DOCSLIB.ORG

My Life As an Undocumented Immigrant

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
My Life As an Undocumented Immigrant Immigration: An Ethical Dilemma A 9th Grade Model Unit - Curriculum, Instruction, Assessment Driven by the ELA Common Core State Standards Published by Chicago Teachers Union Quest Center 222 Merchandise Mart Plaza, Suite 400 Chicago, IL 60654 Copyright ©2014 by Chicago Teachers Union Quest Center All Rights Reserved. This book may be reproduced and shared for educational purposes only with credit given to the Chicago Teachers Union Quest Center and the American Federation of Teachers Innovation Fund. Printed in the United States of America Editing and Design: Michael P. Moriarty www.sharemylesson.com/ctu Chicago Teachers Union Officers Karen GJ Lewis, NBCT President Jesse Sharkey Vice President Michael E. Brunson Recording Secretary Kristine Mayle Financial Secretary Quest Center Staff Lynn Cherkasky-Davis, Director of Professional Learning Michael P. Moriarty, NBCT, Special Projects Facilitator - CCSS Carol Caref, NBCT, Director of Research Jennifer Johnson, Special Projects Facilitator - Teacher Evaluation Walter Taylor, NBCT, Professional Development Facilitator Sarah Hainds, Researcher Pavlyn Jankov, Researcher Deborah Pazera, Support Staff Trisha Raymond, Support Staff Jackson Potter, Staff Coordinator “Designing Curriculum, Instruction, and Assessment from Common Core Standards – Prototype Teaching Units” is a project supported by the American Federation of Teachers Innovation Fund. Published by the Chicago Teachers Union Quest Center. Produced by 45 Chicago Public School teachers. www.sharemylesson.com/ctu Immigration: An Ethical Dilemma Table of Contents The Chicago Teachers Union Quest Center model instructional unit, “Immigration: An Ethical Dilemma,” is designed specifically for the ease of use by a classroom teacher. This document can be printed for teacher and student copies of all assignments and activities. The electronic version is embedded with links for a teacher to quickly locate and access the desired lesson and resource. This complete unit can be found exclusively at www.sharemylesson.com/ctu. The field test video displaying samples for the unit can be viewed at the CTU Quest Center You Tube Channel or directly at http://youtu.be/Z862K81lSO8 Contents Foreword by Timothy Shanahan........................................................................................2 Contributors......................................................................................................................5 Unit Overview...................................................................................................................6 Lesson 1: Introduction to Immigration...............................................................................11 “A Nation Built For Immigrants” Immigration Map Immigration Tracking Organizer Lesson 2: Annotation as a Skill...........................................................................................40 “Immigrants in Our Own Land” by Jimmy Santiago Baca “Mexicans Begin Jogging” by Gary Soto “Let America Be America Again” by Langston Hughes “Salvador Late or Early” by Sandra Cisneros “The New Colossus” by Emma Lazarus “What Annotation Looks Like” Lesson 3: My Life as an Undocumented Immigrant.............................................................63 “My Life as an Undocumented Immigrant” by Jose Antonio Vargas (abridged) Graphic organizer Lesson 4: Paranoia: Close Reading of a Short Story.............................................................88 “Paranoia” by Said Sayrafiezadeh Lesson 5: Culminating Task: Immigration on Trial..............................................................125 Jury note sheet Jury verdict assignment/rubric Participant assignment/rubric Endangered: A Study about Animal Population Change 4th Grade www.sharemylesson.com/ctu Table of Contents - 1 1 Foreword English Language Arts Timothy Shanahan Distinguished Professor Emeritus of Urban Education University of Illinois at Chicago Chicago is the third largest urban district in the United States, and it has an incredibly diverse and much challenged population of students. Large percentages of Chicago kids are growing up in poverty and many hear little English at home. That means, Chicago students have been less likely to meet past educational standards—and if these new standards are so much higher, that could mean even fewer Chicago Public School students would succeed. That’s a logical conclusion, but not necessarily a correct one. Albert Shanker, former president of the American Federation of Teachers, used to tell the possibly apocryphal story about New York City schools raising graduation requirements, and, consequently, increasing graduation rates. True or not, it makes sense that higher goals could lead teachers and student to up their games, which could result in better outcomes. But such outcomes will never be attained just throwing our educational hats over higher fences. We are going to have to climb those fences. That’s where the Chicago Teachers Union Quest Center comes in. Who can best prepare and lead what is sure to be a daunting and dizzying climb? The Quest Center’s answer was: teachers. Teachers could, working in concert, take on the demands of these new goals. They could learn the nuances of the new requirements and they could translate those hard won insights into instructional units that would support learning in inner city classrooms. The idea never was to develop an entire English Language Arts