University High School 9th Grade Advisory Curriculum 2007 2008

TABLE OF CONTENTS

1. Lesson: Student Profile 2. Lesson: Confronting Procrastination 3. Lesson: Expected School wide Learning Results (ESLRS) 4. Lesson: A-G Requirements & IdentifYing Your Resources on Campus 5. Lesson: Visual Your Goals 6. Lesson: Creating Goals Long-range, the plan, and action steps 7. Lesson: Uni Clubs and Organizations 8. Lesson: Cornell Notes - Introduction 9. Lesson: Peer Pressure "A Place To Fit In" 10. Lesson: Community Service 11. Lesson: Socratic Seminar: Introduction 12. Lesson: Socratic Seminar: Racism "Black/Brown Tensions Erupt in California" 13. Lesson: Socratic Seminar: Racism "Race Riots" 14. Lesson: Heroes and Heroines - !ntroduction 15. Lesson: Heroes and Heroines: "Activists for Sociai Change" Project 16. Lesson: Communication and Relationships 17. Lesson: Communication: "I" Messages 18. Lesson: Acceptable Use Policy (AUP) 19. Lesson: LAUSD Student Emails & Flash drives/Memory Sticks 20. Lesson: LA YOUTH Newspaper 21. Lesson: Scapegoat "A Backlash Against Arab Americans" & "Witch Hunting" 22. Lesson: Teen Jobs - Listing 23. Lesson: Time Management - Log 24. Lesson: Time Management - Log Continuation 25. Lesson: Time Management - Log Reflection & Barriers and Solutions 26. Lesson: Time Management - Barriers and Solutions continued & Calendar 27. Lesson: Bullying - Introduction; Questionnaire & Quiz 28. Lesson: Bullying - The Means ofBullying & What Students Can Do About It? 29. Lesson: Bullying Reflection & School Anti-Bullying Poster Campaign 30. Lesson: Personal Behavior - Rating Your Behavior Survey 31. Lesson: Personal Behavior - Responding to Bullying Handout - Oppression 32. Lesson: Tolerance - Introduction - Tolerance Survey 33. Lesson: Tolerance - Homophobia & Compulsory Heterosexuality 34. Lesson: Tolerance Homophobia "Hate in Alabama" 35. Lesson: Scapegoats - Cloze Procedure Activity 36. Lesson: Scapegoats "Anti-Semitism in History" & "The Circle of Hate" 37. Lesson: Race & Racism - Conversation 38. Lesson: Greener Communities - Confronting Climate Change 39. Lesson: Greener Communities - University High School 40. Lesson: Voting - Community Involvement - Introduction 41. Lesson: Voting - Community Involvement - Presidential Candidates 2008 42. Lesson: Communication - Student to Teacher Letters University High School

2007 - 2008

Advisory Curriculum

9th Grade

University High School 9th Grade Advisory Curriculum 2007 -2008 CURRICULUM USER GUIDE

Welcome!

This curriculum serves as a guide through your 9th grade advisory program. Each lesson has a number. That number is referenced below in the table of contents. You shall notice that each lesson is aligned with a specific Expected Schoolwide Learning Result (ESLR) as are all 9-12 grade advisory lessons in accordance with our WASC goals.

You may pick and chose which advisory lesson you'd like to do at any time. Please note that some advisory lessons are sequential, so it's always a good idea to check two lessons before and after your desired lesson before beginning.

This is your complete guide for the entire school year. Ifyou should need additional lessons, they will be placed in your mailbox for your convenience. You may choose to make copies of lessons for distribution, or a simple overhead for your day. You will not be receiving weekly lessons as almost all lessons are placed in this guide.

Throughout the school year, advisories will be meeting for grade specific assemblies aligned with our curriculum. Please stay alert for these announcements via your main office mail box.

All ofthe 9th grade lessons begin with a journal entry as an advisory warm-up activity. Your students may buy and bring to your classroom for safe-keeping a small journal. This also gives you a chance to take attendance while advisory students complete their daily journal entry.

Remember, this is a school based, community effort, and all of your support is appreciated.

Please do not hesitate to contact any of the Teachers as Educational Advisors and Mentors (TEAM) with any questions or to get involved with TEAM!

Go Wildcats!

Mr. Laughlin, Ms. Randick, Ms. Aguda, Ms. Fuqua-Caballero, Ms. Eich. & Ms. Soles University High School 9th Grade Advisory Curriculum 2007 - 2008 Lesson # 23

Expected Schoolwide Learning Results ESLR: Self-Reliant Individuals: Prioritizing/Time Management

Lesson #23 Objective: To complete a time management log for an entire week.

Journal Prompt: How much time do you spend on the computer? Watching T.V.? Doing homework? Riding th~ bus? With friends?

P]j"tJ)ce§§! Hand out "AVID Time Log" Have students record what they do for each hour listed on the sheet.

Check in over the next week with students and ask to see their time logs and progress. Student Activity 7.1 (1 of 2) Time Log: MyWeekfrom _____ to _____

Name: ______Grade: ______

Date: ______Period: ______Decades of College Dreams Directions: Use the table below to log your activities hour by hour for the next week. Update the log during the day, at the end of the day, or the following morning. Keep this neat, because you will be using it in class later. Monday Tuesday Wednesday Thursday Friday Saturday Sunday

Try to use codes to fill in your boxes. For example: HW =homework; C =in class; P =talking on the phone; TV =watching television. 82 Strategies for Success ~------~ University High Scbool9th Grade Advisory Curriculum 2007 -2008 Lesson # 24

Expected Schoolwide Learning Results ESLR: Self-reliant Individuals: Prioritizing/Time Management

Lesson #24 Objective: To continue to do "Time Log"

Journal Prompt: How much time did you spend sleeping last night according to your time log?

Process: Continue Time Log Hand out Time Log Reflection after one week has passed. Student Activity 7.1 (2 of2) Time Log Reflection Directions: Answer the following questions once you have finished yow' TIme Log. What was the total amount of time you spent watching TV during the week? On average, how much time was spent watching 1V each day? o How much time was spent doing volunteer work or community service? " Did you spend time studying? How much? If you have a job, how many hours were spent working? Can you fmd any quiet time that you had during the week? Or time where you were alone and did some plan­ ning or reflective thinking? e How much sleep did you get during the week? Total? Average per night? " How much time wali spent traveling from place to place in a car or bus? " How much time was there that you could not account for? " During what time ofday did you do most of your studying? o Was there anything that you needed or wanted to do, butjust couldn't fmd the time for?

ILAJ)((J)jk A1t Ymmmr lPll~ll1l§ Once you have analyzed yow' week, you will be able to stick to a new schedule that you make out after you have categorized and prioritized your activities. You will have more control over your time. Categorize Make a list of the different activities that you spent time doing during the week. Once you have made this list, come up with some general categories for these activities. Example: Baseball practice, running, biking, and playing basketball might all fall under the category of ''Exercise,'' while reading, typing, and computer research could all be put under the category of"Schoolwork." Prioritize Once you have categorized your activities, look at your lists and circle those activities that you see as most important to you and your future. As you prioritize, keep your goals and your future in mind. Remember, as an AVID student, you have made a commitment to higher education. You have said, "Yes, I want to attend a four-year college or unive~ity." Do the activities you see as "high priority" have a positive or negative effect on your goals? ReBect Take some time to reflect on what you have learned in your Time Log. Be sure to answer the following ques­ tions in your entry: What have you discovered about your time? What do you like about your schedule? What do you need to change? Are you "on track" considering your goals?

Unit 7: Time Management • University High School9tftu Grade Advisory Curriculum 2007 -2008 Lesson # 25

Expected Schoolwide Learning Results ESLR: Self-reliant Individuals: Prioritizing/Time Management

Lesson #25 Objective: To complete "Time Log Reflection" and begin "Barriers and Solutions to Using Time Effectively"

Journal Prompt: According to your time log, how much time did you spend studying outside of class?

Process: Continue Time Log Complete Time Log Reflection. Begin "Barriers and Solutions to Using Time Effectively"

,- ­ Name: ______Grade: ______

Date: ______Period: ______

Decades of College Dreams Student Activity 7.3 Barriers and Solutions to Using Time Effectively

What prevents me from using my time effectively? What could I do to use my time more effectively?

Unit 7: Time Management • University High School 9th Grade Advisory Curriculum 2007 -2008 Lesson # 26

Expected Schoolwide Learning Results ESLR: Self-reliant Individuals: Prioritizing/Time Management

Lesson #26 Objective: To complete "Time Log Reflection" and begin "Barriers and Solutions to Using Time Effectively" and begin "Calendar for the Week of "

Journal Prompt: According to your time log reflection, what do you need to spend more time doing daily?

Process: Continue "Barriers and Solutions to Using Time Effectively" Begin "AVID Calendar for the Week of ______"

Have students write in time blocks for each activity they would like to accomplish during this week.

Example, "Monday: 6:00 - 6:30 A.M. get ready for school, 6:30 - 7:30 A.M. ride bus while on bus, I will read one chapter in my English book."

--- 'Ill ~ Name: Date: Period: Grade: ----­ ;;:;,. ~ StudentActivity 7.6 ~ :i ~ AVID DceadesX <>lCollege DTeams Calendar for the Week of ~ ------­ ~ ~ Woonesday Thursday Friday Saturday/Sunday :: Monday Tuesday ~ ;:s ...

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University High School9tb Grade Advisory Curriculum 2007 - 2008 Lesson # 1

Expected Schoolwide Learning Results ESLR: Critical Thinker: Using Data and Logic to Solve Problems

Lesson #1 Objective: To complete existing Student Profile.

Journal Prompt: How have you changed over the summer from 8th grade to 9th grade? Discuss some of the summer activities you engaged in and how they mayor may not have changed you.

JP> lr(!lHi~e§§ : Hand out "Advisory Lesson I: Student Profile" to students. Read questions aloud to students as they are completing form. AdvRsOiry Lesson 1 ~ Student PrOlfile

Last Name First Name MI ------Birth Date (month/day/year)

] was born in the or another country (name) ______

My first language I also speak__ read__or write__ and and ------Home Address:

#andstrem______Apt#______

______State_____ Zip Code______

Home phone # L-J______Student's cell phone # (~ ______

How long have you Hved at your current address? and/or -----months

VI! long have you lived in your city? ______years and/or ______months

')0 you have a computer at home to use for homework? Yes or No

Do you have internet access at home? Yes or No # ofhours spent per day on computer?-- Ifyes, what is your e-mail address? ______

Family Information: Full name ofparents/guardians:

Occupation:______

Place ofWork:------Place ofbirth:------Primary language: ______

Other languages spoken: ______

E-mail address:, ______

;ell phone #:______

Work phone #: ______Nr ~s and ages of brothers and sisters:

Nrune______Age_____ Name______.______Age_____

Name______Age____ N ame______Age_____

Name______.Age_____ N ame______Age_____

§dD([])(!]Ill Ban(!;:lkgJl"([])IUlRlldl &. PIeJl"s([])HIlaD EXpCJI"Rel!D(!;:e: Elementary Schoolls attended: ______

Middle Schoolls attended:

Last year I was most successful in school in these classes: ______

i Last year could have used some more help in these classes: ------

Are there any health issues that could affect your attendance, being on time or class participation?

} rYes .explain: ______

Name three things your did during this past summer: ______

I currently work or do volunteer work at: ______.about ____ hours per week.

VVh~isyourcurrentcmeergoal?______

Three words that best describe me me: ______:, and______

VVhat islare your biggest fear/s about high school?______

Set a goal for this school yem: This yem I plan to: ______

Two things I do well me: ______and ______-­

List your classes, rooms and teachers: Peno. d Sub·)Ject Room Teacher I 1

3. 4. 5. 6. 10 University High School 9th Grade Advisory Curriculum 2007 - 2008 Lesson # 2

Expected S~boolwide Learning Results ESLR: Critical Thinker: Using Data and Logic to Solve Problems

Lesson #2 Objective: To discuss and complete "AVID Confronting Procrastination" activity.

Jlo\UlJrllunD }Prompt: What is procrastination in your own words? Give three examples of procrastination.

PJro~ess: Hand out "AVID Confronting Procrastination" activity. Brainstorm with class what procrastination is and means. Review examples on top of sheet. Have students complete the rest. Discuss.

II ... Name: ______Grade: ______XAVID Date: ______Period: ______Decades of College Dreams Student Activity 9.4

Confronting Procrastination Directions: Review the examples first, then fill in the blanks below in each ch8.lt. Negative Excuses Positive Reactions

If! try, I might fail anyway. I might not get it perfect, but if I start early enough. I know I can get extra help.

There is a good show on TV tonight. I can get at lea~t halfof my assignment done before the show starts, and then finish it after I watch the show.

I haven't understood the chapter, so why should I bother to . I can use SQ5R to understand the chapter, then use my study for the test? SQ5R notes to study for the test.

Read each of the excuses to procrastinate in the chart below, then write down a positive message that helps to Cowlteract the w-ge to procrastinate.

Negative Excuses Positive Reactions

I call my friend first, and then I'll start my homework.

I forgot my math book at school, so I guess I can't do my homework.

I don't really understand the assignment from my English class. I'll just figure it out tomorrow at school.

Now use this chart to fill in excuses you usually use yourself and some positive messages you can tell yourself to help break the bad habit of procrastination.

ExcuseS I Use to Put otfMyWork Positive Reactions

I

Strategiesfor Success - /2. University High Scbool9th Grade Advisory Curriculum 2007 - 2008 Lesson # 3

Expected Schoolwide Learning Results ESLR: Critical Thinker: Using Data and Logic to Solve Problems

Lesson #3 Objective: To introduce the University High School "Expected Schoolwide Learning Results" ESLRS.

Journal Prompt: What does it mean to be a critical thinker? A lifelong learner? An accomplished communicator? A self-reliant individual? A socially aware citizen? lP'IrGJHC(f§§ : Hand out "ESLRS: C.LA.S.S. I RIGOR" worksheet. Have students generate one example ofeach ESLR. Students may use examples from their classes. Students may use this opportunity to write in their journals.

For example, "Critical Thinkers: In my English class, we are reading To Kill a Mockingbird, by Harper Lee. Our class has discussed the book and how racism and stereotypes affect our society today." University High School '8 Expected Schoolwide ,Learning ,Results

Critical Thinkers )'!( Who use data and logic to solve problems .~ Who process, synthesize. and evaluate inf01111ation

~ifelong Learners * Who pursueknowlcdge and personal growth )~ who find enjoyment from learning and recognize the value ofcontinuing education who possess a body ofknowledge that reflects significant contribution to civilization 'i.~ who appreciate the arts and divel'se cultures

Accomplished Communicators * who listen, read, comprehend, and alticulate with confidence and skill )" who possess technological literacy 1~ who cooperatively exchange ideas

Self-Reliant Individuals )~ who accept individual and group responsibility while establishing and following standards ofbehavior *. who prioritize and use time efficiently, setting realistic goals for the future

~ociany Aware Citizens * who behave respectfully, ethically, and honestly "i.T 'who interact with a diverse society and foster tolerance 'i~who take care ofthe environment, make informed choices in the community. and show leadership

W ASe 2006-07 /'1­ A STIMULATING, CHALLENGING, RELEVANT, STANDARDS-BASED CURRICULUM THAT ENCOURAGES AND PREPARES STUDENTS TO BE:

~CRITICAL THINKERS

~LIFELONG LEARNERS ""­ *ACCOMPLISHED COMMUNICATORS

*_.SELF-RELIANT INDNIDUALS *SOCIAL AWARE CITIZENS

University ~hSchool 2006-07 Revised: 01-08-07 University High Scbool 9th Grade Advisory Cu.rriculum 2007 - 2008 Lesson # 4

Expected Schoolwide Learning Results ESLR: Critical Thinker: Processing, synthesizing, and evaluating information.

Lesson #4 Objective: To discuss LAUSD Graduation Requirements A-G, Honors and Advance Placement (AP) classes. Begin mapping "Identify Your Resources" list for University High School.

J01I.llJrJlllal Prompt: How many years of English and Math does a Uni student need to graduate from high school? How does a Uni student enroll in Honors and Advance Placement courses?

Process: Hand out Requirements, Honors/AP, Identify Your Resources pages. Each student could be in charge ofinvestigating 2-4 "To Find out About" areas on campus and report back to class.

