Sunday, March 28, 2010

Celebrating Social Justice_April Poetry Month




Let America Be America Again

by Langston Hughes

Let America be America again.
Let it be the dream it used to be.
Let it be the pioneer on the plain
Seeking a home where he himself is free.

(America never was America to me.)

Let America be the dream the dreamers dreamed--
Let it be that great strong land of love
Where never kings connive nor tyrants scheme
That any man be crushed by one above.

(It never was America to me.)

O, let my land be a land where Liberty
Is crowned with no false patriotic wreath,
But opportunity is real, and life is free,
Equality is in the air we breathe.

(There's never been equality for me,
Nor freedom in this "homeland of the free.")

Say, who are you that mumbles in the dark?
And who are you that draws your veil across the stars?

I am the poor white, fooled and pushed apart,
I am the Negro bearing slavery's scars.
I am the red man driven from the land,
I am the immigrant clutching the hope I seek--
And finding only the same old stupid plan
Of dog eat dog, of mighty crush the weak.

I am the young man, full of strength and hope,
Tangled in that ancient endless chain
Of profit, power, gain, of grab the land!
Of grab the gold! Of grab the ways of satisfying need!
Of work the men! Of take the pay!
Of owning everything for one's own greed!

I am the farmer, bondsman to the soil.
I am the worker sold to the machine.
I am the Negro, servant to you all.
I am the people, humble, hungry, mean--
Hungry yet today despite the dream.
Beaten yet today--O, Pioneers!
I am the man who never got ahead,
The poorest worker bartered through the years.

Yet I'm the one who dreamt our basic dream
In the Old World while still a serf of kings,
Who dreamt a dream so strong, so brave, so true,
That even yet its mighty daring sings
In every brick and stone, in every furrow turned
That's made America the land it has become.
O, I'm the man who sailed those early seas
In search of what I meant to be my home--
For I'm the one who left dark Ireland's shore,
And Poland's plain, and England's grassy lea,
And torn from Black Africa's strand I came
To build a "homeland of the free."

The free?

Who said the free? Not me?
Surely not me? The millions on relief today?
The millions shot down when we strike?
The millions who have nothing for our pay?
For all the dreams we've dreamed
And all the songs we've sung
And all the hopes we've held
And all the flags we've hung,
The millions who have nothing for our pay--
Except the dream that's almost dead today.

O, let America be America again--
The land that never has been yet--
And yet must be--the land where every man is free.
The land that's mine--the poor man's, Indian's, Negro's, ME--
Who made America,
Whose sweat and blood, whose faith and pain,
Whose hand at the foundry, whose plow in the rain,
Must bring back our mighty dream again.

Sure, call me any ugly name you choose--
The steel of freedom does not stain.
From those who live like leeches on the people's lives,
We must take back our land again,
America!


O, yes,
I say it plain,
America never was America to me,
And yet I swear this oath--
America will be!

Out of the rack and ruin of our gangster death,
The rape and rot of graft, and stealth, and lies,
We, the people, must redeem
The land, the mines, the plants, the rivers.
The mountains and the endless plain--
All, all the stretch of these great green states--
And make America again!

Wednesday, February 17, 2010

Kim just sent us this great link to a recent article and video that Linda Christensen (author of our study group book) updated on the NWP site....below you will find a link to both resources:


Linda Christensen: Social Justice, Teaching Writing, and Teaching Teachers

"We teach our students not only by what we say in the classroom but also by what we do in the world," says Linda Christensen, director of the Oregon Writing Project.


http://www.nwp.org/cs/public/print/resource/3076

Big, Bigger, Biggest Fish Protocol




Big Fish Bigger Fish Biggest Fish Protocol

Complex text can offer many ideas and issues, but sometimes we need to address the foundational ideas, warrants of arguments, assumptions underlying a text, and make connections and take on those over-riding concepts.

Set-up/Identify - Time :

Read text, marking issues and concepts which seem to be, represent and/or imply the most important, controlling ideas and/or underlying assumptions.

Focus/Evaluate - Time:

Mark one or two ideas you think seem to include or subsume the others that address conditions or possibilities of teaching and learning.

Discussion/Critique & Synthesize - Time:

In small groups, ideally no larger than four, share your ideas and then prioritize or put into a hierarchy according to encompassing, critical or foundational idea.

Optional: create an illustrative poster showing your collective thinking and rationale.

Share/Social Critique - Time:

Each group explains their thinking: the Biggest Fish and their rationale.


Saturday, January 30, 2010

Our Student Work Site

I've posted the new student samples that we received from Janet today to our drop.io site.

Please feel free to upload your own student work to the site anytime:

http://drop.io/teachingforjoyandjustice/blog

Student Art Collaboration with Victor Ochoa

Thank you to Callie for sharing her student's collaborations with artist, Victor Ochoa, at MAAC:





Monday, January 18, 2010

New TED Talks

I am sending out a new feature if you are a fan of Global TED Talks that I believe is pertinent to our group:

Dear Global TED Community,

Over the past couple weeks, we've been introducing a significant new feature on TED.com.

It's called "Best of the Web". Essentially we have begun linking to the best talks out there that were NOT recorded at a TED event.

Today, for example, to celebrate Martin Luther King Day, we are posting his world-changing "I have a dream" speech given back in 1963. No matter how many times you may have seen it, it always inspires and provokes. And we're proud to have a page dedicated to it, to facilitate a conversation around the searing issues he raises, all still so relevant today.

You can see a few other early selections here (in the 'Show by Event' selector on the left, scroll down to the bottom to "Best of the Beb"), including:

Michael Sandel: What is the Right Thing to Do?
Robert Sapolsky: The Uniqueness of Humans
Edwidge Danticat: Stories of Haiti (Which Margit Boyeson was kind enough to recommend to SDAWP too!)
...and the famous "last lecture" of Randy Pausch

Rethinking Schools Edition



Thank you to Makeba Jones who sent us a reminder that the new issue of Rethinking Schools is out and it is aptly titled "Reading For Justice"

Here is a taste of some of their cover stories:

Cover stories:
"Save the Muslim Girl!"
by Özlem Sensoy and Elizabeth Marshall
In the years since 9/11, books like The Breadwinner and Broken Moon have become staples in many English classes. But does this young adult literature about Muslim girls build understanding or reinforce stereotypes?

Baghdad Burning Heats Up World History
by Jody Sokolower
It's always a struggle to work current events into history classes. A blog by a young Iraqi woman about her day-to-day life in Baghdad provides an opportunity to connect the medieval Abbasid Empire to today's news.

Breaking the Silence on War
by the editors of Rethinking Schools.
In our editorial, we probe the silence in classrooms, as in the streets, on the escalating U.S. war in Afghanistan, now in its ninth year, and the continuing war in Iraq. As teachers struggle with increasing pressures and scripted curriculum, there is little critical discussion of these events—they have become part of the wallpaper of life. Why has this happened? How can we break the silence?