curriculum for the Chicago Public Schools, but to create a collection of exemplary instructional units aimed at casting a light for other teachers to follow. All three units are groups of plans that include a culminating task, resources, EL adaptations, assessments, instructional choices and suggestions, learning progressions, videos, an examination of how each lesson addresses the CCSS, anticipated student/teacher responses, and activities for classroom use. As is usually the case in the best curriculum development projects, there are two outcomes vying for pre-eminence. On the one hand, this project created a wonderful set of instructional plans ready for use in classrooms across the city (and country). On the other, the teachers who wrote these lessons by engaging in the Quest Center processes, extended and deepened their understanding of the new standards and of what it will take to reach them. The units will be valuable, of course, but my bet is on the teachers who created them; they are now among the most knowledgeable teachers in the system when it comes to these new standards. www.sharemylesson.com/ctu Foreword - 1 2 Foreword English Language Arts I was fortunate to play a small role in this action. I provided some professional development for the teachers who took part (which made sense given that I helped author the CCSS standards and had extensive experience in Chicago schools), and I had the opportunity to provide feedback along the way, as the teacher writing teams created their lessons. The CCSS changes are so extensive that the drafts often missed the mark—remember these teachers were trying to master the nuances of the standards while designing lessons to reach them. My straightforward criticism must have been dispiriting at times. But, of course, that is one of the great benefits of teachers working collectively; when someone gets discouraged, there are others to cheer them on—when one teacher isn’t sure what to do next, another one fills the gap because he/she has managed to figure it out. The higher CCSS goals will compel many changes in Chicago classrooms and, I suspect, many others across the country as well: (1) teachers are to assign more difficult or challenging texts in Grades 2-12; (2) students are to spend more time reading informational, as opposed to literary, texts than in the past; (3) students are to become close readers, capable of identifying what texts say while analyzing craft and structure and connecting the text with other texts—multiple text reading is a big thing in Common Core; (4) teachers are to teach the specialized reading and writing skills of history, social studies, science, literature, and technical subjects; and (5) students are to write less about themselves and their personal experiences and to engage more in public writing about what they read (summarizing, analyzing, synthesizing information from texts). The participating teachers developed three instructional units driven by the English Language Arts (ELA) standards. Although the lessons are assigned to three grade levels (Grades 1, 4, 9), don’t take these designations too literally; the lessons could, with some minor adjustment, be easily adapted to the needs of other grade levels and in other teaching contexts. For instance, teachers could use the Grade 4 unit with third- or fifth-graders. This is important given the diversity of Chicago schools. Although the lessons are aimed at the ELA standards, they also each have a pronounced content focus so the units are interdisciplinary; that is one of the changes being encouraged by the new standards. Through these lessons, students will develop their language and literacy skills, but they will also gain purchase on a deep knowledge of what they are reading, speaking, and writing about. Specifically, the grade 1 unit introduces the ideas of species and involves students in exploring frogs and toads; the grade 4 unit emphasizes ecology and endangered species; and, the grade 9 unit engages students in the study of immigration. These lessons go further than just exposing students to information on these
Load more

Recommended publications
  • My Life As an Undocumented Immigrant ­ Nytimes.Com
    6/10/2015 My Life as an Undocumented Immigrant ­ NYTimes.com Magazine My Life as an Undocumented Immigrant By JOSE ANTONIO VARGAS JUNE 22, 2011 One August morning nearly two decades ago, my mother woke me and put me in a cab. She handed me a jacket. “Baka malamig doon” were among the few words she said. (“It might be cold there.”) When I arrived at the Philippines’ Ninoy Aquino International Airport with her, my aunt and a family friend, I was introduced to a man I’d never seen. They told me he was my uncle. He held my hand as I boarded an airplane for the first time. It was 1993, and I was 12. My mother wanted to give me a better life, so she sent me thousands of miles away to live with her parents in America — my grandfather (Lolo in Tagalog) and grandmother (Lola). After I arrived in Mountain View, Calif., in the San Francisco Bay Area, I entered sixth grade and quickly grew to love my new home, family and culture. I discovered a passion for language, though it was hard to learn the difference between formal English and American slang. One of my early memories is of a freckled kid in middle school asking me, “What’s up?” I replied, “The sky,” and he and a couple of other kids laughed. I won the eighth­grade spelling bee by memorizing words I couldn’t properly pronounce. (The winning word was “indefatigable.”) One day when I was 16, I rode my bike to the nearby D.M.V.