16 LOS ANGELES UNIFIED SCHOOL D~STlR'CT

2007 m 2008 Graduation Requirements and Minimum College Admission "ADG" Requirements r-susjE<:;rs------TiiT(;u~-SCt:IOOL--TI~i;-;~'sjty of CnlifOl'nia and -.--- 'Pri~at;College;--- Comm-~n~--- I G RADUA TION Cnlifornia Sh]te IU 111 ivc,'sity Gl"lllle"u~l Cor heller Colleges 9 - D2 "A-U" Requirements ..__ .______. Gmtie"II!,C(lrl1Ctter ~_.__.______.______Social Studies 30 Credits: 2 years: (more recollllm:nded) World I-list, No ·~LlhJI.!CI "A" Requirement World Hi:;wry AB World Hislory, US Histllry, rl'qllirell1cnts. US Ilislory AH US History, or Prill. Am. Democ, Prin. Am, Demnc and Prin. Am. Demuc. college prep, 1X years old Economics dcclives or ______.______.____-1_.___..___..-:-:-______.:_--::-__-:-:--:-___.-+4 yrs recommended high school gmtiliUlc English 40 Credits: 4 years collt:ge prepamtory English 4 years college OJ' "8" Requirement English 9 preparatory high school English 10 English pmlicicllcy Anlel'ieal1 Lil & tcstl'erli liente Ctirifeil1i~,Tlil1'ip.\lrA P ."--.. -.- '"...... " .. , _. '...,...... " ...... -".- " 12th·grade .('~\mposilion & English ciectjvc or I-,------+:...:A:...,P--.,---,------t-:------:--:------11---:-:-.------Students lire i110st Mathematics 20 Credits college PI'CP, J years: (4 years reCUI1l111Cnded) college slIccessful when they "e" Requirement math: Algebra I, Geometry, Algebra 2, Trig, preparatory math continue to lake the Algebra I & GCOIn or Malh Analysis. AP Calculus ellcl1 year ofhigh college preparatory Adv, Applied Math or school courses listed cach AIgdml2 or semester. Math Analysis or 1_._____. ._..._. _____.___ +_A_I ..'__ C...'_:n.1i __ c,..:,II __ I.u __s_._._--l_._,_, ...__.______,--_, ______1­ ______._.______... _ , Lab Science 10 credi 2 years lab sd I physical & I 3 to 4 years ",0" Requ,if'ement biological sci, (BIOlogy) blPlogical lab science \ (.. lor SCI. 1,2.3 10 credits: (3 years recommended) 111,,_, science c(lllcgc physical sci. (Inl/Coor Sei 1 mcets "(j" elec(ive prep, requirements) (Chemistry.or Physics) rC4uircmcllt)

I------+------~------~~-~----~------l~--~_--~----~~Foreign 2 years same Ihreign language 3 to 4 'years 1,(1l'(::'ign . Language '. (4 years recOnl111el1dcd) language (Language Othcl' Than English) "E" Requirement Visual/Pcrf Arts 10 credits '. I year-long course visual and perfbrming Visuul & performing "F" Requirement Visual/l}erlbrm Arts .m1s arts courses count as r ___~__------~~~~~--~~----~~---·_"-'_\----~----~__--~--~--_4.~e~:I~ee~'t~iv~e~s~______~ Electives 70 elective cre~jjts I year or more advanced COlll"lnCS in'· college "Gil Reqll;rement history/socinl sciences, English,·'mltl-!,' ~b. pl'cpanl\Ory sciC!llce. Ibreign language, or vis\l..t1l,1nd, electives in the subject Total' crcdit~ncei.led to perrorming art~ non-intrt)duc.lurY le.v~1 urea of interest ,-..­ gruduate: 230 Applied 10 credits Applied Technology Technology Physical 20 credits Education Health 5 credits ~------~~--~------+~------I~------~----_4~------~ Ute Skills 5 cr~dits ------.------" .._- .. Assessments California IIigh School -SAT"""Rellsoning Test or AC=r-----·----- SAT Re~lsl)ning Test 0"- -Placement e~all1s for Exit Exam 2 SAT Sullject Tests (UC J'equircment) ACT English, Subject A - English placement (UC req.) SAT Subject Tests Ihr mathematics and EPT English PIUC'l'I1UHlf TI!.\"I &ELM EmiT some colleges chemistry I--;...__--.----:-.------.u .!::!::.~!./ '!iq!..'.!.iCSU rcqlli~'!!l.______1--_.______-course 1Computer L,terl.lcy requirements Career Pathwny ServiceJ:~l!!!ll!!1l___._'______------._------'--._---.._------.--'------..----­ 411006 For additional information regarding graduation requirements, college admission requirements, testing, financial aid, and general announcements, go to the LAUSD College Connection web site at 1}11p:/\,·w~v,!alJs~Ln£J and click on "Students" , .. CALIfORNIA STATE UNIVERSITY and UNIVERSiTY Of CAUFORNRA CERTIFIED COURSES UST FOR lAUSD SCHOOLS (Courses designated by "+" are also Honors level; "AP" are Advanced Placement courses) lIUSTORY LAB SCiENCE VISUAL & PERFORMiNG ARTS WId Hist. Cult, Geog: Mod WId AB +Marine Biology AB Sculpture lAB, 2AB +US History: 20th Century AB Molecular Biology AB Drama AB, Acting Film TV AB Principles of Amer Democracy A'S Chemical Inquiry AB Inter Acting AB, Adv Acting AB " AP US History AB Zoology Play Production AB

·-l AP Alnerican Govern & Polit A B Genetics Theater Arts Workshop AB AP European History AS Vertebrate Physiology Shakespeare Performance AB AP World History AB Physical Anthropology Documentary Siud& Prod AB AP Human Geography AB Fundamentals of Animal Studies Music Hist, Lit & Analysis AB Ancient Civilization AP Music Theory AB Modern Europe FOR.EiGN LANGUAGJE Harmony lAB, 2AB Geography AB American Sign Language IAB-+3AB Choir AB, Chorus AB Asian Studies Arabic IAB-+3AB Vocal Ensemble AB History of the Middle East Armenian I AB-+4AB Instruments AB, Music Tech AB Latin American Studies Chinese Mandarin lAB-+4AB Advanced Band AB Mexican American Studies Chinese for Mand Spkrs lAB-+3AB Jazz Ensemble AB French lAB-4AB (+3AB) Advanced Orchestra AB ENGLISH AP French Language AB Keyboard 1AB, Guitar AB EngHsh 9AB AP French Literature AS Beg Dance Choreography & Prod English lOAB German lAB-+4AB. AP German AB Beg Ballet, Beg Tap ESL 3/4 (equiv to Eng 9 or Eng 10) Hebrew 1AB-+4AB Survey ofWorld Theater AB +Contemporary Composition Italian lAB-+4AB, AP +American Literature Composition Japanese 1AB-+5AB lElLlECTlIVJE§ I Advanced Composition Korean I AB-+3AB, AP African American History ,xpository Composition Latin 1AB-+4AB. AP Latin AB American Indian Studies AP English Lang & Comp AB . Pilipino lAB-3AB. Pilpino NSl-3AB Film: The Integrated Art AP English Literature & Comp AB Russian 1AB-+4AB Journalism lAB. 2AB English Literature. Modem Literature Serbo-Croatian I AB-2AB Speech AB. Advanced Speech AB Great Books. Literary Analysis Spanish lAB-+4AB Creative Writing Shakespeare, World Literature Spanish fOl' Span Spkrs ] AB-+3 AB The Bible as Literature Writers SeminarAB ~;;'AP Spanish Language AB AP Computer Science Al/A2 & AB Humanities AB :; .,tAP Spanish Literature AB Marine Science AB. Adv Mar Sci AB Science Fiction Literature ContLatin Am Lit, Art. Cult AB Advanced Physical Science AB Asian Literature Physical Oceanography AB African-American Literature VISUAL &: PERFORMING ARTS Exp. In Physical & Earth Science AB Lit Minorities in America Introduction to Art AB Univ Prep Integrated Sci lAB. 2AB Mexican American Lit Art History and Analysis AB Integrated/Coord Science I AD American ImagesAB . Natural History Marine Mammals AD MATHEMATICS Museum Study AS AniinaJ. Behavior Algebra lAB AP Art History AB Plant and Soil Scie~ce AB Geometry AB AP Drawing AB Environmental Studies AS Algebra lAB AP Studio Art 2 Dimension AB Physical Geography AB +Trigonometry/Math Analysis AB AP Studio Art 3 Dimension AB Sci Tech &. Res lAB. 2AB _ +Math Analysis AB Ceramics lAB. 2AB Economics, Applied E.conomics AP Calculus AB. BC Design Crafts AB AP Micro Beon. AP Macro Beon AP Statistics AB, Stat & Prob AB Jewelry i AB, lAB International Relations Discrete Math AB Design AB, Advert DesignlAB. 2AB Intro to Anthropology Stage Design AB Intro Psych AB. AP Psychology AB LAB SCIENCE Calligraphy AB lntto Sociology, Philosophy Biology AB. AP Biology Digitallmag lAB, 2AB. Production AP Comparative Gov & Politics Advanced Biology AB Printmaking AB Government Lab +Chemistry AB. AP Chemistry AB Photography ) AB. 2AB. Production Constitutional Law AB +Physics AB, AP Physics AB, BC Filmmaking lAB. 2AB. Production Women in History Integrated/Coord Science 2AB. +3AB Drawing AB, Life Drawing AB AVID Senior Seminar AS AP Environmental Science AB Cartoon Animation AB +Physiology AB Painting lAB 2AB 412006 THE ADVANCED PLACEMENT PROGRAM

Advanced Placement (AP) is an internationally recognized program ofcoHege-ievel courses and exams designed by The College Board and Educational Testing Service. By taking these courses in high school and by successfully completing the AP exams, students may earn credit toward their college degree. AP courses provide students with opportunities to study interesting and challenging subject matter and get a head start on their college career. Students will be asked to analyze problems proficiently and to use writing skills effectively throughout the courses and on examinations. These rigorous standards help students develop the skills an4 study habits that will be vital in college and careers. AU Los Angeles Unified School District high schools offer opportunities for students to participate in Advanced Placement classes. Students should discuss this outstanding educational opportunity with their Counselor and College Counselor.

AP Examinations are available in aU 'ofthe following subject areas:

Art HistolY Euroj)ean History PhysicsB Biology French Language PhysicsC Calculus AB French Literature P~chology i Calculus BC Gennan Language Spanish Language i Chemistry .Government & Politics: US SpaniSh Literature Computer Science A Government &. Pol: Comparative Statistics i Computer Sci.ence AS Human Geogmphy Studio Art: 2 Dnmension Economics: Macro HaHan Studio Art: 3 Dimension Economics: Micro Korean Studio Art: Drawing English Language Latin: Literature U.S. History English Literature Latin: Virgil World History Enviro.nmental Science Music Theory

For more infonnation regarding Advanced Placement, please can Sheila Smith in the GiftedITalented Programs Unit at 213-241-6500.

In addition to Advanced Placem~t, Los Angeles students have many opportunities for intellectual enrichment by taking courses at community colleges and four-year colleges and universities while still enrolled in high school. Many ofthese course credits transfer to colleges through out the country. See your Counselor and/or College Counselor for the procedure to follow and the fonns necessary for concurrent enrollment.

IQ IDENTIFY YOUR RESOURCES TO FIND OUT ABOUT CONTACT ~ TITLE PHONE . ABS40 AB 490 Students in Foster Care Adult School classes Advanced Placement Exmm§ Athletic Team Tryouts Attendance. &. Re-admit sUps California "Iah School Exit Exam California ScJtolarship Federation . Change of addressIPhone Class schedule chanae Clubs at school College applications Colleae entrance exams CoJlel!e scholarships/financial aid Colleae information Community College courses Crisis intervention Disciplhie ForeieR Student Visa (lQ20) Gifted .& Talented Program Gll"adllllm1i:n«ll1lil §1la11i:llIl§ Health Sentices Honor Society Military/JROTC LA Virtual Academy courses Parking Permit . Permission to leave campus early ROPIROC courses SAT/ACT preparati~n class Small L~arning Communitiesl Academies/Mal!net Proaram Special Education services Transcript request I Tutorinl! Withdrawal from school Work permit. LAUSD CoJleae Connection http://www.lausd.net look in Student Resources Association of Independent htta:llwww.aiccl1.cdu California Colleaes &. Universities The Colleae Board www.collci!cboard.com !ACT WWW.act..on! FastWeb Scholarship Search www.fastwcb.orl! FAFSA www.fafS1.1.cd.gov Think College \\:'Ww.cd.L'ovithinkcllllcJlc Preparml! for College htlll:!!I'1fCl"mrin1otforcollc1otc.usc.cdu

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o University Higb School9tID Grade Advisory Curriculum 2007 -2008 Lesson # 5

Expected Schoolwide Learning Results ESLR: Lifelong Learner: Pursuing knowledge and personal growth

Lesson #5 Objective: To visual a goal for the five weeks. To record the goal on the "Visualizing Your Goal" AVID sheet.

JJ(j) t1.n IrIDl aBJP Ir(j)mIll 1Illi What is a goal? If you had to choose a goal for today what would it be?

Process: Hand out"AVID Visualizing Your Goal" worksheet. Read directions out load. Guide students through Part 1 & Part 2. Discuss as class.

2.1 Name: ______Quarter:

Begin Date: ______Period: ______

Decades a/College Dreams Student Activity 9.3

Visualizing Your Goal Part 1 Think. of one of the goals you have set this month. Imagine telling your parents or other loved ones about reaching yow' monthly goaL Visualize where you would be and what they would be doing. Write down the exact words that you'll say when you tell them you have reached your goal.

Part 2 Imagine what an "AVID Good News" note might say from the teacher in the class where you reached your monthly goaL Fill in the "AVID Good News" slip below as you imagine it. AVID GoodNewsl

Name ofStudent: Class: Teacher: Period: Comments:

Unit 9: Goal-Setting .. University Higb School 9th Grade Advisory Curriculum 2007 - 2008 Lesson # 6

Expected Schoolwide Learning Results ESLR: Lifelong Learner: Pursuing knowledge and personal growth

Lesson #6 Objective: To set academic goals for the five, 10, 15, and 20 week progress reports. To create goals via long-range goal, the plan, and action steps.

Jlm.lllrlIllan }Prolll!llp1t: Write your schedule in a list format - skip two lines between each class. Example, "Period 1: English." Record your current grade in each class and explain why you have the grade you do.

Process: Hand out "Examples of Academic Goals A VID" worksheet. Read aloud to/with students the directions and examples.

Students will create a "Long-range Goal" "The Plan" and "Action Steps" Name: ______Grade: ______

Date: ______Period: ______

Decades of College Dreams Student Activity 9.5 (1 of 2)

Examples of Academic Goals Directions: Read the following examples of academic goals that were set using the GPA outline, and then develop your own academic goals. Be sure to set your long-range goal fIrst; then decide on mid-range and short-range goals that will help you achieve your long-range goal.

Long-range Goal I will have a 3.0 grade point average by the end ofthe year.

ThePJan I will make sw'e that I don't get anything lower than a "c" in my most difficult class, that I get at least one "A," and that I get four "B's."

j , 1 AcfcnOLlJ:. §fte[Pl§ L. Understand how each of my teachers win be calculating grades in my classes. I 2. Decide which classes I'm going for an "A," a "B," or a "C." 3. Complete all assignment".!. Write everything down in my planner/calendar. 4. Take Cornell notes in all of my classes. 5. Ask my teachers in each class what the best way to study for their tests. 6. Get a grade check ifI'm not SUl'e what my grade is in a particular class. 7. Talk to my teachers ifI am unclear about an assignment or project. 8. Make sure I get help during tutorials with the class r m struggling the most with. 9. Go to after-school tutoring if I still feel like I need additional help in a certain class, or go get help from the teacher in the class where I'm struggling. 10. Make sure I have a "study buddy" for each ofmy academic classes. 11. Make sure I'm in class every day, but if I'm absent make absolutely sure I do the make-up work.

Unit 9: Goal-Setting • University High Scbool9th Grade Advisory Curriculum 2007 - 2008 Lesson # 7

Expected Schoolwide Learning Results ESLR: Lifelong Learner: Pursuing knowledge and personal growth

Lesson #7 Objective: To discuss Uni clubs on campus, why students should join one, and to attend two meetings of one particular club.

JiounJl"l1IlalllPJI"on1l1l1lID.. Name five clubs on campus. If you can't think of five, list clubs that you would like to join if they existed.

Process: Hand out Uni's "Clubs and Organizations" list. Read club list aloud to the class­ stopping to discuss what each club does. If unsure, assign a student to investigate that particular club.

Students shall attend one to two different club meetings. When they report back to class, students shall be able to answer the following from the meeting: "What is the club's mission statement/purpose and what was discussed in the meeting."

Why join club:

• Meet new people • Learn new ideas about cultures and people • Earn community service hours • Add to your Senior Graduation Portfolio • Resume and college applications UNIVERSITY HIGH SCHOOL WILDCATS £.tiL LlL L 22. L .L .. ; . " Ld .' £1. L i . .J. j j d LlLJI. ; 2. £12£. £I SLt2222tt.tL WASC2001 Clubs and Organizations: Fall 2006 I Spring 2001

CLUBS/ORGANIZATIONS PRESIDENT FACULTY/SPONSOR ROOM

UNI Appendix A-37 U niver§ity Higb School 9th Grade Advisory Curriculum 2007 - 2008 Lesson # 8

Expected Schoolwide Learning Results ESLR: Lifelong Learner: Learning and recognizing the value of continuing education

Lesson #8 Objective: To understand and practice what "Cornell Notes" are and do.

JourllUlli Prompt: What are Cornell Notes? Have you used them before in any of your classes? Which classes and what subjects? If you don't know what they are, predict.

Process: Hand out examples of Chemistry, Spanish, History, and Algebra II Cornell Notes and instructions. Explain to students the following: • Taking notes in class is important for test prep and studying • Many teachers in high school and at the university level don't write down important things they say for students to copy • If you write down verbatim (explain to students what verbatim is) what teacher says, it's more complicated to understand one's notes in the future. JfJ1.

Name: ____~------Quarter: XAVID Begin Date: ______Period: ______lIliecades of College lIlireamll Student Activity 3.3 (1 of' 2)

The Cornell Notetaking System 'What are the advantages? Three Advantages: 1. It is a method for mastering infonnation, not just recording facts. 2. It is efficient. 3. Each step prepares the way for the next part of the learning process. What moJerials are needed? Mat1t!enial\§: 1. Loose-leaf paper to binder. 2. 2112 inch column drawn at left-hand edge ofeach paper to be used for questions. 3. 3-4 lines left at the bottom of page for summary section. How should notes be recorded? During class, record notes on the right-hand side of the paper: 1. Record notes in paragraphs, skipping lines to separate infonnation logically. 2. Don't force an outlining system, but do use any obvious numbering. 3. Strive to get main ideas down. Facts, details, and examples are important, but they're meaningful only with concepts. 4. Use abbreviations for extra writing and listening time. 5. Use graphic organizers or pictures when they are helpful. How should notes be refined? After class, refine notes: 1. Write questions in the left column about the infonnation on the right 2. Check or correct incomplete items: • Loose dates, tenns, names. • Notes that are too brief for recall months later.

