Ayuri Terada and Javier Borjorn January 15, 2014

Darlene Lee SVAH- Hernandez, p. 1 W Hist

Observations/Commentary/Scripting

Based on the converesations that we all just had, is there anyone who would change their opinion?Would anyone shift their opinion?Anyone think this political cartoon represents more than just the Political World

We are going to do another one- we are going to agree or disagree… remember that side is agree, and the side that… are standing on is disagree… This is an advertisement you should be familiar with from last semester.

of the four worlds, this advertisement represents the economic world- do you agree or disagree or are you in between?

Turn to your partner- next to you- why you agree, disagree or don’t know….

Everyone is going to pay attention- anyone from the agree side want to share why you feel this shows economic growth…Trying to sell soap- why are they trying to sell soap of all things…

You don’t want to be dirty, right mister?Why is the white man taking soap?He wants to be clean?Because he’s trying to show other races you should be clean like me… I use this soapThat’s not economic- how is that economicConvincing to show other people to buy itHow are they going to buy it if they don’t have the same currency?It’s advertising!

So everyone is going to have their own opinion- and it’s okay if it’s differentIsn’t it social too…Why is it socialEntertainment… in the picture- in the bottom… white person showingAnybody want to make any remarks to that?She won…Jerry did you want to add to thatIt’s cultural too-Why is it cultural too? They are saying that back then that native people are dirty and not clean … kind of like bringing that in- here’s our religion- you have to believe it tooImposing their views about… what it means to be Christian or a clean person

Questions/Suggestions

Love that the student accessed the poster on the side wall- are there ways you might make the language and ideas from the side poster more accessible to everyone in the class?

Are there sentence starters or key words that might help students to frame their responses?

What did you notice about participation in the large group discussions of these four worlds?

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Soap is an ideal … for brightening the corners of the earth

Cultural and social because economic is based on production- and that production sells more.. today… part of the social and cultural… no social- maybe there are middle classes, lower classes, higher classes… maybe the middle class can’t afford it not the lower classes

Sounds like you’d not be all the way on the agree side- that it’s also social and cultural

Pablo was referring to that chart- kept referring to that chart- the four worlds- what was each world- make a decisions bout whether he would agree or disagree with it… use it as a references

We can all return back to our seats…

What we did right now was a human spectrum- re-spark the imperialism lecture back in December… kind of a long time ago- a review to get us to think about imperialism again- now we are going to move on to a simulation… anyone know what a simulation is?

Karla?Become a part of it… change your culture

Role playingActing… Karla isn’t going to be Karla, but acting a s a different person

You are going to figure out which cards are missing- and try to trade with another group to try to make a complete deck… how many cards are in a deck? 52- figure out which ones are missing… try to find the missing cards from another group.. you can only trade one card at a time.

So… all electronic devices are not allowed in the classroom- one warning out of two before it gets confiscated

Can we forcefully take it?You cannot forcefully take it- one person is going to go to another group to … you’ll figure it out… there will be two helpers in the group that you can askDecide as a group if you want to ask another group or find a different card to ask about

Group C and D- if you come to group A, you have to ask Michael… if you come to group B you have to ask Henry… you cannot ask Group B- you can only ask Henry

Read the instructions from the task… take 2 minutes while we are going to pass out the cards

Everyone has a deck of cards- your task is to figure out which cards are missing…By now you should be figuring out which cards are missing from your deck…

60 seconds-

Okay, simulation is over… return to your seatsWhat was the point of thisNo one knows!This was stupid!No one could do itOkay, take your seat- we are going to discuss what happened in the simulation- everyone should have your notebooks out- page 5- simulation debrief

Questions/Suggestions

Is there any written/verbal assessment that might be useful to “wrap up” this activity and let you know what students remember?

How might you make these directions more explicit and memorable?How might you use the board or ppt or posters during this activity? Are there instructions that are common to each table that could be posted?

What did you notice about the different ways that students participated during the simulation?

Some people frustrated because they were trying to trade their cards

Some people frustrated because didn’t know what was going on…

Let’s talk about what happened- according to the group you were in or the role you were in… what happened?

Are we supposed to write this answer or tell you?We were organized- we knew what we needed to do, but some people didn’t

WE had to have four cards for our collection, we had our cards organized and stacked up correctly, we went to other groups but they said stupid stuff… we tried to go to Manny, but they didn’t want us to go in there

We’ll trade you two cards for one cards…Violation of the rules- you were only supposed to trade one card

What else Jerry?Anything else?Another group had a lot of cardsLet’s listen to Jerry

Group A had a lot of cards, they had more than they needed- but if we tried to trade with them… we needed our card back… reflections on the simulation activity

It was confusing to trade

You asked everybody… group AWho did you go up to in group ? Michael- what did you ask him for? A five of diamonds… did he give it to you?

Aida?My experience was that they left out the girls… only guysI noticed that tooWho else felt that way? They left out the girls… and only the guys played?

Karla… the guys kind of took over- Jocelyn did you hear that? Michael? Quiet down.. we are going to wait… Karla.. say it again please

Karla said that you chose only guysAccording to Karla, we chose only guys to be the leadersDo you think we did that intentionally?Yes- why? DominanceBack then, sexism existed- so guys were mainly the head of the house- and theytook chargeWhat is she talking about!? Marriage historyGirls are just too sensitiveAll right, quiet down…We need it quiet

Aida? Say it one more timeI feel bad

I said back then there used to be sexismThere still is

Questions/Suggestions

What questions might you want students to reflect on in writing prior to a whole group discussion? For this first questions bout what happened, it might be useful to have students write their observations/feeling/reactions first

Okay, well there still is… men were the head of the houseWhat does this have to do with cards?Women didn’t have a lot of… they couldn’t take part in political…Thank you!You’re welcome!

Group A had a lot of cardsWhat did that feel like to have so many cards.. and everyone was coming to you asking for cards?You felt nothing?You wanted to give away cards? We you controlling about the cards… you said noI already had the 4… you were basing it on whether or not you had the cards… we didn’t specify- pretty vague directions- your role was to make all the decisions-In your notes on page 5- under ssimulation debrief- start writing these words

The role that Group A had was… an example of a ColonyRemember what a colony is? There is a lot of side conversations so I can’t hear AidaPeople who independent themselves from another country or nationIndependent nation- think about how your group had so many ardsKey termsSo, you want to … not just write the word colony y’all- write also the definition that your classmates are offering

Copying the definitionNot writing the definition- so you need to pay attention to the classOther countries control the independenceDon’t we end at 9:10 today? It’s a different schedule today- we end at 9:15

That’s right, exactly. Can we think of an example of a colony- 13 colonies… yes, in the United States, there were colonies

Different countries would go into other countries and try to control their colonies…w ould that be an example of a colony? Yes! No!

I made a mistake- I am confusing everyone!

Colony is the one being controlledHe was trying to trade with other groups- specifically with group C and he didn’t get anything – he didn’t have any control

In the last couple minutes that we have… Okay so… we couldn’t finish up- we’ll continue this conversation tomorrow morning- make sure you bring your notebooks back so we can finish the notes- take the notebooks home with you and bring them back tomorrow

Debrief: We discussed ways to make the instructions explicit and concrete for students- and how to help students make the connections between the simulation and the content around imperialism. We also talked about the strategies that can be used to keep the group focused and listening to each other and to the teacher.

Questions/Suggestions

How might you assess what connections students are able to make on their own?

What were you hoping students would “get” from this activity? From the countries?