    [Show full text]
  • 1 Do We Still Want Privacy in the Information Age? Marvin Gordon
    Do we still want privacy in the information age? Marvin Gordon-Lickey PROLOGUE All those who can remember how we lived before 1970 can readily appreciate the many benefits we now enjoy that spring from the invention of digital computing. The computer and its offspring, the internet, have profoundly changed our lives. For the most part the changes have been for the better, and they have enhanced democracy. But we know from history that such large scale transformations in the way we live are bound to cause some collateral damage. And the computer revolution has been no exception. One particular casualty stands out starkly above the sea of benefits: we are in danger of losing our privacy. In the near future it will become technically possible for businesses, governments and other institutions to observe and record all the important details of our personal lives, our whereabouts, our buying habits, our income, our social and religious activities and our family life. It will be possible to track everyone, not just suspected criminals or terrorists. Even now, information about us is being detected, stored, sorted and analyzed by machine and on a vast scale at low cost. Information flows freely at light speed around the world. Spying is being automated. High tech scanners can see through our clothes, and we have to submit to an x-ray vision strip search every time we board an airplane. Although we have laws that are intended to protect us against invasion of privacy, the laws are antiquated and in most cases were written before the computer age.
    [Show full text]
  • What DACA Recipients Stand to Lose— and What States Can Do About It by Silva Mathema September 13, 2018
    What DACA Recipients Stand to Lose— and What States Can Do About It By Silva Mathema September 13, 2018 In the six years since the Deferred Action for Childhood Arrivals (DACA) program went into effect, its recipients, many of whom came to the United States as children, have lived through a roller coaster of policy shifts.1 Beginning with its implementation in 2012, DACA has provided eligible young people a temporary reprieve from depor- tation and has removed barriers to pursue opportunities and earn a living. Although it does not provide a permanent solution, DACA has given more than 800,0002 young people access to basic freedoms, including work permits, driver’s licenses, affordable higher education, and, in certain states, professional licenses. Above all, DACA has relieved many individuals of the constant fear of being deported from the country they call home.3 Thousands of stories have emerged that depict how DACA has significantly changed recipients’ lives for the better. One such story from FWD.us details how DACA has allowed Chris to support his family in New York: He is “working, paying the bills, keeping the lights on … making sure everyone gets fed, that [his] family has a place to live.”4 Yet DACA recipients are currently living in limbo. After the Trump administration announced an end to DACA in September 2017 and started a clock on its phase- out, judges in three U.S. district courts—California, New York, and the District of Columbia—ordered the federal government to continue receiving and adjudicating DACA renewal applications, even as it would no longer consider new applications.5 In a separate lawsuit, Texas, along with seven other states, and two Republican governors from Mississippi and Maine challenged DACA, seeking to end the program.6 While Judge Andrew S.