3. Re~ the notes and underline key words and phrases. 4. Read underlined words and write in recall cues in the left-hand column (key works and very brief phrases that will trigger ideas/facts on the right). These are in addition to the questions.

Unit 3: Cornell Notes z8 • ~ Name: ______Quarter: 'XAVID Begin Date: ______Period: ______Decades of College Dreams Stwient Activity 3.3 (2 of 2)

The Cornell Notetaking System 5. Write a reflective paragraph about the notes at the bottom ofthe page. 6. Ifpossible, compare notes with a study buddy. What are the ways to recite notes? Recite notes three ways: 1. Cover up right side of page. Read the questions. Recite infonnation as fully as possible. Uncover the sheet and verify infonnation frequently (single, most powerful learning tool!) 2. Reflect on the organization of all the lectures. Overlap notes and read recall cues from the left side. Study the progression of the infonnation. will stimulate categories, relationships, inferences, per­ sanal opinions/experiences. Record all of these insights! REfLECTION =KEYTO "MEMORY!! 3. Review by reciting, reflecting, and reading insights. What are the six steps olthis system? This system in brief: 1. Record lectures in the main column. 2. Within 8 hours, read over notes to flll in gaps and to make notes more legible. 3. Identify main ideas and write questions in left-hand column based on main ideas. 4. Recite by covering main column and expanding on recall cues. Then verify. 5. Write a summary at the bottom of page. 6. Review your notes regularly. Short, fast, frequent reviews will produce bet­ ter understanding and recall .

• Strategies for Success .f1\ Name: ______Quarter: XAVID Begin Date: ______Period: ______Decades of College Dreams Student Activity 3.4

Be An Active Reader Think About the Reading

<> Consider how the parts relate to the whole; how the text relates to previous ideas " Create questions about new words/terms, why emphasized points are important .. Examine what you have learned from visuals " Consider how the parts relate to the whole; how the text relates to previous ideas

e Create questions about new words/terms, why emphasized points are important

<> Examine what you have learned from visuals

Be AW([lllre ({])j[ 1I'e1\~1bl({])(l])1k: OJrganllllfimfr.ll(l])l!1l

o Look for the pattern in elements like chapter/subsection headiings, summary points, graphics

o Know where to find the index and glossary Use the Text Style to Identify Important Points • Become familiar with the font, symbols, borders, graphics, colors, and layout that highlight main ideas or terms • Be alert to the writer's goal: highlight ideas/references/opinions that seem significant to writer's point of view Take Notes Whlle Reading • Include headings, key terms, & graphics " Take down only the important ideas: - Brief, but clear .. Summarize in your own words • Use symbols to highlight for review • Use textbook review questions to develop study questions Review Textbook Notes • Identify main ideas • Fill in details for better understanding • Identify unclear information and/or questions - Collaborate for answers " Delete unnecessary information • Review note organization; add symbols or rewrite • Write a summary

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Topic: ______1!))ate: __.______.___.______.______.______

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Jummary: U Diversity High School 9tlin Grade Advisory Curriculum 2007 - 2008 Lesson # 9

Expected Schoolwude Learning Results ESLR: Lifelong Learner: Learning and Recognizing the value of continuing education.

Lesson #9 Obiective: To Read the article "A Place to Fit In" from Teaching Tolerance (teachingtolerance.org) and take Cornell Notes on the article and discuss peer pressure.

Jf @lUI Jrliullll lP Jrf!)mll!t, What is peer pressure? What happens when we don't follow our own thoughts and goals?

Process: Hand out and read as a class"A Place to Fit In" Discuss the negative aspects of peer pressure at school and society at large. Take Cornell Notes in journals. ;111

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, gianc~~ mandate' cb~f(jmilq~i1l:t'hegf6tlp. " JtWe,are notcat~ful•.w~,(7~1ll~ow;'groupidentity to

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ltS.af(irm ofihtimidatibn:.~nthe sa.imlw;iyKlan groups,

Skinheads and street:gangs db toda~ . Tiger Knowles loc;jItedup to Benny and Henry Hays.

.'They~lieipedhim find somebody to look down on. •••

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I" 'f..' UNIVERSITY HIGH SCHOOL PEER MEDIATION PROGRAM MEDIATION INTAKE SHEET

DISPUTANT 1 DISPUTANT 2

Last Name First Last Name First

. Gendcl1" Ethnicity Age Gender Ethnicity Age I Track Grade Track Grade

CASE INFORMATION Referred by:______Date of referral:----­

Mediators assigned to the case:

MEDIATION INFORMATION Date of Mediation:------Time:____---:A.M. I P.M. Location: Referral Type:

CASE DISPOSITION: RESOLVED I UNRESOLVED

______.For use by Program COordinator______Case #:------­ Date of Follow-up:______Name of staff performmg·rollow-up: ______Notes: 11. Students are referred to mediation by the Deans, Teachers, admin.lstaff Or Other students.

2. Mediation is scheduled by the Peer Mediation Coord inator. !

-, ... 3. Peer Mediation Coordinator chooses 2 ... , mediators from the pool of mediators. ,, \ ~

4. Mediators report from class to the Peer Mediation Coordinator to get Since there is a the background about the case. pool ofmediators the Coordinator will rotate among the ! mediators. No one will be called twice in a week. 5. Mediators go to the mediation room, Mediations generally last setup, and bring in disputants. 15-30 minutes. A copy of the agreement can be given to the person who t referred the case for their 6. After the mediation, disputants are sent back reference. to class. The Peer Mediation Coordinator and the mediators debrief about the case, and the mediators are sent back to class.

Flow ChartA CONFLICT MANAGEMENT STYLES ASSESMENT KEY

I =Contll'ollinglCompeting "Hard bargaining" or "might makes right." The competing shark forces to win Pursuing personal concerns at another's expense. at the expense of others. He will Competing can mean "standing up for your rights" stand up for his rights. defending a position which you believe is correct, or simply trying to win or control the situation to your benefit.

II=Collaborating The collaborating owl uses problem-solving "Negotiating" or "two heads are better than skills to find a common solution-- an one." Working with someone by exploring agreement that both parties can agree on. your disagreement, generating alternatives and It's a win- win solution. finding a solution which then mutually satisfies both parties.

III=Compromising "Splitting the difference" Seeking a middle ground by "splitting the difference," the The compromising fox seeks a solution partially satisfies both parties. middle of the road solution. It is the 50/50 split.

IV-Accommodating "Soft bargaining" or "killing your enemy with your kindness" Yielding to another person's The accommodating teddy bear point ofview; paying attention to their smoothes the problem out by concerns and neglecting your own. paying attention to the other person's needs and not their own.

V Avoiding The avoiding turtle will "Leaving well enough alone" Not addressing withdraw from the situation the conflict by either withdrawing from the either by leaving or situation or postponing the issues. postponing the issue. University High School 9th Grade Advisory Curriculu.m 2007 -2008 Lesson # 10

Expected Schoolwide Learning Results ESLR: Lifelong Learner: Knowledge that reflects significant contribution to civilization

Lesson #10 Objective: To select a community service project for advisory and individuals. Discuss how many community service hours one needs to graduation from Uni (40 hours).

JlmliIrIllUill.] lPll"O!lllllJlJ)t What is community service? What are three examples of community service?

Process: NO HANDOUT FOR THIS LESSON.

Brainstorm ways to earn community service hours on campus: • AIDS walk (talk to Ms. Randick) • Sparkle Saturday Uni Campus Clean up (talk to Ms. R. Lomeli) • Amnesty International (Uni Club) • Gay Pride Parade (through GSA, Uni Club) • And much more! University High School ~illn Grade Advisory Curriculum 2007 - 2008 Lesson # 11

Expected Scluwlwide Learning Results ESLR: Lifelong Learner: Appreciation ofthe arts and diverse cultures

Lesson #11 Objective: To introduce Socratic Seminars to advisory.

Journal Prompt: What is a Socratic Seminar?

Process: Hand out Socratic Seminar information to students. Read and discuss. UNIT TWELVE: SOCRATIC SEMINAR

Introduction ocrates believed that enabling students to think for themselves was more important than filling their heads with "right answers." In a Socratic Seminar, participants seek deeper understanding of complex ideas Sthrough rigorously thoughtful dialogue. A Socratic Seminar fosters active learning as participants explore and evaluate the ideas, issues, and values in a particular text. The skills that students develop through participation in Socratic Seminars are crucial for college success. This unit includes step-by-step guidelines for implementing Socratic Seminars in your AVID classroom includ­ ing several pages ofinformation to help you prepare yourself and your students to engage in meaningful and pro­ ductive Socratic Seminars. Successful Socratic Seminars are dependent upon groups of students developing skills together over time. Your first attempts may not be entirely satisfactory to you or your students, and it is important that you leave time at the end of each seminar to debrief and reflect on the process itself and the skills that the group is developing. The group may set goals for the next seminar. Activity sheets to support this process are included.

It is imperative that students understand several concepts before you attempt a Socratic Seminar. These include:

• the difference between dialogue and debate .. the four elements ofSocratic Seminar • the role ofthe seminar leader

o the role and responsibilities ofthe participants • the guidelines for seminar behavior Be sure that you use the information in this unit to adequately prepare your students for the Socratic Seminar before you begin. Many AVID teachers use Philosophical Chairs as a skill-building activity in preparation for Socratic Seminar. This is an excellent strategy, but it is also important to distinguish for students the differences between the two activities.

Socratic Seminar is a necessary element in every AVID program, and successful seminars have been imple­ mented in AVID classrooms at every grade level. Your team of AVID elective teachers should decide when the implementation of this strategy fits best into your articulated curriculum. The following are suggestions for grade level expectations and differentiation. 6thl7th18th Grade .. Use Philosophical Chairs to develop students' skills before beginning Socratic Seminar. .. Select a text that is short, no more than one to two pages.

'13- Read aloud the text in class; then have students read it again silently. o Use an overhead transparency to model how one marks or "prepares" the text for Socratic Seminar; allow time in class for students to develop this skill and collaborate with you and other students; this may include identify­ ing words they do not know, underlining or highlighting phrases they believe are important, summarizing important ideas or arguments in the margins, and writing questions in the margins. After completing the reading and "preparing the text," have students practice together writing opening ques­ tions for the Socratic Seminar. Provide modeling and share questions in class. Be sure that the questions are higher-level questions. Ifpossible, have students observe a Socratic Seminar being conducted with older and/or experienced students. 9thllOth Grade Depending on the skill level and experience ofyour students, you may still use Philosophical Chairs to main­ tain or reinforce discussion skills and foster fluency in speaking. o Begin to use longer texts ofthree to five pages. Continue to model the marking of the text in class, but only model one or two paragraphs as opposed to the entire text. '" Decrease the amount oftime you allow in class to read the text together or silently. By the end of IOth grade, students should be expected to read and mark the text independently as homework. o Continue to model and discuss as a class opening questions for seminars before you actually begin the seminar.

~Ithl12th Grade • While the text selections may still include shorter pieces, begin to increase the length to texts up to 10 pages. You may ask students to select texts for the seminars.

G Introduce the concept of a Socratic Seminar based on a work of art such as a painting, sculpture, or piece of music. • Students should always read and mark the text independently outside ofclass time. .. Begin to coach students to take on the role ofthe leader. .. By the last semester of the 12th grade year, Socratic Seminars should be completely independent of teacher support. Students should be able to select the texts, prepare independently outside ofclass, and run their semi­ nars without your participation.

Strategiesfor Success Socratic Seminar Lesson Outline hese step-by-step guidelines are intended to help you implement your fIrst few Socratic Seminars. Over time, these steps will become second nature and the skills involved will continue to develop and grow. The T steps listed here may take two to three class periods to flnish. I. Introduce the concept of Socratic Seminar to students. If they are familiar with Philosophical Chairs, use that as a springboard to discuss what is the same and what is different. Use the page on Dialogue versus Debate to help them understand the purpose ofSocratic Seminar. 2. Now use the page on The Elements of Socratic Seminar to further defIne this activity. Read and discuss each element together. Focus on the element ofthe text. 3. Give students a copy ofa short text you have selected for their fIrst seminar. Ifpossible, provide a copy that has wide margins. It is imperative that they have a copy that they can write on. Socratic Seminars cannot be con­ ducted effectively unless the students can mark the text (an acceptable alternative is to have students use post-it notes within their books). 4. Read the text aloud to the students as they follow along. 5. Have the students read the text again silently to themselves. 6. Now use an overhead transparency of the text to model marking the text. Read the text again one section at a time. Discuss with students which ideas seem important. Model how they might circle words they do not know, underline or highlight sentences or phrases that seem important, summarize ideas in the margins, and write questions in the margins. Be sure that the students follow your example and mark their own papers. 7. Next, review the element ofquestions in Socratic Seminars. Explain that getting a seminar off to a good start means having a good opening question. Review the concept that a good opening question will lead to discus­ sion and more questions. Share one or two examples of opening questions that you have formulated (be sure they are higher-level questions). Have the students work in small groups to write two or three possible opening questions. Share and discuss these questions. 8. Now use the information about The Role ofthe Leader and The Role and Responsibilities ofthe Participants to deepen the understanding ofthe students. Be sure students understand how you will function as the leader to facilitate the dialogue and to push their thinking. Emphasize that they will be reminded constantly to refer to the text. 9. Depending on the size ofyour class, you will have to decide whether all students will participate in the seminar or you will use the inner circle/outer circle method. Socratic Seminars can usually remain effective with up to 20 participants. Ifyour class is much larger than this, you may want to use the inner circle/outer circle method. Be sure to review and explain the differing roles as well as the use of the "hot seat" if you choose to include that component. Students in the outer circle can use one ofthe observation activity sheets included later in this unit. 10. Conduct the seminar. For the fIrst few seminars, set a time limit for discussion ofabout 15-20 minutes. Be sure that as the leader you have developed plenty ofquestions to keep the dialogue going. You will need them!! 11. Debriefand evaluate the process. If students were in an outer circle, have them share their observations first, then discuss as a class which parts ofthe process were successful and which parts still need improvement. Use the activity sheets inCluded in this unit to debrief and evaluate. Set specific goals for the group's next seminar.

Unit 12: Socratic Seminar ., University High School 9th Grade Advisory Curriculum 2007 - 2008 Lesson # 12

Expected Schoolwide Learning Results ESLR: Lifelong Learner: Appreciation of the arts and diverse cultures.

Lesson #12 Objective: To discuss article "Black/Brown Tensions Erupt in California" AND/OR "Race Riots" using the Socratic Seminar process (articles from teachingtolerance.org)

Journal Prompt: What is racism? Where do you see racism at Uni?

Pm~e§s: Have students retrieve their Socratic Seminar materials from folders. Pass out articles. Read. And begin Socratic Seminar. ,a

TRi'_DITJONALLY,.A1"RICA.N Al"'-£RICl~N"·."".ND LI.TIt-"O ACTIVISTS racial slurs a..Tldurging thp.ir children m keep up the battie.. have been ruttuniLaUies in a nation domir.ated by \"l\:1hites A few months later, in April :;000;, a minor spat explod­ - a.il :allia.n<;eofh.jstoricaHy disenfranchised peoplt" of ed .inti) a lUllchtime melee, invohing about 50 Latino and colorwhpsestnlggles are nGtdissjmil~. 50 bia.ck students.atJeffer!>on High. SchcolinSouth Los l;)utin ,pec-e~t yeliU"$, like th~ ci:vi:l-r.ghts-era alliance Angeles. Four da.ys 13te.r, polil:c were sent to.the school betw/!,en:Btaclts andJew.s, the black/brown .cealition. has . again, this tinle:to quell a battle involvingsom.~ 20'00 stu­ gro'i'l11,l¥.'reasingly'strained. dent's. Two sl:uderi-ts were arr,(;sted, four de.taitled and six Ar~~Ji1~atiQn ,thr.o,ughout the11J90s:meant lil1~ttin ~QtWays., OnestUc~~t.br:~ a 'N.~~ .. raplddte~$taphic .ifu~andin .iQ9a,~a~hGsdisp~¢d ;$4!;d:.fr,.j>,a'!I:t'h~,~~~1li's:lI\liBest min0tlity. :-SDdd~y,neigh;. .tQ:=t;;:4l:'::~S~'I~;?~t;:j~~::oa::re ho~~~~,~tl,~~~'tha~ onte'-wct1!: ~p~t.W\b~ck¥.fonim c',alfl?-d.:i0~scuss t ,;~eg- comp:lairt~d ihat Latino..('}wf~eclbusinesses in'b~ gi~p~~ts to <\i:hodel for 1:hese:y~ung people black and neighborhood!> refl.lf>ed. to hire thein; else'lIi"nere:, Latincs brmr.'Il uniJ0(" bias frorn tb.eir it did~~~ h.ap.pen . . )L;~~ ,ti~ana'Wee;k.lateI:, 2.:rumor: ..cou"se4th, ..oygh~h:e ~p~E.¥

G1W8$,fh~.•. .' Ei~ed:li1aetee 'i~yOiv- ' ~~n.ts in APril 2005. N CONTEXT

TOI:l.AY. WREN WE HEAR THE TERM "RACE RIOT" WE ARE .." iRf~5,.oae m~ was kiliej. ~d an African American apt to think ofthe burningand looting thathas occurred '~a1waspub1icly fioggedafter a local newspa­ in poor, primarily.black urban areas 'Since the 19605 ...;.. of '. . ·e'd...\ynching.. W~~ts,.for example, a J:\eighborhood in Los t\.ngel~s where f~iQti:iJ!;~gq:, 'a ~ riot erupt~d sher.an African anger.about liviqg conditions e''-Pl-04eti in 11)6S.-leadjng:to .' w.b,iie~a:t~_ 34!1eaths in sa dan>, Or we think ofSoudlCentrai:Los ~eSinI99a, where Violence erupted after a'jufj' found w\l.i~~ptilit:e~en not guilty ofbear.mg a black mot9r~t #~Rodney.Kin& 4esP,ite a ~deo~e tha:t~~e~y, . . ~a.t:beril dubbim.gand",kickingKi.ng. Ther~o1:til$:f.pi,. ~drth~'Vetdict 1ettat 1~t45peopJ.e deadllil

Expected Schooiwide Learning Results ESLR: Lifelong Learner: Appreciation ofthe arts and diverse cultures.

