!) for the following:
By Tuesday, read and annotate:
HOMEWORK Reading: By the start of class on Tuesday, read and annotate:
Finish your rough draft class narrative. Bring FIVE printed copies for peer critique on Monday. Please print before class! Starter 16: StoryCorps
Strategy of the Day Use the interview structure from the StoryCorps to help you talk your way into some stories and ideas! Pass out Books Sign them out, give a brief overview
Writing Time Work on your rough draft narrative. Reading Time While you read, annotate (using sticky notes!) for the following:
By tomorrow, read and annotate:
HOMEWORK
NO STARTER
No starter in order to get you more writing time! Finish Rubric Analysis
Writing Time Use the rest of class to write. HOMEWORK: Rough draft class narrative due on MONDAY at the start of class for critique. You will get writing and reading time tomorrow in class. Starter 14: Graphs from Pew Research
Intersectionality
Intersectionality Activity This is like a more complicated version of 4 corners. The purpose of this is to get us thinking of social identities as a complex thing, so that we can see that though we are focusing on class here, these all impact each other. After each question, move under the sign that best fills in the blank.
Debrief
Class Narratives Discussions
Class Narrative Writing Analysis We’re now going to turn our eye towards how these were written. First, let’s look at your assignment so you know where we’re headed. Read the assignment and rubric, make note of any questions. Now, we’re going to use the rubric for this project to reverse-engineer your example.
HOMEWORK: Complete an initial brainstorm for your social class narrative. This could be a freewrite, an idea web, a list of stories from your life. Stuck? Answer these questions:
Questions:
Feedback Responses Key takeaways for me:
Starter 13-
Vocab Lecture: Privilege
Privilege Quiz Students take the quiz, enter their scores in a the Class Privilege Scores Table Complete written reflection on the back of the quiz. Debrief Discussion in Small Groups
Class Narratives Doing this to get a picture into the lives of different classes, AND to model for you what I am looking for in your class narratives. Will be looking at these in different ways tomorrow and Wednesday, and then starting to write your own on Thursday and Friday. Divide students into class groups
HOMEWORK: Read TWO class narratives and take notes on the questions above. DUE: SOC, Tuesday. Starter 12: Stories About Poverty
IF ABSENT, TED TALK IS LINKED ON THE DOCUMENTS PAGE! Before we watch this:
Give me some feedback! Give me some feedback about how this project is going so far using the anonymous Google form above. Seminar Response
HOMEWORK: Finish and share seminar response with Lori. DUE: SOC, Monday Starter 11
Seminar: Whole Class Opening Questions
Seminar Response
HOMEWORK: None- we will have class time tomorrow to finish and revise your seminar response. Seminar Response is due on MONDAY, SOC. Key Questions
NO STARTER DUE TO SHORTENED SCHEDULE Lecture: Social Stratification and Theories See documents page for lecture slides. If absent, get notes from a classmate. Application of Theories In your group, discuss:
A Touchy Subject Finish the reading from yesterday- read carefully and annotate! Fussell Coaching As you finish, add your name to a coaching group on the board. When you hit 4 or 5, gather your group and begin this process!
Seminar Prewrite For your seminar prewrite, choose one quote from this text that strikes you. This could strike you as particularly insightful, invoke a strong emotional reaction, or be something that you dispute. In your prewrite, write down the quote and then react to it. Describe what you think the quote means, then discuss why you chose it, what it makes you think/feel, and how it connects to what we've been learning in class so far. HOMEWORK:
Key Takeaways:
Starter 10- Hidden Rules of Social Class: The Wire The clip you are about to watch is taken from The Wire, a tv show that explores poverty in a Baltimore neighborhood. In this clip, Bunny, a police officer, is taking a group of teenagers from the inner-city out to a fancy dinner as a reward. This has mature language. If you want to remain innocent, cover your ears! As you watch this, keep track of the following:
Hidden Rules Demo
Participate in this demonstration designed to have you uncovering hidden rules. Then debrief and discuss:
Could you survive in a different class? Take the quiz on the Hidden Rules of Social Class. Debrief:
Hidden Rules of Social Class: Notes and Chart
Okay, now let’s compare the hidden rules you came up with to the chart created by Dr. Ruby Payne, based on her research.
Reading Time: Notes on Class Read and annotate. Read carefully, looking for complexity! What are the reasons that Americans are uncomfortable talking about class? HOMEWORK:
Key Questions:
Starter 9
Project Overview Give students project overview. Read, write any questions, ask Lori. Class Stereotypes What’s the difference between a generalization and a stereotype? Talk in groups, then create a table on the board. Generalizations
Stereotypes
EXAMPLES:
Stereotypes Activity Now that you understand the differences, we’re going to work on identifying what stereotypes we are carrying around with us about different classes--ultimately, we hope to be able to make generalizations, but we probably don’t have the data for that yet. By examining and making visible these stereotypes, we will start to understand how we mentally define and categorize people. Our goal in this project will be to question and complicate these initial impressions. To make this simple, we’re going to do this on only 4 classes: Lower Class, Working Class, Middle Class, and Upper Class.
Fussell: Notes on Class
HOMEWORK:
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