    [Show full text]
  • The Undocumented Closet, 92 N.C
    NORTH CAROLINA LAW REVIEW Volume 92 | Number 1 Article 2 12-1-2013 The ndoU cumented Closet Rose Cuison Villazor Follow this and additional works at: http://scholarship.law.unc.edu/nclr Part of the Law Commons Recommended Citation Rose C. Villazor, The Undocumented Closet, 92 N.C. L. Rev. 1 (2013). Available at: http://scholarship.law.unc.edu/nclr/vol92/iss1/2 This Article is brought to you for free and open access by Carolina Law Scholarship Repository. It has been accepted for inclusion in North Carolina Law Review by an authorized administrator of Carolina Law Scholarship Repository. For more information, please contact [email protected]. THE UNDOCUMENTED CLOSET* ROSE CUISON VILLAZOR The phrase "coming out of the closet" traditionally refers to moments when lesbian, gay, bisexual, transgender, and queer ("LGBTQ") individuals decide to reveal their sexual orientation or gender identity to their families, friends, and communities. In the last few years, many immigrants,particularly those who were brought to the United States illegally when they were very young, have invoked the narrative of "coming out." Specifically, they have publicly "outed" themselves by disclosing their unauthorized immigrationstatus despite the threat of deportation laws. In so doing, they have revealed their own closet-"the undocumented closet"-in which they have been forced to hide their identity as "undocumented Americans." Notably, by choosing to become visible, these undocumented Americans are slowly yet powerfully reforming immigration policy by demanding that they are recognized as lawful members of the American polity. This Article explores the roles that the closet metaphor and the act of coming out play in the immigration justice movement.
    [Show full text]
  • Decolonial Performance Collaborations with Undocumented Communities
    Performing Precarity: Decolonial Performance Collaborations With Undocumented Communities Christopher Goodson A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy University of Washington 2017 Reading Committee: Scott Magelssen, Chair José Antonio Lucero Stefka Mihaylova Julie Shayne Program Authorized to Offer Degree: Drama ii © Copyright 2017 Christopher Goodson iii University of Washington Abstract Performing Precarity: Decolonial Performance Collaborations with Undocumented Communities Christopher Goodson Chair of the Supervisory Committee: Dr. Scott Magelssen School of Drama This dissertation draws upon my field work relating to contemporary performance practices in the United States that collaborate with undocumented Latina/o immigrants. Drawing on the latest scholarship regarding undocumentedness, I argue that this population, due to the economic and social realities it faces, constitutes an internal colony of the US. In this regard, I frame the various processes related to these performances as “decolonial epistemologies,” à la scholars of decolonial thought such as Walter Mignolo, Madina Tlostanova, and others. Drawing upon first- person interviews with participants and spectators, as well as my own presence at several live performances, I argue that these artistic efforts (which manifest in the diverse media of theater, experimental video, and public ceremony) are designed not only to counter the mainstream discourse that regularly criminalizes and dehumanizes undocumented immigrants, but also to provide meaningful, inter-subjective learning experiences for those involved. Closely examining the social and economic contexts (as well as the aesthetics) of these unrecognized practices, this study offers a unique lens which shows how performance both garners a greater visibility for undocumented immigrants, and also effects positive change to their state of precarity in the US.