Lesson #13 Objective: To continue and finish discussing article "Black/Brown Tensions Erupt in California" AND/OR "Race Riots" using the Socratic Seminar process (articles from teachingtolerance.org)

Journal Prompt: What is a Socratic Seminar? lPrcHce§§: Have students retrieve their Socratic Seminar materials from folders. Pass out articles. Read. And continue/finish Socratic Seminar. n \ ! '--/

(J~ University High Scbool9th Grade Advisory Curriculum 2007 -2008 Lesson # 14

Expected Schoolwide Learning Results ESLR: Accomplished Communication: Building listening. reading. comprehension, and verbal skills.

Lesson #14 Objective: To discuss heroes and begin heroes project.

Journal Prompt: What is a herolheroine? Who is your hero or heroine? Why?

Process: Brainstorm with class on what it means to be a herolheroine. Make a list on your board of heroes we commonly think of as popular and what they did to become a hero.

Now, have students journal about who is their personal hero. The hero or heroine can be themselves too. University Higb School9tb Grade Advisory Curriculum 2007 - 2008 Lesson # 15

Expected Schoolwide Learning Resuits ESLR: Accomplished Communication: Building listening, reading, comprehension, and verbal skills.

Lesson #15 Objective: To begin our heroeslheroine project.

Journal Proml!ffi. What does it take to become a hero or heroine? Name three things. What is a role model?

Process: Hand out"Activists for Social Change" which is a three-page list ofpeople and current organizations that students could research.

The following project can be designed however you as a professional see fit: • Students will research an activist hero for social change from the hand out (or from a different source). • Students will take Cornell Notes on the person being researched. • Students will create a poster ofthis herolheroine to laminate and post on campus. • Poster may contain the following: Picture ofherolheroine, what the person did to contribute to the community, what obstacles the person encountered, what ethnicity, culture, and religion is the person, is the person still alive, what the student found interesting while doing the project. • Teacher sets due date, procedure, and process. • Projects may be send to "Copy Cats" with Mr. Anderson for laminating or Mr. Ackerman.

"., ~lJ't- :~' ..~ ­ HANDOUT ••- ACTIVISTS FOR SOCIAL CHANGE

ese are just a few sugg~t~9ns of people and current orgQllizations that students could research. It . is an alternative to the traditional lists of sports stars, musicians, actors and mainstream politicians, -nbut it is by no means inclusive. Each name is followed by a few descriptive words, noting the area in which she or he were active. We tried to limit our selection to people about whom students would be able to find some published infonnation.

MUM!A ABU-JAMAL GRACE LEE BOGGS SE PTiMACLARK Journalist; Black Panther; political Chinese American active in Civil Adult educator; civil rights activist; prisoner; 20th Rights Movement; 20th 20th RUDY ACUNA SIMON BOLIVAR CHARLES CLEMENTS, M.D, Chicano rights activist; professor, Fought for the liberation of Latin American doctor; volunteered his 20th America from Spain; 19th services during the war in El Sa1va­ JANE ADDAMS ANNE BRADEN dot:; 20th Developed community social ser­ Southern labor organizer; 20th CHIEF COCHISE vices and training for people in pov­ DAVID BROWER Native' American leader; 19th erty; 20th . Ecologist; environmentalist, writer; ROBERT COLES PEDRO AUIZU CAMPOS 20th Psychologist; children '5 activist; Puerto Rican independence advo­ JOHN BIROWN 20th cate; 20th Militant abolitionist; 19th lBlrElRT COIRONA $(" ·n. AUN$i(Y CARLOS I8lU LOSAN Activist for rights ofundocumented C .ilunity organizer; 20th Migrant fannworker; documenter of and Mexican-Americans; 20th MAYA ANGElOU FilipinO-American experience; 20th CHIEF CRAZY HORSE Author; activist; 20th OMAR CAB EZAS Native American rights activist; SUSAN B. ANTHONY Nicaraguan Sandinista; 20th Sioux; 19th Abolitionist; suffragist; 19th-20th WILL CAMPBELL BENEDITA DA SILVA JEAN-BERTRAND ARISTIDE Southern Baptist leader; 20th Brazilian senator; activist for the rights ofthe poor; 20th Haitian leader in movement for jus­ STOKELY CARMICHAEL tice; former President; 20th (KWAME TOURE) ANGELA DAVIS ELLA BAKER Civil rights activist; SNCC founder; Professor; activist for Black and Civil rights activist; 20th 20th women's rigbts; 20th . ~n'~B~Un~IN .~'-':'AACHEr-CA'RSON-' -DOROTHY DAY <;.-- .- ­ Novelist; essayist; lecturer; civil and Founder, the environmental move­ Pacifist; founder of the Catholic gay rights advocate; 20th ment; 20th Worker movement; 20th DENNIS BANKS FIDEL CASTRO EU~ENE V. DEBS Founded American Indian Move­ Leader ofnationalist; anti-imperiaJ· Socialist politician; labor activist; ment (AIM); 20th ist Cuban revolution; president of 19th·20th BENJAMIN BANNEKER Cuba; 20th MORRIS DEES Mathematician; 18th JAMES EARL CHAN EY Lawyer; anti-Klan activist; 20th DANIEL AND PHILLIP Civil rights activist; 20th FREDERICK DOUGLASS BERRIGAN CESAR CHAVEZ Abolitionist; author; statesman; 19th Anti-war activists; 20th Labor leader; founder of the United W.E.B. DUBOIS MARY MCLEOD BETHUNE Fann Workers; 20th Author, teacher; socialist; founder of F' 'ler, National Council of Ne­ SHIRLEY CHISHOLM NAACP; 19th-20th g! lomen; educator; 20th Politician; first Black woman elected VIRGINIA FOSTER DURR CHIEF BLACK HAWK to U.s. Congress; 20th Civil rights activist; worked to abol­ Sauk chief; led people against ish the poll tax; 20th White settlers in Illinois; 19th 5.3­ =.------B-E-Y-O--N-D--H--E-R-O--E-S--A-N--D--H-O--L-I-D-A--Y-s------'~ MARiAN WRIGHT _ BARBARA JORDAN EDElMAN Lawyer; professor; political leader; Founder and current president, the 20th Children's Defense Fund; 20th CHiEf JOSEPH DANiEL IEUSBERG Native American activist for land Anti-Vietnam war activist; Euro­ rights; Nez Perce; 19th pean American; 20th BENITO JUAREZ OLAUDAH EQUIANO First indigenous person to become Abolitionist; writer; 18th president ofMexico; 20th MEDGAR EVERS CORETTA scott KING Civil rights leader; 20th Civil and human rights activist; 20th JAMES FARMER MARTIN LUTHER KING, JR. Civil rights leader; national Civil rights movement leader; anti­ director, CORE; 20th war activist; 20th ElIZAIlETH GURLEY FlY~.N ..

BEYOND HEROES AND HOLIDAYS University High School 91th Grade Advisory Curriculum 2007 - 2008 Lesson # 16

Expected Schoolwide Learning Results ESLR: Accomplished Communication: Building listening, reading, comprehension, and verbal skills.

Lesson #16 Objective: To understand the way we communicate and become better speakers and listeners.

Journal Prompt: What makes a good communicator? How can you tell if a person is listening to what you are telling them? Do you think you communicate well? Why or why not?

lPwlOlcess: Hand out "Chapter Ten: Relationships" (see hand out's bottom of page).

Read Chapter Ten: Relationships as class. Discuss if time allows. Questions Clre not our inflections, gestures, and always questions words work together and send a You've heard these "questions" before. unified message. A parent asks, "Don't you want to look nice?" Translation: "I wish you'd cut Notice barriers to your hair, lose the blue jeans, and put sending your mess((JJge on a tie." Or how about this question Sometimes fear stops us from fr0111 a spouse: "Honey, wouldn't you sending messages. We are afraid of love to go to an exciting hockey game other people's reactions, sometimes tonight?" Translation: "I already justifiably. Being truthful doesn't mean bought tickets." being insensitive to others' reactions. We use questions that aren't Tact is a virtue; letting fear prevent questions to sneak our opinions and communication is not. requests into conversations, without Assumptions also can be used owning up to them publicly. as excuses for not sending messages. "Doesn't it upset you?" means "She already knows this;' we tell "It upsets me," and "Shouldn't we hang ourselves. "I told her last week." You the picture over here?" means "I want may have sent the message last week, to hang the picture over here." but sometimes people don't receive Communication improves when messages and sometimes they don't we say, ''I'm upset," "Let's hang the remember. Reminders can be useful. picture over here," and "The game Predictions of failure also can be begins at eight." barriers to sending. "She won't listen," we tell ourselves. That statement may N@ftfflf::~ lfiJ@llfI'/f~ftb@lC m~~~@~~!;f; be inaccurate. Perhaps the other How you say something can be more person senses that we're angry and important than what you say. listens in a guarded way. Or perhaps Your tone of voice and your the other person is listening and gestures can support, modify, or sending nonverbal messages we contradict your words. Your posture, don't understand. the way you dress, how often you Or we might predict, "She'll never shower, and even the poster hanging do anything about it if 1 tell her." Again, on your wall can negate your words assuming can kill your message before before you say them. you send it. Most nonverbal behavior is It's easy to make excuses for not unconscious. We can learn to be communicating. If you have fear or aware of it. Then we can choose our some other concern about sending a nonverbal messages. The key is to be message, be aware of it. Don't expect clear about our intention and purpose. the concern to go away. Realize that When we know what we want to say you can communicate even with your and are committed to getting it across, concerns. You can choose to make them a part of the message: "1 am going to tell you how I feel, and I'm afraid you will think it's stupid." Talking to someone when you don't want to could be a matter of educational survival. A short talk with an advisor, teacher, friend, or family member may solve a problem that jeopardizes your education. Notice your barriers and make choices that promote your success. University Higb School 9th Grade Advisory Curriculum 2007 -2008 Lesson # 17

Expected Schoolwide Learning Resu.lts ESLR: Accomplished Communication: Building listening, reading, comprehension, and verbal skills.

Lesson #17 Objective: To write "I" messages.

Journal Prompt: What did we discuss at the last advisory regarding communication?

1PlrOH.~e§§~ Hand out "Exercise: Write an T Message"

Write an "I" message. Feel free to continue on to "Discovery/Intention Statement" Name ______Date EXIEIRCISIE

Write an DlI~PP message :,ck something about school that irritates you. Pretend you are talking to the person .'10 is associated with this irritation. First, write what you would say as a "You" message.

. :.r->;.

Now write the same complaint as an "I" message. Include at least the first three :; the elements suggested in "Five ways to say 'I.'"

anc'thl~' time

.returning .' can app~at:> 'PCJlite,'~,~~~:/-'< " :'J~' Discovery/Intention Statement :' {:~·r- - ' - .. ;nk about one of your relationships for a few minutes. It might be with a parent, :::lin9, spouse, child, friend, hairdresser, etc. In the space below, write about some things . - 3t are not working in the relationship. What bugs you? What do you find irritating , unsatisfying?

Now think for a moment about what you want from this relationship. More attention? . -::;S nagging? More openness, trust, security, money, or freedom? After describing what _ J want from the relationship, describe a suggestion from this chapter you could use : 'I1ake the relationship work.

(,"h,...,.",.T"," aC:1 ATlnNc;.I-&IDc;. .-. ~...... ------,

University High School 91th Grade Advisory Curriculum 2007 - 2008 Lesson # 18

Expected Schoolwide Learning Results ESLR: Accomplished Communication: Using technology to better communicate visual and verbal messages.

Lesson #18 Objective: To understand the Acceptable Use Policy (AUP) and receive training and the AUP sticker.

Journal Prompt: What is the Acceptable Use Policy (AUP) regarding technology in LAUSD?

lPJro~e§§: Hand out AUP form. Read policy with students. Have students take home to family. sign, and return. ATTACHMENT B Los Angeles Unified School District Acceptable Use Policy (AU?) for District Computer Systems Infonnation for Employees

This AccepTable Use Policy was adopted by the Board on April 25, 2006

The District's Acceptable Use Policy ("A UP") is to prevent unauthorized access and other unlawful activities by users online, prevent unauthorized disclosure of or access to sensitive information, and to comply with the Children's Internet Protection Act C'CIPA"). As used in this policy, "user" includes anyone using the computers, Internet, email. chat rooms and other forms of direct electronic communications or equipment provided by the District (the "network."). Only clLBrrenf students Olr employees are alUlthorized 110 IUIse the ndworK.

The District will use technology protection measures to block or filter, to the extent practicable. access of visual depictions that are obscene, pornographic, and harmful 10 minors over tile network, The District reserves the right to monitor users' online activities and to access, review, copy. and store or delete any electronic communication or files and disclose them to others as it deems necessary. Users should have no expectation of privacy regarding their use of District property, network and/or Internet access or files, including email.

AcceQtable Uses ofthe LA USD Computer Network or the Internet Employees and other users are required to follow this policy. Employees are required to confirm their consent to this policy when they activate their account or change passwords. Even without this confirmation, all users must follow this policy and report any misuse of the network or Internet to a supervisor or other appropriate District personnel. Access is provided pl"imaril) fOi education and District business, Staff may use the Internet, for incidental personal use during duty-free time, lR'}' 1i1ISPHllg ~tiJle E1etwGl"k, fdl§eli"§ irn!lJve !lJgreed ll,], ~["is lO'o~icj'. If a user is uncertain about whether a particular use is acceptable or appropriate, he or she should consult a supervisor or other appropriate District personnel.

Unacceptable Uses ofthe Computer Network or Internet These are examples ofinappropriate activity on the District web site, but the District reserves the right to take immediate action regarding activities (I) that create security and/or safety issues for the District, students. employees, schools, network or computer resources, or (2) that expend District resources on content the District in its sole discretion determines lacks legitimate educational content/purpose, or (3) other activities as determined by District as inappropriate.

Ii> Violating any state or federal law or municipal ordinance, such as: Accessing or transmitting pornography of any kind, obscene depictions, hannful materials, materials that encourage others to violate the law, confidential infonnation or copyrighted materials; e Criminal activities that can be punished under law; • Selling or purcbasing illegal items or substan~s; e Obtaining and/or using anonymous email sites; spamming; spreading viruses; " Causing hann to others or damage to their property, such as:

I. Using profane, abusive, or impolite language; threatening, harassing, or making damaging or false statements about others or accessing, transmitting, or downloading offensive, harassing, or disparaging materials; 2. Deleting, copying, modifYing, or forging other users' names, emails, files, or data; disguising one's identity, impersonating other users, or sending anonymous email; 3, Damaging computer equipment, files, data or the network in any way, including intentionally accewng, transmitting or downloading computer viruses or other harmful files or programs, or disrupting any computer system performance; 4. Using any District computer to pursue "hacking,'" internal or external to the District, or attempting to access information protected by privacy laws: or 5. Accessing, transmitting or downloading large files, including "chain letters" or any type of "pyramid schemes".

BUL-999.3 -4- June 13,2007 Otlice of the Chief Information Officer ATTACHMENT B Los Angeles Unified School District Acceptable Use Policy (AUP) for District Computer Systems Information for Employees

@ Engaging in 1IlIses tbat jeopardize access or iead to uIlUUlIttnoril:e«li access il!lltn others' accoun1t§ or other computer networks, slIlIch as:

I. Using another's account password(s) or identifierls); 2. Interfering with other users' ability to access their account(s); or 3. Disclosing anyone's password to others or allowing them to use another's account(s). e Using the network or Internet for Commercial purposes: I. Using the Internet for personal financial gain; 2. Using the Internet for personal advenising, promotion, or financial gain; or 3. Conducting for-profit business activities and/or engaging in non-government related fundraising or public relations activities such as solicitation for religious purposes, lobbying for personal political purposes.

Student Internet Safety I. Students under the age of eighteen should only access LAUSDnet accounts outside of school if a parent or legal guardian supervises their usage at all times. The student's parent or guardian is responsible for monitoring the minor's use; 2. Students shall not reveal 011 the Internet personal information about themselves or other persons. For exampie. students should not reveal their name, home address. telephone number, or display photographs of themselves or others; 3. Students shall not meet in person anyone they have met only on the Internet; and 4. Students must abide by all laws, this Acceptable Use Policy and all District security policies.

Penaltieslor Improper Vse The use of a District account is a privilege, not a right, and misuse will result in the restriction or cancellation ofthe account. Misuse may also lead to disciplinary andlor legal action for both students and employees, including suspension, expUlsion, dismissal from District employment, or criminal prosecution by government authorities. The District will attempt totail()r any disciplinary action to the specific issues related to each violation.

Disclaimer The District makes no guarantees about the quality ofthe services provided and is not responsible for any claims, losses, damages, costs, or other obligations arising from use ofthe network or accounts. Any additional charges a user accrues due to the use ofthe District's network are to be borne by the user. The District also denies any responsibility for the accuracy or quality ofthe infonnation obtained through user access. Any statement, accessible on the computer network or the Internet, is understood to be the author's individual point ofview and not that ofthe District. its affiliates, or employees.

BUL-999.3 -5­ June 13. 2007 Office oftlte Chief Information Officer ~I University Higb School 9th Grade Advisory Cu.rriculum 2007 - 2008 Lesson # 19

Expected Scboolwide Learning Results ESLR: Accomplished communication: Using Technology to better communicate visual and verbal messages.

Lesson #19 Objective: To discuss emails, flash drive/memory sticks, how to get a LAUSD approved student email

Journal Prompt: How many emails do you have? Which emails do you use for what purpose? Do you have a LA USD student email?

JP>rr((})ce§§: NO HANDOUT FOR THIS LESSON.

Have students discuss their journal entries with a partner. Have students go to www.lausd.net, student resources, emails or http://partnerpage.google.comlmymail.lausd.net and have students sign up for an email they can access on campus.

Why have LAUSD approved email? • Email homework assignments to oneself for printing. • Communicate with friends about classes. • Communicate with teachers about assignments, tests, extra credit.

Assignment: Have student email the advisory teacher using her/his LAUSD approved emaiL

High School Investment: Have students buy a flash drive/memory stick. This is the new floppy disk or CD for storing data. They can use it for their four years at Uni and beyond! These can be bought at Staples, Best Buy, etc. Prices range from $7 - $15. University Higb School 9th Grade Advisory Cu.rriculum 2007 - 2008 Lesson # 20

Expected Schoolwide Learning Results ESLR: Accomplished communication: Cooperatively exchange ideas.

Lesson #20 Obiective: To read and discuss an article in LA YOUTH using Socratic Seminar method.

Journal Prompt: What issues are affecting teenagers today? Write three ideas.

Process: Use LA YOUTH Free Newspaper for this lesson.

Read and discuss any article using Socratic Seminar method. You may want to assign one of the various "contests" in the newspaper for students.

*Students can also join LA YOUTH and volunteer to receive community service hours! L.A.. YOUTH: The Newspaper By OJmi About Teem

LA. Youth was founded in 1988 by a former Los Angeles public school teacher, and whil~ L.A. Youth has always been "by and about teenagers," teachers have long been some of our strongest allies, most vocal supporters and vital links to young people in their schools. Teachers have played a key role in our development, providing us with valuable feedback and helping us fmd student writers, illustrators and photographers. Most importantly. teachers, whether by using our articles in their lessons or just making copies ofthe paper available to their students and colleagues, have gotten L.A. Youth out there.

Since 1994, we have provided teachers who receive our paper with a Teacher's Guide of ideas for how to use that issue in their classroom.

SEE BELOW to learn how to get L.A. Youth free in your L.A. classroom.

L.A. Youth newspaper and its Teacher's Gcide are distributed to teachers who choose to receive them at their schools in Los Angeles County.

If you teach teenagers and are interested in receiving class sets of L.A. Youth, please call (323) 938-9194 or e-mail editorcw,layouth.com with your name, school, school address, home phone and e-mail. Due to costs, we can deliver only in Los Angeles County.

Indicate how many copies you would like (a minimum of 20 copies):

--20 copies

--30 copies

-AO copies (class set)

--50 copies

--120 copies

--Other (please specify) ~ University High School 9th Grade Advisory Curriculum I 2007 - 2008 Lesson # 21

Expected Schooiwide Learning Results ESLR: Self-Reliant Individuals: Accepting responsibility for yourself and the group.

Lesson #21 Objective: To read "A Backlash Against Arab Americans" and "Witch Hunting" (from teachingtolerance.org) and discuss using Socratic Seminar.

Journal Prompt: Student: What is a scapegoat?

Teacher: (a person or group made to bear the blame for others or to suffer in their place, dictionary.com)

JPr4)eess: Using Socratic Seminar read "A Backlash Against Arab Americans." Students may also use Cornell Notes while reading silently or aloud. Discuss the word "scapegoat" in the context of the article. ·:.L_.

!J'" 1'0n.:s A Backlash Against Arab Americans SEPT. n, 2001, 1S A DATE THAT PORE'!E-R CHANGED ANIERICA. C{)ffi::l1Unity center in Chic;ago was firebombed; vandals The terrorist attacks against the World Trade Center in Ne,;\t th.rew a bag ofblood Oil the, doorstep ofan immigration York Cityand the PentagoninWashington, nc., represent­ cente:: in San l:-ra.'1cisco that 'Serves Arabs; shooters in edthelaz:gest attack onLIS. soil. It was a national tragedy; the Irving, Texas, fired bullets into tb.elpca:Lls~iCC'ellt:er. aftershockswerefeltine..-ery comerofthe nation. At.\4:r.oSS the country - on talk ra4io.;Qn theIn:.~eiaet, In ,the days that followed, Americans felt justifiable in people's living moms - Arab Americails were ·being sadne.ssancl ,outrage and:want~d to know the identity.of called "towel heads," "came! jockeys" anclother ·raclal-aad those res:ponsible:for the d~rast:ation.But ·the nature of reI1giotlsslurs. terroriSm - Cltib.tence4,\ot sponsored by any oFg&nized The vi.olencethreatenedAt:ab Am-ericansGn.adaily state ':;;"left'A:m.e#cawithno easypl'ace topoint-rmgers. basis. Muslim schoolgirls were hatassed for wearingtheir . Reports that the tel'rorists had ~eell1v~slims from tr.aditionalhead scarves, called ltijab. Stores ow,J;Ied by Arab countries were quickly folloWed by acts ofviolence. Ar.ab Americans were looted. Mosqu:es a,cros-s the courn:ry requested increased police patrol. The violen.ce rnreateneda.'1;"Vone '\.vho ~:lock.ed lvlus1im.~~ Sikhs~ lTIembe;:·s of a f:,:iigious group based in northern Il1.dia, -,Yere C1 ccmn10n targf'r: The traditional turbans and long beards w-orn by male foliowers Qftencaused compal'i­ sons to OSaIDa bin 'Laden, who mastenninded the terrorist attacks. 'The harassment .ofSikhs sometime!' turned dead1y. A Sikh gas station OVIrner inf'..rizona '1.las shot and kiUecl by a man who mistook his victim for a Muslim. President Geox:gew. Bush ap.pealed to the nation for tolerance, but it d~d tittle to stem the hostility and violence. In response, Arab ,,"'unerican advocacy groups t:ook the extraor­ -dinarystep ofwaming those w:e&ingi:~anlic -' - . attire· to stayout-ofpublic areaS. AttorneyGeneralJohnAshcroftstepped in, noting the shaq> increase in'reports ofViolence against Americans ofMJddle Eastern and South Asian descent. "'Ve must not dest'eo.d to the level ofthose whoperpetrat.edTuesdays v~oience by 'targeting indwidualsbased ontheir race; their religlOl1 or their national origin," Ashcroft sai. Texas. The n'.:~xt night, unidentified men heat twO' Muslim women in Illinois. In the days and weeks tbat folbwt:d. an. -\.rab /\.merinon ., '" hHunting

t;; be traitCTS. lY1cCan:hy offered flO evidenc'e for his ~·:iC,:. ir: ;\'~J:i~': .:.~ rhat .\It:a:", rh,i" d4n.l?hren; of::: F'uritan Tnir.· ... dairn 'that he had identified :105 comln.unists in the' StaLl":" H,rf.:Y in Salem \?il1agf.:.l\1.t:~s., be@C's; behsving irl '\:vild and Depar·tment. But the prominence ofl\'kCarthy's own 1.r::!nrC:'dict&t)lz. 'vav~.. Ci'ne 01:" them tried tC burr; herselfin. office caused'many Americans to believe him. ~he firepl.ace. The P-.ey. Samuei Parris soo!... iea.med that his l\4cCarthy's unfounded-accusations oftreason ruined household slayC, 2. \'!\";est India!) woman named TItuba, had handted.s;of~c~er~ a.n'dmade lhlm" :for a time., one'Of tl:-~ been .:eliing the girls storie!:: of"00­ doc and witchcre.ft from her native istands. First the P--a.rris sisters claimed that the)' themselves 'were possessed by the Devil. Then the::.l accu.sedTinlba aIld m.re\":: other Salem Village 'vomen ofwitchcraft. The charges caused 2 sensation, and withil1 Iii few months f,k.ind·of"w~tch fever" had spread acros!"' eastern l\1!!~sachusert~. (~i'vi1 auth.oritie£! vl~th 't~.l.<:' StlPPOT't cf P-nriran n1.i:nis~ers., ap,~poln1:ed three ". to c: special C'oUr! for n-ying the accused "Witches. \Vitllesses "Nere per­ mitted'to offer "spectral evidence," m':Qescriptions of foul deeds they had seen performed by spirits.The list ohuspects at one point included the vrife ofGov. WdlilUtl. Phips. As.& result ofthe ",-itch trials, 13 women and six men wt"...re~. One man wassen:tence-G ·to death.by "pressing" with heavy weights. 'I'ilree women diedib,j~, -aiQ~"\\-ith an umw:ned i~,:billO"iigin,g to one of the"'''9men. who.•executed. 'PI1e Sidfe.ri~ bm\lght,on by the ~itcll.hyst6.ia·even~bII:nedpub­ liiop~n~ the trials. :Families ofithe rlCtinis e.dfat the -cOlbuial 1~~~5Ul~~~1~Q!1e's ..:'...>...... ~!l~n.$_d·to~the ei't::Jers·thal:~d ~ •. that:~~.Sudi·a:"JU. al$oaUthQiUil)g ~paY~ me~~j;~:passe'fjlp:7J;i:·· '.' . 'T~ ~¢. "Wit.dl·ttials-QemOl'l$tr:atedthatin an.envi­ t9nM~~r~r'eaths~iciQiianC!-inti;l~ce:.lt t:8kes ::4fi*,t$:cal"rbiV'WBs ~able u..~.ol'lf'; of orilY:'~~~~ a~.re. . ":.~dlrbm·the·~. he ret8iiatedby . ~Ory ofthat episode is,erident" tc;t4ay in the "_vej~~r·ai,le;PliIit·aty.T~n·broadc.:ascs ofthe '1~J.u;.....- !~eh hunt," ~ has:t0mc tQ. D.ieana:aY imresti.. AnQY~~~~l~~I.~~.d~re:~mam~cmd~ ~nw~p~ on a,oollUllUf.lio/s fear ofUDpQpuJar ideas. 1UU~iCJlf·t8.t;~Glnodle public; Later tlutt year. the Senate The most famous IDo4em"witchhunt" was theausade fonnaily~~ McCarthy's condUct. lauuthed by US. ·Sctt.Joseph McCarthyofWlSConsil1 in 1950 to rid the government: ofindividuals he C'.onsidered ••• University High Scbool9th Grade Advisory Curriculum 2007 - 2008 Lesson # 22

Expected Schoolwide Learning Results ESLR: Self-Reliant Individuals: Prioritizing/Time Management

Lesson #22 Objective: To "Teen Job Listings" from Layouth.com

Journal Prompt: Do you currently have a paid job? What is it and what do you do? If you could have a job, what kind ofjob would you like? lP'lroc

Have students interview their family members about the jobs and careers they have. Questions: • How did you apply and receive the job you currently have? • What other jobs have you had? • What jobs did you have as a teenager? • Etc. "

When Can UWork?

Of you are 14 or 'lI5o

you can work c •• What Jobs Can I Do? Outside school hours When you are 13 After 7 a.m. and until 7 p.m. or younger ••• during the school year (9 p.m. in the summer) You can baby-sit, deliver newspapers or work as am 3 holUlt's on a school day 11 actor or. performer. 18 hours in a school week II

8 hours on ill non-school day I 40 hours in non-school week When you turn 14 •••

You can work in an office, If you are 16 or older, grocery store, retail store, you can work any hours restaurant, movie theater or amusement park. To Find Out More When you turn 16 ••• Visit us on the Intemet You can work in any job youthrules.dol.gov that is not hazardous. Youth cannot work in mining, U.S. Department of Lallor logging, meatpacking, roofing, Wage and Hour excavation or demolition. You Toll-Free Help Line cannot drive a car orforklift. 1-866-4US-Wage You cannot work with saws, (TTY: 1-877-889-5627) explosives, radioactive materials 01'" most power-driven machines. . Different rules apply to farms, and State laws may have stricter rules. TEEN JOB USTINGS FROM LAYOUT1HUCOM - ,., - First Break. Year-round jobs available to Los Angeles Unified School District high school students. Type in your zip code to fmdjobs near your home, then contact your school career advisor or counselor for company information.

TIY www.groovejob.com to look for a part-time job. With more than 30,000 part-time and hourly jobs, GrooveJob.com says its the largest job board that focuses only on part-time jobs and hourly jobs. You can search for jobs by ZIP code. www.jobstar.org.This is a good site because it has links to dozens ofother job sites, including job hodines, ads from 26 Los Angeles area newspapers, & summer jobs for high school and college students. www.losangeles.craigslist.org. The job listings section includes part-time jobs and an et cetera category with short-term jobs such as focus groups and baby-sitting. www.summerjobs.com. Summer and seasonal job opportunities and internships from more than 1,000 international employers in camps, resorts, parks and businesses. www.gotajob.com. Hourly, part-time and seasonal jobs. You can fill out an application online. www.teenjobsection.com.Inadditionaltosearchable-by-zip-codejoblistings.this site also offers resume writing advice and interview tips. Also, users can register and set-up a profile and post their resumes online. Employers can review those resumes and contact teens looking for work. www.overseasjobs.col11. Work abroad, overseas careers, expatriates and international employment. www.internjobs.com. A national database of internships for students and recent graduates.

www.resortjobs.col11. Features worldwide resort jobs with ski (and snowboard!) resorts, camps, national parks, cruise ships, restaurants and hotels.

www.volunteermatch.com. Type in your zip code and get back a list ofplaces that need volunteers.

www.coolworks.com. Cool summer jobs, such as working in a national park, an Alaska fishing camp. or volunteering as an environmental activist

America's Job Bank at www.ajb.dni.us. You have to register to use it, but you can search for specific job titles. America's Job Bank is a partnership between the U.S. Department ofLabor and the state operated public Employment Service.

www.caliobs.ca.gov. California State Employment Development Department's Web site. You have to register to use it, but it's free and you can searchjob listings throughout the state. Ifyou're a youth who's interested in working in an office. you might try searching under "Clerical and Administrative Support Occupations," for example.

www.employmentspot.com.This site has job listings and career advice. You don't have to register.

www.monster.com. You can search through job listings. get career advice. get help writing a resume and even post a resume! It's not specifically for youth-a lot ofthe jobs require that you have experience­ but there are some jobs for teens. Look for the words "entry-level."

www.hotjobs.com.This large national online job search web site has a special "entry-level" section. but thejobs listed there often require a college degree! You don't have to register. o

o o

C) University High School 9th Grade Advisory Curriculum 2007 - 2008 Lesson # 27

Expected Scboolwide Learning Results ESLR: Socially Aware Citizens: Respect, Ethics, and Honesty

Lesson #27 Obiective: To complete "Questionnaire for Older Students" and "Quiz for Students on Bullying" and discuss

Journal Prompt: What is bullying? Give an example in your own words.

Pro;!!!!!!!!!: Give students ample time to complete both ofthese surveys. GO OVER QUIZ ANSWERS (SEE ANSWER KEY) Discuss. QUESTIONNAIRE FOR OLDER STUDENTS

Please answer these questions about your life at school. There is no need to give YOUl!' name.

Year Df class _____ Your age in years._____ Yom sex _____

10 How well do you get on with students at this school? (Circle one of the fonowing)

Always Usually Well about Usually Never well well half the time not well well

We are interested in what bullying goes on in this school. We call it bullying when people delib­ erately and repeatedly threaten or hurt a less powerful person by what they do or say.

20 Have you ever been bullied by another student or group this year? (Circle one)

Yes No

If YIDU have answered "yes", indicate how often. each of the foHowmg has happened to you this year (Circle «never", "sometimes", OIr "lOften" in each case)

I have been hit or threatened Never Sometimes Often

I have been called unpleasant names Never Sometimes Often

I have been deliberately left out of things by others Never Sometimes Often

4. How have you felt about being bullied by others? (Circle one answer)

I was never bullied I was bullied but I was bothered I was upset by anyone not bothered by it a bit by it a good deal

5. Do you personally feel safe from being bullied at this school? (Circle your answer)

Always Usually Halfthe time Usually feel Never feel safe unsafe

6. Could you use some help to stop the bullying? (Circle your answer)

Yes Unsure No

Thankyou very mudt

_C2001 Stop the Bullying by Ken Rigby. Pembroke Publishers. PcrmiHion 10DA wpy for c:\assroom use. QUIZ FOR STUDENTS ON BULLYING

Answer by circling "Agree" or "Unsure" or "Disagree" in each case.

Bullying is the same thing as fighting Agree Unsure Disagree Boys usually bully more than girls do Agree Unsure Disagree Kids who are not physically strong always get bullied Agree Unsure Disagree Telling someone you have been bullied usually makes things worse for you Agree Unsure Disagree Bullying mostly happens when there is no-one else around Agree Unsure Disagree Most bullying by boys is physical Agree Unsure Disagree Being bullied repeatedly can make a person depressed Agree Unsure Disagree Some children who have been severely bullied have taken their own lives Agree Unsure Disagree Calling people names can be bullying Agree Unsure Disagree Girls are more likely than boys to bully people by deliberately excluding them Agree Unsure Disagree One can always stop a person from bullying by hitting. them back Agree Unsure Disagree Sometimes when you are being teased, it will stop if yo.u ignore it Agree Unsure Disagree When students at school see bullying going on, they usually try to stop' it Agree Unsure Disagree Bullies generally think badly of themselves Agree Unsure Disagree Some children are bullied because of their race Agree Unsure Disagree Some children are bullied because of some disability such as stammering Agree Unsure Disagree Schools can sometimes reduce bullying Agree Unsure Disagree Some children are more inclined to bully than others Agree Unsure Disagree Children who are bullied a lot tend to have few friends Agree Unsure Disagree Once a bully, always a bully Agree Unsure Disagree 8/ WHAT TEACHERS CAN DO ABOUT BULLYING

10 HELPING 1'0 CREATE A SOCIAL /ETHOS IN! WHICH BULLYING IS lESS Il.lKElY m HAPPEN (i) Personally modelling pro-social, respectful behaviour in interactions with students, parents and other staff. (ii) Developing and tnaintaining good classroom management. As well, it is important to avoid unduly pressuring or bullying students. Sometimes teachers under stress go beyond being appropriately authoritative and descend into sarcasm and intimidation. (iii) Ensuring as far as possible that the educational tasks and the way they are presented engage the interests of all students. Sometimes students bully out ofboredom. (lV) Where practicable. include tasks that require cooperation between class members for successful completion. {"ij') Miumilmise situations in which students are unoccupied, ulllSupenrised, and in dose proximity Ito othelt'S whom they may not ·wish Ito be near, especially over extended peri­ ods. This can and often does occur When teachers are latte for a class or are called away from a class, and when students are waiting for long periods for a canteen to open or for public transport to arrive or are in transit on long journeys by bus.