    [Show full text]
  • Undocumented, Not Illegal: Beyond the Rhetoric of Immigration Coverage
    NACLA REPORT ON THE AMERICAS mala MEDIA ACCURACY mala ON LATIN AMERICA www.nacla.org/mala Undocumented, Not Illegal: Beyond the Rhetoric of Immigration Coverage By Angelica Rubio N JUNE , PULITZER PRIZE WINNER JOSE ANTONIO VAR - the country. According to a 2008 report by the gas came out as an undocumented person. Southern Poverty Law Center, the number of hate I Many advocates were inspired by his story groups rose from 602 in 2000 to 888 in 2007—a because it put a face on the millions of undocu- 48% increase. In 2007, the SPLC added the mented immigrants living in the shadows of U.S. 250,000-member Federation for American Immi- society. Unfortunately, rather than participate in gration Reform (FAIR) to its “list of hate group” for the discussion, the mainstream media ignited a the organization’s baseless anti-immigrant “theories, firestorm. As Colorlines’s Mónica Novoa carefully coupled with a history of ties to white supremacist explained the following day, Vargas’s story drew groups.”3 FAIR is largely funded by wealthy racists, “enormous media attention and drove ‘undocu- such as John Tanton, who also helped to found the mented immigrant’ up to a top-trending term on Center for Immigration Studies (CIS), and Numbers Twitter. But it’s a shame that in the dissection USA, creating a veritable anti- immigrant empire in and retelling of his story, a fine point has been the mid-1990s. According to The New York Times lost on many of Vargas’ colleagues: He came out these groups were influential in the congressional specifically as an undocumented immigrant and defeat of the Dream Act in 2010, and the drafting not as ‘illegal.’ ”1 of Arizona’s notorious SB 1070 legislation.4 State The Vargas story is a telling example of the legislatures in Alabama and Georgia have followed media coverage of the immigration debate in the suite, passing legislation, which, like Arizona’s SB Angelica Rubio United States in recent years—inaccurate, in- 1070, essentially legalizes racial profiling against is a freelance 5 writer and blogger at complete, and insufficient.
    [Show full text]
  • FOR IMMEDIATE RELEASE May 22, 2013 CONTACTS Alex Katz, Partnership for a New American Economy
    FOR IMMEDIATE RELEASE May 22, 2013 CONTACTS Alex Katz, Partnership for a New American Economy: [email protected] Ben Finkenbinder, Organizing for Action: [email protected] Chris Maloney, Republicans for Immigration Reform: [email protected] PARTNERSHIP FOR A NEW AMERICAN ECONOMY, ORGANIZING FOR ACTION, AND REPUBLICANS FOR IMMIGRATION REFORM KICK OFF THE LARGEST- EVER VIRTUAL MARCH ON WASHINGTON Two-Day “March for Innovation” Brings Together Leaders from Politics, Business, Tech, Sports, Media and Entertainment to Push for Bipartisan Comprehensive Immigration Reform Supporters Include Michael Bloomberg, Arnold Schwarzenegger, Cory Booker, Arianna Huffington, Condoleezza Rice, Steve Case, Russell Simmons, and Carlos Gutierrez www.MarchForInnovation.com The Partnership for a New American Economy, Organizing for Action (OFA), and Republicans for Immigration Reform today kicked off the March for Innovation (#iMarch), the largest-ever virtual march on Washington in support of bipartisan comprehensive immigration reform. The March, a two-day event that will end Thursday night, brings together leaders from politics, business, tech, sports, media, and entertainment to create a digital storm across an array of social media to back bipartisan comprehensive immigration reform legislation. (Full list of leaders below.) Beginning at 8:30 this morning with a Twitter Town Hall led by Mayor Michael Bloomberg that will include Jeb Bush, Mayor Rahm Emanuel, and Condoleezza Rice – just a day after the bipartisan “Gang of Eight” immigration bill passed out of the Senate Judiciary Committee – top #iMarch supporters will take part in a pass-the-baton style event that will feature a number of online venues and digital tools including Huffington Post Live, Google Hangout, Thunderclap, Twitter Town Halls, Facebook, Reddit, Vine, and others.