2. AOlVELY DISCOURAGING BULLYING (i) By being observant and responding appropriately when bullying occurs in classrooms or at recess, according to the nature and severity ofthe bullying (see Sections 30 and 31). (if) Where appropriate, informing other staff members of incidents and initiating proce­ dures agreed upon by the school to deal with perpetrators.

3. PROVIDING SUPPORT AND ADVICE (i) By being open to listen to students wbo believe that they are being victimised (and to their parents) if they Wish to talk about it. (ff) By offering advice or suggestions. when asked, or by providing access to specialised counselling help ifneeded (see Section 32).

4. EDUCAUNG ABOUT BULLYING (f) By facilitating. class discussions on bullying at school. (li) Where practicable, developing in students relevant skills in assertiveness, conflict reso­ lution and peer mediation (see Section 29). QUIZ FOR STUDENTS ON BULLYING (ANSWERS)

BuUying is the same thing as fighting Agree Unsure Disagree Boys usually bully more than girls do Agree Unsure Disagree Kids who are not physically strong always get bullied Agree Unsure Disagree Telling someone you have been bullied usually makes things worse for you Agree Unsure Disagree Bullying mostly happens when there is no-one else around Agree Unsure Disagree Most bullying by boys is physical Agree Unsure Disagree

Being bullied repeatedly can. make a person depressed A!mIl'I2!@ Unsure Disagree Some Children who have been severdy bullied have taken their own lives A~II'I2!@ Unsure Disagree Calling people names can be bullying Agree Unsure Disagree Girls are more likely than boys to bully people by deliberately excluding them Agree Unsure Disagree One can always stop a person from bullying by hitting them back Agree Unsure Disagree Sometimes when you are being teased. it will stop ifyou ignore it Agree Unsure Disagree When students at school see bullying going on, they usually try to stop it Agree Unsure Disagree Bullies generally think badly of themselves Agree Unsure Disagree Some children are bullied because of their race Agree Unsure Disagree Some children are bullied because of some disability such as stammering Agree Unsure Disagree Schools can sometimes reduce bullying Agree Unsure Disagree SOme children are more inclined to bully than others Agree Unsure Disagree Children who are bullied a lot tend to have few friends Agree Unsure Disagree Once a bully, always a bully Agree Unsure Disagree

8'1 University High School 9th Grade Advisory Curriculum 2007 - 2008 Lesson # 28

Expected Schoolwide Learning Results ESLR: Socially Aware Citizens: Respect, Ethics, and Honesty

Lesson #28 Objective: To continue discussion on bullying.

Journal Prompt: What did you learn yesterday/last week about bullying? Name two ideas.

Process: Read "The Means of Bullying" and "What Students Can Do About Bullying" Discuss. THE MEANS Of BULLYING

The ways people bully can be classified (with examples) as follows. ! DIRECT INDIRECT

Verbal abuse G Verbal insults .. Persuading another person to <> Unfair criticism criticise or insult someone .. Name calling .. Spreading malicious rumours " Anonymous phone calls and e-mails

GesturaL abuse co Threatening or obscene " Deliberate turning away or gestures averting one's gaze to ignore " Menacing stares someone

\Physical means " Striking co Getting another person to Ii> Throwing things assault someone " Using a weapon o Removing or hiding belongings

Relational bullying • Forming coalitions .. Persuading people to exclude against someone someone

For all groups of persons - students. teachers and parents - verbal means are the most common form of bullying. The means may vary in sophistication or subtlety, from crude name-calling and up-front insults more common among children. to the use of cruel sarcasm, innuendo and rational-sounding (but knowingly unfair) criticism employed by older students and adults. Indirect verbal bullying may occur when the perpetrator seeks to hurt someone without revealing his or her identity. Gestural bullying, again, may vary in subtlety from finger signs and tongue poking to rolling ofthe eyes- and a deliberately inappropriate poker face. In most school communi­ ties. physical means are the least commonly practised, but occur more frequently among boys and among younger students. Although not physically hurtful, the continual removing ofbelongings is common in many schools. The effectiveness ofrelational buUytng depends on deliberately reduc­ ing the enjoyment a victim may have through satisfying personal relationships, and appears to be practised more among girls. A further distinction is between bullying perpetrated by individuals and bullying by groups. The distinction is sometimes difficult to J:lUlke because individual bullies are often sustained by groups or associates. But some bullying is exclusively one to one, while another type may consist of gfoup against an individual who may be a student, a teacher or a parent. In practice. bullying may involve several or all ofthese means, but remembe-r that it is not just the actions themselves that constitute bullying. One must also take into account the power imbalance and whether the actions were justified or not. WHAT STUDENTS CAN DO ABOUT BULLYING

These are suggestions to show how students can actively participate: 1. Take part i1m the development of the school policy against IInIlUy1rilg. Student rep­ resentatives can make useful contributions and help to evaluate suggestions.

~. Speak up at schoo~ assemblies against !buLLying. Students who take a stand against bullying are far more influential than staff members who may simply make speeches.

3. Form ill welcoming committee for new students when they start school. 4. HeLp in the deveLopment of an orientation package for new students. S. Visit feeder schools to reassure students who will be coming to their school that they can count on being helped if they encounter any troublesome students.

tID. lHl@ljpl hil jplll!lfID~~d!jjhil@ @lfi'il'itn=lIDll!IQl~~IJil@ !Jil@Qiird@!jj by designing PQsters 21nd. wri.ting 2100\\11: bull.~ying in schQQl magazines.

/J • iIIile&~@ iiit i%Uil@WIfil itlhie&it. it.rtn@~ wm rtn®ajpl if@aa@w !jjitl!ll@@lJilit!jj who have pmMems related to bullying. Students may be informed about how particlLilar student-helpers can be con­ tacted. 8. Give advice to students on how they might handle contlict constructively, avoid being bullied and get help if needed. 9. Look out for students who are having problems in their relationships with others and offer them support. 10. Provide staff with information about ongoing bully/victim problems, for example. where problems may be arising, and which students are involved.

11. Help directly in the resolution of bully/victim p~blems. Depending on the readi­ ness of the school to approve the involvement of students in counselling or dispute res­ olution roles, selected students may act to resolve bully/victim problems under the general supervision of a staff member. For such work, the school may decide to provide special training and access appropriate resources (see Section 29). 12. Help monitor changes in student behaviour as a consequence of anti-bullying ini­ tiatives. UDiversity High School 9th Grade Advisory Curriculum 2007 - 2008 Lesson # 2'

Expected Schoolwide Learning Results ESLR: Socially Aware Citizens: Respect, Ethics, and Honesty

Lesson #2'Objective: To continue discussion on bullying and create a poster campaign to stop bullying.

Journal Prompt: What kinds of feelings came up and what thoughts crossed through your mind while discussing bullying? Have you ever been bullied or been the victim of bullies in school or in your communities?

TEACHERS: THIS IS A SENSITIVE TOPIC, PLEASE DO NOT REQUIRE STUDENTS TO VERBALIZE THEIR EXPERIENCE, YOU MAY READ ABOUT IT PRIVATELY.

Process: Read the "Anti-Bullying Policy" Discuss.

Have students bring markers, colored pencils, and a poster board to school. Design posters to be made during advisory for an "Anti-bullying Campaign" which all 9th grade advisories are completing. Anti-BllIUyimlg Polley

Def"mitiollll: Bullying is defined as aggressive behavior that invlOlves an imbalance efreal lOr perceived physical lOr psychological plOwer amlOng these invelved. Typically the behavior is repeated over time and includes the use ofhurtful words lOr acts. Bullying behaviors include, but are nlOt limited to:

® Verbal: Hurtful name-calling. teasing. gossiping. making threats, making rude noises, or spreading hurtful rumors.

€I Nonverbal: Posturing, making gang sign, leering, staring, stalking, destroying property. using graffiti or graphic images, or exhibiting inappropriate and/or threatening gestures or actions.

e Physical: Hitting, punching, pushing, shoving, poking, kicking, tripping. strangling. hair pulling, fighting, beating. biting, spitting. or destroying property.

@ Emotional (Psychological): Rejecting, terrorizing. extorting, defaming. intimidating, h11lmiLliating. blackmailing, manipulating friendships, isolating. ostracizing, using peer pressme or rating or ranking personall characteristics.

e eyber Bullying: Sending insulting or threatening messages by phone, e~mail. Web sites, or any other electronic or written communication. What can be done about bullying at school, at school-related events and traveling to and froDl school? 1. Become aware ofwhat bullying behaviors look and feel like. Recognize that this is not nonnal. human treatment ofothers and no one deserves to be treated this way-nor should they be. 2. Take responsibility for helping to create a safe school environment. 3. Do not engage in or contribute to bullying behaviors, actions or words. 4. Treat everyone with respect. Be sensitive as to how others might perceive your actions or words. S. Report bullying incidents to trusted teachers, staffand administrators, so that both the victims and the bullies can get the help they need. 6. Never engage in retaliatory behavior or ask of; encourage, or consent to anyone's taking retaliatory actions on your behalf. Student Activity Journal WritiDg Take a few minutes to reflect upon your own experience as you listened and participated in the discussion on bullying. What kinds offeelings came up and what thoughts crossed through your mind? Have you ever bullied or been the victim ofbullies in school or in your communities? ' . . .

B8 University High School 9th Grade Advisory Curriculum 2007 -2008 Lesson #111

Expected Schoolwide Learning Results ESLR: Socially Aware Citizens: Respect, Ethics, and Honesty

Lesson #30 Objective: To complete "Rating Your Behavior Handout"

Journal Prompt: Have you ever interrupted someone who is telling a racial or ethnic joke? Why or why not?

Process: Read and complete "Rating Your Behavior Handout"

TEACHERS: ONCE AGAIN, SENSITIVE MA TERlAL, AS PROFESSIONAL, PLEASE GO THROUGH EACH QUESTION WITH STUDENTS TO CLARIFY MEANING.

"" ­ Writing for Change RAISING AWARENESS OF DIFFERENCE, POWER, AND DISCRIMINATION

10 3 Rating Your Behavior Handout

Directions Answer the following questions by rating your behavior on a scale of 1 (Never) to 5 (Always), Circle the appropriate answer. How often do you: never always Interrupt someone who is telling aracial or ethnic joke? 1 2 3 4 5 Read about the achievements of people with physical or mental disabilities 1 2 3 4 5 Challenge friends expressing agender stereotype? 1 2 3 4 5 Send emails to TV or radio stations that broadcast "news" stories with cultural or racial biases? 1 2 3 4 5 t)(amine your own language for unconscious bias or stereotypes? 1 2 3 4 5 Ask exchange students Questions about their countries of origin? 1 2 3 4 5 Recognize compulsory heterosexuality in the media? 1 2 3 4 5 Volunteer your time for a cause you support? 1 2 3 4 5 Donate goods or money to shelters for battered women or homeless people? 1 2 3 4 5 Intervene when aperson or group is sexually harassing someone? 1 2 3 4 5 Think about the definition of "rape"? 1 2 3 4 5 Truly appreciate a friend's differences from you? 1 2 3 4 5 Take the lead in welcoming people of color to your class, club, job site, or living situation? 1 2 3 4 5 Challenge the cultural expectation of slimness in women? 1 2 3 4 5 Protest unfair or exclusionary practices in an organization? 1 2 3 4 5 Ask a member of an ethnic group different from yours how that person prefers to be referred to? 1 2 3 4 5 Think about ways you belong to oppressor and oppressed groups? 1 2 3 4 5 Identify and challenge "tokenism"? 1 2 3 4 5 Examine your own level of comfort around issues of sexual orientation and sexual practices? 1 2 3 4 5 Celebrate your uniqueness? 1 2 3 4 5 Variation After you have rated your behaviors. examine your responses for patterns. Did you surprise yourself in any regard? Are there any behaviors you would like to engage in less frequently? More frequently? How will you implement those changes?

LOCKHART & SHAW TEACHINGTOLERANCE.ORG STUDENT HANDOUT PG 1 OF 1 Writing for Change RAISING AWARENESS-Of DIffERENCE, POWER, AND DISCRIMINATION

1..3 Rating Your Behavior

Objectives Explore the frequency with which students engage in behaviors that challenge or perpetu­ ate"-isms:' Uncover attitudes and feelings that affect likelihood of engaging in such behaviors. Materials needed Copies of handout Time needed five to ten minutes lil11l.$ftJr1ll\doIr

LOCKHART & SHAW TEACHINGTOLERANCE.ORG TEACHER'S INSTRUCTIONS h. University High School 9th Grade Advisory Curriculum 2007 - 2008 Lesson # 31

Expected Schoolwide Learning Results ESLR: Socially Aware Citizens: Respect, Ethics, and Honesty

Lesson #31 Objective: To read and discuss "Responding to Bullying Handout"

Journal Prompt: What does "oppressive" mean in your own words?

Process: , Read the SCENARlO on the "Writing for Change: 2.2 Responding to Bullying Handout"

On back page, there are questions, have students answer questions injoumals and as class. Writing for Change RAISING AWARENESS OF DIFFERENCE, POWER, AND DISCRIMINATION

202 Responding to Bullying Handout

Directions Consider the following range of responses to oppressive behavior:

$ Actively joining in the oppressive behavior

o Not responding to the oppressive behavior

<> Educating oneself about the oppressive behavior

o Interrupting the oppressive behavior () Supporting Qthers' plrOactive resPQnse tQ the QPpressive behavicr

o Initiating a prcactive resPQnse tc the QPpressive behavicr Now cQnsider the following scenario: In a university gymnasium, five adults ofvarious ages are engaged in swimming laps, some swimming freestyle, some using kickboards, in lanes along the long axis of the pool. The lane markers have been removed for cleaning. A lifeguard watches from a chair a few yards away. A group offour students approaches and noisily enters the pool, laughing, splashing, and playing, swimming across the short axis and cutting across the lanes of the five swimmers. After a few moments, when the behavior ofthe newly arrived group continues, one of the original swimmers leaves the pool. Another begins to swim shortened laps in a lane at the far end ofthe pool. Two others cross to the side of the pool and remain in the water, watching the newly arrived group. The fifth swimmer, using a kickboard, continues to swim laps in a lane along the long axis ofthe pool. The newly arrived group continues to ignore the original swimmers and to splash and play across the short axis ofthe pooL After the third time one ofthe newly arrived group cuts across the lane, the fifth swimmer says politely, "Excuse me; the lanes for swimming laps are going in this direction:' and indi­ cates the long axis ofthe pool. Three ofthe newly arrived group ignore the fifth swimmer's comment, and the fourth replies, "Yeah, well, I'm only swimming in one direction:' The fifth swimmer responds firmly, "We are already established going in this direction:' and continues to swim. The newly arrived group moves out ofthe way but begins to make loud comments including profanity and derogatory remarks about the fifth swimmer's appearance. The lifeguard continues to watch. One ofthe other original swimmers leaves the pool.

LOCKHART & SHAW TEACHINGTOLERANCE.ORG STUDENT HANDOUT PG 1 OF 3 The fi.fth swimmer continues swimming laps while the newly arrived group continues to engage in derogatory remarks. splash water in. the swimmer's face. and move in and out ofthe lane the swimmer is using. Ofthe remaining original swimmers, one continues swimming shortened laps, and the other continues to watch without speaking. as does the lifeguard. When finished with laps, the fifth swimmer leaves the pool and approaches the lifeguard, asking. "Did you see what they were doing?" indicating the newly arrived group. 'The lifeguard responds carelessly. "Ah. they didn't mean any harm:' The newly arrived group proceeds to occupy the entire area ofthe pool. and the remaining two original swimmers now leave the water. Based on the scenario given above. and in light ofthe range ofpossible responses to oppres­ sive behavior. analyze the behavior ofeach ofthe participants in the situation. Answer the follOWing questions: What was the responsibiHty ofeach ofthe individuals h1lVolved?

Based on what you know. do you think each participant behaved appropriately? Ifnot, what do you think each should have done differently?

Now assign each ofthe participants an age, an academic standing, a gender, and an ethnic­ ity. Analyze their behavior. Do your feelings about each persons behavior change ifyou assume that the fifth swimmer wasfemale? Ifthe lifeguard was white? Ifthe disruptive group was elderly? The original swimmer who left was faculty? What ifthe disruptive group was black? Ifthe observers were freshmen? Ifthe lifeguard was female? Ifthe fifth swimmer was Asian? Think about how and why these factors might change your expectations ofeach person involved.

LOCKHART &c. SHAW TEACHINGTOLERANCE.ORG STUDENT HANDOUT PG 2 OF 3 University Higb School 9th Grade Advisory Curriculum 2007 - 2008 Lesson # 32

Expected Scboolwide Learning Results ESLR: Socially A ware Citizens: Respect, Ethics, and Honesty

Lesson #32 Objective: To discuss tolerance.

Journal Prompt: Write down an example of an experience you either had or witnessed recently where someone was intolerant of someone else. How did it make you feel? How did you react to it?

(TEACHERS: THIS IS A SENSITIVE TOPIC, PLEASE DO NOT REQUIRE STUDENTS TO VERBALIZE THEIR EXPERIENCE, YOU MAY READ ABOUT IT PRlVATELY.)

Process: Hand out "How Tolerant Are You? Students shall answer questions in their journals (questions located at bottom of page). Discuss. Teacher/Student Edition Grade• 9,10,11.12 Student Handout Page 1 of 1 How Tolerall1lt Are You?

~l11strtl.llcttioll1ls: Next to each question, write the number that you think best represents your current level of tolerance.

5 =Always 4 = Frequently 3 =Sometimes 2 = Rarely 1 = Never

1. I display tolerance toward others regardless of age, culture, religion, or gender.___

2. I show respect toward adults and authority figures. ___

3. I am open to knowing people with different backgrounds and beliefs than mine. ___

4. ! voice displeasure and concern when someone is insulted or put down. ___

5. I stick up for the "underdog", and I don't allow unfairness or intolerance.___

6. ~ refrain from making comments or jokes that put another group or person down.--- 7. I have pride in my culture and heritage. ___

8. I am friendly and open to people regardless of their race, religion, sexual orientation, beliefs, appearance, age, gender, disabilities, or culture. ___

9. I focus on the positive traits of others instead of on their differences. ___

10. I refrain from judging, categorizing, or stereotyping others. ___

Add up your scores. If you score 40 to 50, you are considered a tolerant person! If you scored 30 to 40, you need to look at wh'ich numbers you scored low on and do your best to work on those. A score of 20 to 30 shows signs of potential problems. A score of 10 to 20 reveals potential danger, and you should consider getting help to increase this virtuel

After you have totaled up your score, answer the following questions on the back of this sheet: ~ Write down an example of an experience you either had or witnessed recently where someone was intolerant of someone else. How did it make you feel? How did you react to it? ~ Do you think people are born tolerant, or do they become tolerant? If they become tolerant, how does it happen? ~ Who are some people that you know who are tolerant? What makes them tolerant? ~ When you witness someone being intolerant to someone else, what do you think it shows about that person? ~ As both population and diversity increase, do you think tolerance is more or less important? How can we improve it as a society? University High Scbool9th Grade Advisory Curriculum 2007 -2008 Lesson # 33

Expected Schoolwide Learning Results ESLR: Socially Aware Citizens: Respect, Ethics, and Honesty

Lesson #33 Objective: To uncover attitudes about sexual orientation

Journal Prompt: What is homophobia? What is compulsory heterosexuality?

(TEACHERS: THIS IS A SENSITIVE TOPIC, PLEASE DO NOT REQUIRE STUDENTS TO VERBALIZE THEIR EXPERIENCE, YOU MAY READ ABOUT IT PRIVATELY.)

Process: Read "Writing for Change: 1.5 Uncovering Attitudes about Sexual Orientation" Have students answer questions on worksheet and discuss. Hand out "Definitions" worksheet, discuss.

For further investigation: University High School's Gay Straight Alliance GSA for all students: gay, lesbian, bisexual, queer, questioning, trans gender, and straight.

GSA club meets on Wednesdays and Fridays during lunch in Room 184. Contact Ms. Schulman, Mr. Moody, or Ms. Soles for further information. Writing for Change RAISING AWARENESS OF DIFFERENCE, POWER, AND DISCRIMINATION

105 Uncovering Attitudes About Sexual Orientation Handout

Directions Consider the following definitions: Homophobia: Thoughts, feelings, or actions based on fear, dislike, judgment, or hatred ofgay men and lesbians/of those who love and sexually desire those of the same sex. Homophobia has roots in sexism and can include prejudice, discrimination, harassment, and acts ofviolence. Compulsory heterosexuality: The assumpttion th.at women are "naturally'" or innately drawn sexually and emotionaHy toward men, and men toward women; th.e view th.at ne1teroseJruali­ ity is the "norm" for alii sexual relationsnips. The institutionaUzation of h.eterosexuality in aU aspects of society includes the idealization of heterosexual orientation. romance, and mar­ riage. Compulsory heterosexuality leads to the notion of women as inherently "weak~ and the institutionalized inequality of power: power of men to control women's sexuality. labor, childbirth and childrearing, physical movement, safety, creativity, and access to knowledge. It can also include legal and social discrimination against homosexuals and the invisibility of or intolerance toward lesbian and gay existence. Identify ways in which homophobia and compUlsory heterosexuality are at work in your daily life:

Find some examples of compulsory heterosexuality in your daily life. Consider the main­ stream media, advertising, political campaigning, your religious milieu, your workplace, the law, your discipline or major, your insurance coverage, your clubs or organizations, and the like. What assumptions and values do these venues represent? Do the same with examples of homophobia. Ask yourself the following questions: How are you affected by compulsory heterosexuality?

" LOCKHART & SHAW TEACHINGTOLERANCE.ORG STUDENT HANDOUT PG 1 OF 2 How are you affected by homophobia?

How would you be affected if your sexual orientation were different than it is now?

How would others you know - friends, family members, classmates, members in your dubs or organizations - be affected.?

How will understanding these definitions change your thinking about compulsory hetero­ sexuality and homophobia?

Will it change any ofyour behaviors? Ifso, how?

Variation Consider the definition ofthe term "racism:' Use this definition. or create your own: Racism: The systematic mistreatment of people of color based on the belief in the inherent superiority ofone race and thereby the right to dominance. Racism is one manifestation of institutionalized differences in economic, social, and political power inwhich ,members of some ethnic and cultural groups benefit at the expense of others.

LOCKHART & SHAW TEACHINGTOLERANCE.ORG STUDENT HANDOUT PG 2 OF 2 ha 1!.JrnRveJrSity High School GllIY Straight AIHance (GSA) 2007-2008 What is GSA?

Uni's Gay Straight AlJiance (GSA) is a student-run club that welcomes all Uni students: lesbian, gay, bisexual, transgender, queer, questioning and straight. Our goal is to promote safety & respect. Our club provides a relaxed environment to discuss issues in the Uni GSA community.

How can I help support GSA?

By posting our club sign in your classroom or office you are building a safe community for all Uni students and lessening the isolation that gay, lesbian, bisexual, transgender, questioning/queer (LGBTQ) might otherwise experience.

What if I don't feel comfortable talking about LGBTQ issues?

You can still provide support by posting our club sign and holding a zero tolerance policy in accordance with the nondiscrimination law AS 537 in your classroom for using words like "gay," "faggot," or "homo."

What is AB 537?

AB 537 is California's School Safety and Violence Prevention Act that prohibits discrimination in schools on the basis of actual or perceived sexual orientation and gender identity. The nondiscrimination policy also prohibits harassment and discrimination on the basis of sex, ethnic group identification, race, ancestry, national origin, religion, color, or mental or physical disability.

How else can I support GSA?

Teachers, administrators, and staff are always welcome to drop by any Wednesday and/or Friday meeting in Room 184 to show our students support and safety just by saying "hi".

Who can I contact on campus for more information about GSA?

• GSA Faculty Advisors: Ms. Schulman, Mr. Moody, and Ms. Soles • Principal: Ms. McGehee • Assistant Principals: Mr. Castelo. Mr. Blank, Mr. Galedary, Mr. Shropshire • Dean's Office: Ms. Cole • Peer Mediation: Ms. Crowley • GSA Network: www.gsanetwork.org

This letter is approved by Ms. McGehee, University High School Principal. HOMOPHOBIA LESSON: GLOSSARY

PLEASE COpyAND DISTRIBUTE TO ALL STUDENTS.

The following definitions will help you to understand and properly use some of the terms associated with sexual orientation and gender identity:

Biological Sex: This can be considered our ··packaging" and is determined by our chromosemes (XX for females; XV for males); our hormones (estrogen/progesterone for females, testosterone for males); and our internal and external genitalia (vulva, clitoris, vagina for females, penis and testicles for males). About 1.7% ofthe population can be defined as intersexual-born with biological aspects of both sexes to varying degrees. So, in actuality, there are more than two sexes.

Gender Identity: Our innermost concept of self as ., male" or "female"-what we perceive and call ourselves. Individuals are conscious ofthis between the ages of 18 months and 3 years. Most people develop a gender identity that matches their biological sex. For some, however, their gender identity is different from their biological sex. We sometimes call these people transsexuals, some of whom hormonally and/or surgically change their sex to more fully match their gender identity.

Gcelllldler 1R@~e: This is the set of rotes and behaviors assigned to females and males by society. Our culture recognizes two basic gender roles: masculine (having the qualities attributed to males) and feminine (having the qualities attributed to females). People who step out oftheir socially assigned gender roles are sometimes referred to as transgender. Though transgender has increasingly become an umbrella term referring to people who cross gender/sex barriers, many people find any umbrella term problematic because it reduces different identities into one oversimplified category.

Transgender: Refers to those whose gender expression at least sometimes runs contrary to what others in the same culture would normally expect. Transgender is a broad term that includes transsexuals, cross-dressers, drag queens/kings, and people who do 110t identify as either ofthe two sexes as currently defined. When referring to transgender people, use the pronoun they have designated as appropriate, or the one that is consistent with their presentation of themselves.

Transsexuals are individuals who do not identify with their birth-assigned genders and sometimes alter their bodies surgically and/or hormonally. The Transition (formerly called "sex change") is a complicated, multi-step process that may take years and may include, but is not limited to, Sex Reassignment Surgery.

Gender Expression: Refers to the ways in which people externally communicate their gender identity to others through behavior, clothing, haircut, voice, and emphasizing, de-emphasizing, or changing their bodies' characteristics. Typically, transgender people seek to make their gender expression match their gender identity, rather than their birth-assigned sex. Gender expression is not necessarily an indication ofsexual orientation. SexlIIaD Orientation: This is determined by our sexual and emotional attractions. Categories of sexual orientation include homosexuals--gay, lesbian-attracted to some members of the same sex; bisexuals, attracted to some members ofmore than one sex; and heterosexuals, attracted to some members ofanother sex. Orientation is influenced by a variety of factors, including genetics and hormones, as well as unknown environmental factors. Though the origins of sexuality are not completely understood, it is generally believed to be established before the age offive.

SexlIIai Identity: This is how we perceive and what we call ourselves. Such labels include "lesbian," "gay," "bisexual," "bi," "queer," "questioning," "heterosexual," "straight," and others. Sexual Identity evolves through a developmental process that varies depending on the individual. Our sexual behavior and how we define ourselves (identity) can be chosen. Though some people claim their sexual orientation is also a choice, for others this does not seem to be the case.

Coming Out (ofthe closet): To be "in the closet" means to hide one's identity. Many LGBT people are "out" in some situations and "closeted" in others. To "come out" is to publicly declare one's identity, sometimes to one person in conversation, sometimes to a group or in a public setting. Coming Out is a Iife-Iong process-in each new situation a person must decide whether or not to come out. Coming out can be difficult for some because reactions vary from complete acceptance and support to disapproval, rejection and violence.

QMe

Questioning: Refers to people who are uncertain as to their sexual orientation or gender identity. They are often seeking information and support during this stage oftheir identity development.

Straight Ally: Any non-LGBT person who supports and stands up for the rights of LGBT people.

Homophobia: Refers to a fear or hatred of homosexuality, especially in others, but also in oneself(intemalized homophobia).

Heterosexism: Bias against non-heterosexuals based on a belief in the superiority of heterosexuality. Heterosexism does not imply the same fear and hatred as homophobia. It can describe seemingly innocent statements, such as "She'd drive any man wild" based on the assumption that heterosexuality is the norm.

Transphobia: Fear or hatred oftrans gender people; transphobia is manifested in a number of ways, including violence, harassment, and discrimination.

Some definitions adaptedfrom: Warren J. Blumenfeld. co-author Looking at Gay and Lesbian Life and ed. Homophobia: How We All Pay the Price University High Scbool91th Grade Advisory Curriculum 2007 - 2008 Lesson # 34

Expected Schoolwide Learning Results ESLR: Socially Aware Citizens: Respect, Ethics, and Honesty

Lesson #34 Objective: To continue discussion on homophobia via "Hate in Alabama" article (teachingtolerance.org)

Journal Prompt: How can students support gay, lesbian, bisexual, transgender, queer, questioning and straight allies on campus?

lP'II"OCteS§: Read "Hate in Alabama" Article. Discuss in Socratic Seminar style.

If time, read "Disposable People" or save for next advisory. ~-' -, H" t In bama

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.~•••. ".: _ i I • •.• •• University High School 9th Grade Advisory Curriculum 2007 -2008 Lesson. # 35

Expected Schoolwide Learning Results ESLR: Socially Aware Citizens: Respect, Ethics, and Honesty

Lesson #35 Objective: To complete "Cloze Procedure" activity to discuss tolerance and scapegoating.

Journal Prompt: What is your race and culture? Do you identify with your race and culture? Why or why not? What are some stereotypes about your culture? lP'll"oces§: Have students complete the doze procedure by writing in their race/ethnicity/culture in the blanks. Read aloud a volunteer from the group.

Questions for discussion: • Is it true that almost every race/ethnicity/culture has been persecuted? • Why do societies engage in scapegoating? • Who are.the scapegoats of current times? • How can we change ourselves individually to promote tolerance? have suffered from racism. In ancient times, hatred of the ______was mainly (in expression @f untolerance. The Greeks If.md Romans, who worshipped numerous gods and goddesses, ridiculed ______monotheism. for centuries, many blamed the for deaths, and some people continue to justify anti- on those grounds. During the Middle Ages, gruesome legends were created to portray ______as evil. Most cities placed severe restrictions on where ______could live. Our modern word for a minority neighborhood comes from the. old ______of Venice ~ the ghetto. In some places, every _=_~==~ was required t@ wear a yeU@w ID badg~.

!E~lPr~Ssomls @f lPr~judic~ toward J ~w~ @\f~r th~ c~~turo~~ h((iM~ ra~g~d fU"@ffl th persecution to expulsion to slaughter. In the 18 century, Q new emphasis on freedom temporarily broke the pattern. But the rise of nationalism in the 19th century gave anti- Q new foundation: racial pride. This was the idea that brought fascist dictators to power in the early 1930s. Before World War n toppled its government, millions of ______were murdered. A number of public figures in U.S. history have practiced or preached forms of anti-______behavior. During the Civil War, Gen. Ulysses S. Grant ordered all merchants to leave his military district on the grounds that they had been trading illegally in cotton. It apparently didn't matter to Grant that some of his own relatives (and many other non-______) had been doing the same thing. Automotive giant Henry Ford published books and articles in the 1920s that accused ______of plotting to take over the world. In his view, both