    [Show full text]
  • Writing & Linguistics News
    Georgia Southern University Digital Commons@Georgia Southern Writing and Linguistics, Department of, Writing & Linguistics News Publications 1-16-2016 Writing & Linguistics News Georgia Southern University Follow this and additional works at: https://digitalcommons.georgiasouthern.edu/writ-ling-news- online Part of the Arts and Humanities Commons Recommended Citation Georgia Southern University, "Writing & Linguistics News" (2016). Writing & Linguistics News. 74. https://digitalcommons.georgiasouthern.edu/writ-ling-news-online/74 This article is brought to you for free and open access by the Writing and Linguistics, Department of, Publications at Digital Commons@Georgia Southern. It has been accepted for inclusion in Writing & Linguistics News by an authorized administrator of Digital Commons@Georgia Southern. For more information, please contact [email protected]. Jose Antonio Vargas film screenings, campus visit & lecture January 16, 2016 Copy taken from GeorgiaSouthern.edu/class/vargas The Department of Writing and Linguistics, in collaboration with Georgia Southern University and other college organizations and offices, presents a lecture by Pulitzer Prize winner Jose Antonio Vargas on Tuesday, February 2, at 7 p.m. in the University’s Performing Arts Center. The event is free and open to the public. A Pulitzer-Prize-winning journalist, acclaimed documentary filmmaker, and founder of Define American.com and #EmergingUS, Vargas seeks to elevate the conversation around race, immigration, identity, and citizenship in a multiracial America. After “outing” himself as an undocumented immigrant in The New York Times, Vargas was featured on the cover of TIME magazine as the face of the conversations about immigration in America, and has testified before the US Senate. His film about his experiences, Documented, has won several awards and recognition by multiple film festivals and associations.
    [Show full text]
  • The Dreamers' Audiovisual Self-Narration and Representation
    Special – peer-reviewed Cinergie – Il cinema e le altre arti. N.16 (2019) Edited by Alice Cati and Mariagiulia Grassilli ISSN 2280-9481 https://doi.org/10.6092/issn.2280-9481/9580 https://cinergie.unibo.it/ Ni de aquí ni de allá: the Dreamers’ Audiovisual Self-Narration and Representation Anna Marta Marini Submitted: June 22, 2019 – Accepted: November 26, 2019 – Published: December 23, 2019 Abstract In recent years, the US immigration system has shown increasing signs of failure, as it seems unable to cope with the flows of immigration nor the consolidated existence of undocumented immigrants in the country. In spite of the intense ongoing public debate on the topic, the immigrants’ perspective is often absent; the immigrant community itself—whether documented or not—is often rendered invisible and voiceless in the public sphere. Consequently, grassroot immigrant activism movements have emerged and with them a di- verse production of audiovisual products related to immigrant justice. Among the most active organizations, those related to undocumented youth certainly stand out; in particular, it’s prominent the engagement of the Dreamers, recipients or potential recipients of the DACA (Deferred Action for Childhood Arrivals) program established in 2012. Documentaries and activist videos related to immigrant justice are chiefly participatory and rely on storytelling, exploiting the effectiveness of personal experiences in stimulating interest, aware- ness and compassion in the public. Young undocumented people admit to their controversial status using video as a mean of expression, resistance and freedom, voicing their commitment and struggle to fit in the American society, their fear of deportation and the downsides intrinsic to the DACA opportunity.
    [Show full text]
  • Calendar No. 80
    Calendar No. 80 113TH CONGRESS REPORT " ! 1st Session SENATE 113–40 BORDER SECURITY, ECONOMIC OPPORTUNITY, AND IMMIGRATION MODERNIZATION ACT JUNE 7, 2013.—Ordered to be printed Mr. LEAHY, from the Committee on the Judiciary, submitted the following R E P O R T together with ADDITIONAL AND MINORITY VIEWS [To accompany S. 744] The Committee on the Judiciary, to which was referred the bill (S. 744), to provide for comprehensive immigration reform, and for other purposes, having considered the same, reports favorably thereon, with an amendment, and recommends that the bill, as amended, do pass. CONTENTS Page I. Background and Purpose of the Border Security, Economic Opportunity, and Immigration Modernization Act ........................................................ 1 II. History of the Bill and Committee Consideration ....................................... 22 III. Section-by-Section Summary of the Bill ...................................................... 75 IV. Congressional Budget Office Cost Estimate ................................................ 161 V. Regulatory Impact Evaluation ...................................................................... 161 VI. Conclusion ...................................................................................................... 161 VII. Additional and Minority Views ..................................................................... 163 VIII. Changes to Existing Law Made by the Bill, as Reported ........................... 186 I. BACKGROUND AND PURPOSE OF THE BORDER SECURITY, ECONOMIC
    [Show full text]
  • August 29, 2018 – Texas Book Festival Announces 2018 Lineup
    TEXAS BOOK FESTIVAL ANNOUNCES 2018 LINEUP FEATURING MORE THAN 280 AUTHORS Lineup Presents Phoebe Robinson, Julián Castro, Dessa, Carol Anderson, Mimi Swartz, and More AUSTIN, Texas (August 29, 2018) – The Texas Book Festival (TBF) is excited to host a lineup ​ ​ ​ filled with nationally renowned authors, including Susan Orlean, John Scalzi, Phoebe Robinson, ​ Scott Kelly, Julián Castro, Jose Antonio Vargas, Dessa, Ben Fountain, Carol Anderson, Mimi Swartz, and more. The 2018 TBF weekend takes place on October 27 and 28, and is spread ​ throughout the grounds of the Texas State Capitol and along Austin’s iconic Congress Avenue. TBF showcases first-time novelists and established writers, introducing attendees to new literary talents and connecting them with their favorite authors. Award-winning authors are found throughout the TBF lineup, including Jose Antonio Vargas, journalist, filmmaker, and founder and ​ ​ CEO of the nonprofit Define American, who will be presenting his memoir, Dear America, Notes of ​ an Undocumented Citizen. Vargas has won the Pulitzer Prize and Freedom to Write Award from ​ PEN Center USA, and his work has appeared internationally in TIME, San Francisco Chronicle, the ​ ​ New Yorker, and the Washington Post. ​ ​ Stand-up comedian and actress Phoebe Robinson will present her new essay collection, ​ ​ Everything’s Trash, But It’s Okay. Robinson currently hosts Sooo Many White Guys podcast and 2 ​ ​ ​ ​ Dope Queens podcast with Jessica Williams, which was turned into four one-hour HBO specials. ​ Her first book, You Can’t Touch My Hair, was a New York Times bestseller. ​ ​ ​ ​ Former U.S. Navy fighter pilot, test pilot, and NASA astronaut Scott Kelly will present his national ​ ​ bestseller Endurance: My Year in Space, A Lifetime of Discovery.
    [Show full text]
  • From Huelga! to Undocumented and Unafraid!: a Comparative Study of Media Strategies in the Farm Worker Movement of the 1960S
    From Huelga! to Undocumented and Unafraid!: A Comparative Study of Media Strategies in the Farm Worker Movement of the 1960s and the Immigrant Youth Movement of the 2000s. By Rogelio Alejandro Lopez B.A., Chicana and Chicano Studies, University of California Los Angeles 2011 SUBMITTED TO THE PROGRAM IN COMPARATIVE MEDIA STUDIES/WRITING IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF MASTER OF SCIENCE IN COMPARATIVE MEDIA STUDIES AT THE MASSACHUSETTS INSTITUTE OF TECHNOLOGY JUNE 2013 0 Rogelio Alejandro Lopez. All Rights Reserved. The author hereby grants to MIT permission to reproduce and to distribute publicly paper and electronic copies of this thesis document in whole or in part in any medium now known or hereafter created. A MASSACHUSETTS INS-MUTE OF TECHNOLOGY JU N 2013 Signature of Author: LIBRARIES Program in Comparative ledigtudies/Writing May 10 2013 Certified by: James Paradis Professor of Comparative Media Studies Thesis Supervisor Accepted by: heather Hendershot Professor of Comparative Media Studies Director of Comparative Media Studies Graduate Program 1 From Huelga! to Undocumented and Unafraid!: A Comparative Study of Media Strategies in the Farm Worker Movement of the 1960s and the Immigrant Youth Movement of the 2000s Rogelio Alejandro Lopez Comparative Media Studies/Writing Massachusetts Institute of Technology June 4, 2013 Thesis Committee: Professor James Paradis Assistant Professor Sasha Costanza-Chock 2 Acknowledgements: First of all, I would like to thank James Paradis and Sasha Costanza-Chock who were not only advisors for this thesis, but also important mentors during my development as a scholar. Second, I want to recognize two other scholars who were instrumental in the completion of this work: Ed Barrett and Marshall Ganz.
    [Show full text]