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the Civil War' end Abraham lincoln's (Qlssassination had resuit~ from

~~~=_== consporacies.

An AmerucClU't Catholic priest Q f©ltner Charles Coughlin, r©se 1'10 prominence Bin the 1930s with a radio program and Magazine proMoting Qnti-___~~_~ ideas. Ironically. one thing that prevented Coughlin from gaining wider influence WQS the fact that many of tans listeners and readers were also anti-Catholic. More recently, other leaders in America have charged that ______ran the slave trade and continue to exp.loit White Americans economically. This leader's speeches echo many of the aides myths of anti­

=~~~==~ belief Qnd behavior.

"'i)e UU1~t~ St©1t~S, hcdd~rn pr'ejlUldc~s ©1r~ commorti, ~\f~n DlrU ~d\fmLl~qq drd~ of society and government. Many white Protestan country clubs traditionally excluded ______from membership. Similarly, the "old boy" networks of the foreign service and certain elite universities once used quotas and other restrictions to limit ______admission. While most such policies are now illegal, patterns of preference in some institutions remain. In the early 1980s the rise of the Skinhead movement brought anti­ ______behaviour in "the U.S. to a new level of violence. Incidents of personal harassment and assaults against by white supremacist youths increased dramatically during that decade, along with vandalism of ______places of worship and cemeteries.

like most white supremacist groups, Skinheads combine hatred of ______with general intolerance toward all minorities. Their devotion to "white power" has often allied them with older white supremacists, who welcome a new generation willing to fight in the name of hate. University Higb School 9th Grade Advisory Curriculum 2007 -2008 Lesson # 36

Expected Schoolwide Learning Results ESLR: Socially Aware Citizens: Respect, Ethics, and Honesty

Lesson #36 Objective: To read"Anti-Semitism in History" and "The Circle of Hate" and discuss tolerance and scapegoating.

Journal Prompt: What did we discuss yesterday in advisory? What topics do you remember? You may review your journal. lP'll"@CIe§§: Read "Anti-Semitism in History" and "The Circle of Hate" Discuss with Socratic Seminar.

You may choose to read "Nativism and the Know-Nothings" and "Majority Rule" as wel1. l\nti-Semitism in His!ory

~ - ALMOST EVERY'I:I"HERE jl2WISH PEOPLE H ..WE l.I\'ED IN THE An American Catholic prfest: Fifher Charle~ Coughi.m. worid, they have suffered from anti-Sen".itism. (TheJews rose ttl prominence in the 19305 v;ith a radio program and belong to a popuiation group known a~ the Semites. Arab~ magazine promoting anti-Semitic ideas. lronicaii:; one are Semites. too, but the term anti-Semitic usuaUy means thing that prevented Coughlin from gaining 'wider intlu­ "anti·:Tev1!ish."') In ancient rimes, hatred oftheJews WBS ellce wa.s the fact that many ofhi!". listener~ 2nd readers mainly an expression ofreligious intolerance. The Greek!> were also anti-Catholic. and Romans, who worshipped numerous gods and god­ More recentlJ~ Nation ofIslam ieader Louis Farrakhan desses, ridiculedJewish monotheism. For centuries, many has charged thatJews ran the slave trade and continue: Christians blamedJews for the death ofJesus, and some to e.xploit African Americans economically. Farrakhan'li people continue to justify anti-Semitism on those grounds. speeches echo many ofthe oldest myths ofanti-Semitism. Duringthe Middle Ages, gruesome legends were cre­ \l{·'hile such open expressions ofhatred towardJews are ated to portrayJews as evil. Most cities ofEurope placed rare in the Uniteil Stares, hidden prejudices are common, severe restrictions onwhereJews could live. Our modern e,'el1 in "civilized" circl~~. of.societ:\' andgovernment. Many word for a minority neighb~rho~d comes from the old white Protestant eountry dubs traditionally excludedJews Jewish section ofVenice - the ghetto. In some places, from membership. Similarly, the "old boy'" netwOrks of every Jev;, was required to wear a yellow ID badge. the foreign service and certain elite unh'ersities once used Expressions ofprejudice towardJews over the centuries quotas and other restrictions to limitJewish admission.. have ranged from persecution to expulsion toslaughter. In 18th V{lhile most such policies are now illegal, parr-ems ofpref­ century Eu.rope~ a new empha.sis onreligious freedom tempo­ erence in some institutions remain. r..rily broke the patrem. But the rise Qfnationalism in the 19th In the early 19805, the rise ofthe Nazi Skinhead move­ r:emurygave anti-Sem.il:ism a. nev.- foundation: racial.pride. ment brought anti-Semitism in the \.J.S. to a new level of This ",ras the idea that violence. Incidents ofpersonal brought AdolfHicler ~o power harassment andassaults against inGem'WlY inthe early 1930S­ Jews bY'white supremacist Before WorldWar II toppled youths increased dramatically l-Iitler's government, his Nazi during t:hat decade, alongwith party had murdered some {; vandalism ofsynagogues and millionJews, Jewish cemeteries. A number ofpublic figw'es Like most white suprenla­ in U.S. history have practiced cist groups, Skinheads.com­ or preached forms ofanti­ bine hatred ofJewswith a _.. ?~tis~D~ th,.~ Ci;11 . .,., geD~g.l IDtolenmGe toward _···:t!.Wal,Geti,.t:1yssesS. Grant alll.1"i1borities. Their devotion ordered allJewish merchants to '\\itite pO"""er" has ohen to leave his military disttict allied them with olderwhite on the grounds that they had supremacists, who welcome a been ttadio& illepJiy in cot­ new generationwilling to fight ton, It apparently didn't mat­ in the name ofhate. terto Grant that some afhis oWn:!:tdatms (and many other noi'l~) had been doing the suP,e.~; .01."':';'_ • • tHenry ~umot1ft gum Fortl:p@iished books and articles 'iJl'(he 19'osdlat ~~~)ms ofplotting to lC£~·thewGdd. Inhis ~;b:otll'tht Ci:ril Waf- and ~'LinctJ!n's assassina­ dQfil1.~~ted fromJewish A Jewish occupant of theWllrSElw ~s. ghetto. wearing the yellow star. IN CONTEXT 1 he Circle ofHate

THE KU KLUX KLAN THAT TIGER KNOWLES AND HENRY HAYS Catholks,Jews and organized labor. in addirion to its tta­ belonged to was a faded remnant of an organization that ditioxlal enemy, Blacks, onc~ boasted more than 4 million members nationwide, To the old Klan hallmarks ofnight rides, hooded robes Bu~ the first :Klan meeting - in De<:ember 1865. - was as and ehiborate rituals, the newgr«)up added an ast«)nish­ sm~1ls the bad--yard .meetmgs dfUlrit 900, iI\g symbol - the bunung cross, Intended both to inspire StW stinging from General Lee!s sUlTcntier nine months Whites and to frighten Blacks, cl'oss-'burningwas for e8l'lier, sixyoung Confederate veterans gathered in a ~l1len a means oLpr:oclainUng the "God~n s\lprem­ ~ Tenn., law office to form a secret social dub. They acy ofthe whiteraoe." A m.assive' recruinnetlH;::~~ took:nle niune Ku-Klux from the Greek word meaning cast the Klan as the true defender ofAmerica's racial~ reli­ "citde." At fir~t, the group won a reputation for elaborate gious and moral order. pranks .d~si8rted-to fr~ghten Blacks newly freed from slavery. Men1.bership su1"ged in the Mit'iWes.t as well as-the Mischlefturned to violence. however, as the growing South, reaching a peak in the 19:!0$; Dutjogthat decade, l

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..d .. L };.. l\l'I:.?,,!C;...~·S - r:vf.~: 'TH05E K:";'O\'t;""K TODAY AS I-';:ATIVE These groups published anti-immigrant and anti-Catholic f_me:ricans - 2.,-e either descended from immigrants Of Hterature a\'ld supported local political candidates ~·ho a! e irr.olnigra;1t~" 'Lhern.se!ves. "l'~he: firsr ';'C.ve of 11'11 migration shared their \"ie~. Fl'om their policy ofrefusing to answer occu:Ted more than "5.000 yean ago. ",hen people began oU'l:siders" questions about their organizations, members entering the. uninha.bited continent on foot from north­ acquired the name Know-Nothings. eastern A.sia. Sevei"al thousand years later came explorers As nativist ideas became more popular in ,the 18505, the and Inissionaries and colonists from Europe. The slave movement emerged from secrecy and entered the national trade ofthe !7th.•8th and 19th centuries hz'ought a mas­ political arena. In 1855,43 members of Congress bel.onged sive forced "immigration" .ofAfricans. to the Know-Nothing Par~ But this prominence was The im.migrants who organized dle 13 American colo­ short-lived. Bj"the very next year, the issue ofslavery ­ nies ,v.ere mostly English. For the flt'St several decades which dhri.D.~. . . : ~hiS.i960 p~si,de~~'campmgajJohn , .·F~·.~ t.Cedquest~~~'IiboUt·~ lOyalties :: . he' . "cath 1iC Iii· ..;;...01...... I.Iexa · ..~" ' 0 .,' . ;a..~w'a~o 5 ::,~~~e;,7;~rt!;ngth~'~try .~,·.':~jt~~bea.~OIk· '. t ::-iI!~~£

... ~.~..:. ajority Rule

WE :OFTEN DESCRIBE OUR DEMOCRACY AS A SYSTEM OF the iaw'Inakers, the government must apply th.ose l&w~ to "maJorit;y rule." When we hold elections to mn:qrea because of-the fears ·of'the majority. enSUl'e that majority rule doesn't take away the rights of Clothe 1999'S; some towns and st&te£ measures .i!'~I.n(~1"l;tles. The!.tJ:thAme!idmen.t (I868) guaral1tees to ail me~p£ . TEXT uffalo Bill and Sitting Bull

ITTING BULL, WILLIAM f. CODY DEMONSTRATED HiS received $,0 a month and the full proceeds from posing f'Or ry and skill as a warrior early in life. He learned to photographs. Other theatrical agents had used captul'ed ~e horses and fight Native Americans as a boy in Native Americans as objects ofmockery, butCody treated as. During the Civil War, he served as a teenage scour Sitting Btln with dignity. Instead ofleading other Native If 9th Kansas Cavalry in its campaigns against the Amerkans\into staged defeats. the Lak-otaSioux chiefroue anctles arid Kiowas. his horse silently and alone into the arena. Although audi­ lhenthelJll-ion Pacific Railway began iaying its tl"aCi<:S ences hissed and booed, ne-.vspapers around me country 56 the continent, Cody found work as a buffalo hunter and inCanada l'eponed that the h-:n:a,g~ oft:hesolitaryleader ,lying the h~ge construction<:rews with meat. He inspired a general sense ofawe. Behind the scenes,Sitting led his nickname by reportedly killing 4,2.80 ofthe ani­ Bull enjoyedt;he companyofthe other periOnn;ers,especial­ sin ay'eijht-mon-q,. stretch. Iyto.~e sure-shot Annie Oakle:y; whomh~ offered to adopt. ~ thetinie theCivilWar ended,'the buffalo on the Plains The respect that CGa)" showed SittingBUlld'ini:aghis nbered around 12 million. To the 31 Native American tribes two years in theWIld West Showhelped toilrge aswprisiDg :he region. these animals '\JI"ere a sacred gift offood, cloth­ friend-ship between the two former ~mies. AftierSitti~ .a.nd d1eiter. The \Vl1ite n"larl sa~f them differently BtuI's death, many chiefs followed his lead and.took advantage or ,'he ?e1ative freedom the'\Xlild "Vest Show offered. tourists vvho fired cn IVery ofa cO,m.mercial process for Ii..aking D'-1ff~o leathe;: llIII'ed the slaughter ofmore than 9 million ead:in th.¢·-e_~l:87oS. By the tum of the cen­ lfY. th~,entiie buffalo population ofthe U.S. I'oukl~ slaShedto fewer than 50, ~~Sitti.ngBull(tlll:I:ried for a buffalo) was ~titlgfor the r~ts afms people tolive as iheY'~'had,:suf~,;Bill Cody and others weie"help~tonUtke '.that:jmpossible.With the ~rds, depleted, life as-the LakotaSioux and the Cheyenat;and theArap~o ,and the Pawnee and their neJlhbors knew,it came to an end. OnJulYI7. 1876, just a fewweeks after Cl:lSter'sLast Stand at Little Bighorn, Buffalo ~save White ,Americans a !:aste of r~renge against th~ Native A.meridins by tak~ the seijip dfYeIlaw Hair, the son ofa Chc~yenne clUe! This -deed was not onlva brazen act,of _~r~'but 81so a caiuiy bus'iDess ~euver. Between "Indian fights," Cody ~ often perfomed in,stage pla~ about the West. Aher Pis decisive triumph Over Yellow Hait, reeJ,'ulctuientsoi tile encounter became the erpiece ofa nationwidetbtamcai. tour. The trurfalo hunter and "Indian fighter" had become Ame.rica's most popular showman. In liB3. Codyorganized a combination circus. rodeo and tTa'\"elin@ museum called the WIld West Show, which became an overnight sensation. In 1885. he had little trouble persuad­ ing the reser\'ation agents to let him Lake Sitting JlfI ;~""1:a' The Secoll_d Burial of t~elix Lon O- -'A A'

UNDE1'.. THE "SHOOT F1RST" RULE OF THE TEXAS RANGER~, buried him in a military cemetery on Luzo~ Isia."ld. Less than hat:red toward Tejanos. took a dramatic and deadly form. For three rilonths later, Japan surren.dered and the war'was over. the:th.ou.sands ofMexican Americans who avoided Ranger Back in Texas and across the Southwest, M,exican b\1il~~~, ·the;p"ejudiceofWhites M';\lS a quiet, routine fact of lk-ue¢(Z8.n veterans return~d-to their old wa.lk$O.f.Jjfe With ~"~~Iil 'MeXi:tan.s," declared sign.sm shop 'JNindmrvs. 'D:jano ~i.',~~ ~nse of,pot:h 'e~.~_anp n.ati~"pi,de.;,am they i,ta:l~~d..~~Jlar;ss'Qplf>O~'ted' "White Only" swimm.ing:~dlS.Job q~i~#,discovered l:ha'l:~he old ob~~f~m,~d. 'lD di~.¢f.i,i}1i,~i:ion closed thedoors,of!'!C.onomic opp.rit.t\init;y. ""'I94~, agr-G14}iI ~fM~an~~ inCoqrus ••- ..J"'...,..,,....~" :counti~s, Tej;mo cl:Uldfen attelu,4~d . .' .establishedthe Al.lleiican..,G-i ~ t:om(;)nit~ mlterllOI' schqols. A"S die'lpn.gciria family ofT:hree , ~~cate dteeq~di~tjOn6f_e~'b:endi~s:

~.1'1..1'...., .... d" ," '- ' Mexican -:: '. < ,:-~~fi4;!t:tbliLt S. " 'y~, ~j~ auth0tities ~ot:ifie.d Feli~~ Wi&_:Be-il~'t ' "'. ,,~~;~(.~~#~ ~.dy~. 'sp,~4'~e'~~~~~~"~sedtohave h~~~(th~;"';', '; '·~~~~.'innerOiMl o~ 'as ~; '>CUStOm. ,,-,. ~.

,~ he;~'~e«:.s~,.e' Unive:rsity Higb School 9th Grade Advisory Curricu.ium 2007 - 2008 Lesson # 37

Expected Schoolwide Learning Results ESLR: Socially Aware Citizens: Respect, Ethics, and Honesty

Lesson #37 Objective: To continue discussion on race and racism.

Journal Prompt: What are the challenges to talking about race? What-are the benefits to having a conversation about race?

TEACHER: NO HAND OUTS FOR THIS LESSON. Jrace a group of persons related by common descent or heredity (dictionary.com). racism = a belief or doctrine that inherent differences among the various human races determine cultural or individual achievement, usually involving the idea that one's own race is superior and has the right to rule others (dictionary.com).

Process: Have students brainstorm problems they see which are attributed to racism. Students may brainstorm around these questions: • Why does racism exist? • Does it exist in all cultures and countries? Describe. • Does racism exist within races? Explain. • Does racism exist at University High School? In your communities? Explain. • How can we are a group erase racism? • How can I as an individual erase racism?

II , University High School 9th Grade Advisory Curriculum 2007 - 2008 Lesson # 38

Expected Scboolwide Learning Results ESLR: Socially Aware Citizens: Taking Care of the Environment

Lesson #38 Objective: To discuss ways in making our communities a greener, healthier world.

Journal Prompt: What are some environmental issues that you've been hearing about in the news recently? What other environmental problems do you know about?

Process: Discuss journal. Read from handout "It Ain't Easy Being Green ...But We're Going to Try!" Answer further discussion questions. Read "Understanding How People Contribute" Choose one ofthe following activities from back ofhandout 1.,2., or 3.

II ~ Teachers as Educational Advisors and Mentors

:;:. ~~~-=---=-.~ Advisory !~.-=---=-_ .. ___~J

Activity~ It Abll~1I: Easy Being GlI"eellllocoo.but we~lI"e going to try! introduction (teachers please read): For the last part ofthe school year, advisories are going to be looking at environmental health. Issues about environmental health, overpopUlation, air quality, global warming, what being "green" means, etc., have been everywhere in the media recently. As a school, and as individuals, we want to be aware ofhow choices we make affect both our immediate environment and our global environment. Teachers: Please askyour students the following questions to get a feel for how much they know about current environmental issues or problems: o What are some environmental issues that you've been hearing about in the news recently? What other environmental problems do you know about? o What environmental problems or issues do you see every day? Do you see any here at University High? What about in your community? o Do you think that we can make a difference in the state of our environment? Why or why not? o What do you do for the health ofthe environment? Do you even know what you can do to help? Teachers, read t/:te following (or have one ofyour advisory students read):

Understanding How People Contribute Every day, 6 billion people make multiple choices throughout their day. These choices either help .or harm people; Earth's other inbabit8nts (i.e. plants and animals), ecosystems, the economy and the social fabric ofour communities. Connecting our daily actions to the world around us becomes paramount ifwe want to sustain that which sustains us. We depend on, air, water, arable land, other species and one another to exist. After all, if you are not interacting with others, breathing air, drinking water and eating plants.andlor animals, you are not living. In order to make choices that will help us to improve our quality oflife, we must fIrst understand the sustainability and environmental issues present in our daily lives and how .our actions are related to these issues. Once we understand our contribution to the problem, we can then begin to make decisions that will help, not harm our planet and its inhabitants.

Ill~ Each advisory is going to choose from one of the following activities:

1. Piqk an environmental organization of your choice, and plan to get inyolved with that organization in some way. There is a list ofa few organizations attached, but you are encouraged to choose your own. Again, as an advisory you choose both what organization you want to work with, and what you want to do. 2. Every advisory member will write a letter to a local or state representative about a local, state or global environmental issue. A website to help you get familiar with your representatives: ·www.leginfo.ca.gov/yourleg.html 3. An opportunity to enter a contest for cash prizes: Asia Society and The Goldman Sachs Foundation are pleased to announce the 2007 Goldman Sachs Foundation Youth Prize for Excellence in International Education. The 2007 competition asks students to select a problem or challenge that affects their local community as well as a community outside the United States; to create an in~depth written, audio, video, or animated feature that compares and contrasts how these two communities have addressed the issue; and to explain why these approaches reflect the different cultural backgrounds ofthose involved, and what lessons the different communities could learn from each other. Five winners will be selected and will receive up to $1 O~OOO each as well as an all-expense paid trip to New York City in early November 2007 where they will be recognized at Asia Society's Gala Annual Dinner. Please visit http://askasia.org/students/e:sfprizes.html for the contest question, guidelines, rules, and online application. The deadline for applications for the Youth Prize is June 11, 2007.

JEnvilronmentaB. OrgannzaoOlllls Environmental News Network: wW\\'.enn.com Earth Action: www.earthaction.org Global Exchange: www.globalexchange.org United States Environmental Protection Agency: \\.'\VW'.epa.org Friends ofLos Angeles River: www.folar.org Heal the Bay: \\rww.healthebay.org Tree People: vv-ww.treepeople.org Climate Action Network: www.climatenetwork.org Natural Resource Defense Council: WW\\T.nrdc.org Again, there are hundreds ofwebsites that deal with environmental issues. Please do some research and have fun with this activity! Remember, ifstudents choose to get involved with an organization, they can also take care oftheir community service requirement! "To warn ofthe dangers is not to despair ofthe solutions." -AI Gore "You must be the change you wish to see in the world." -Mahatma Gandhi

114 University High School 9th Grade Advisory Curriculum 2007 - 2008 Lesson # 39

Expected Schoolwide Learning Results ESLR: Socially Aware Citizens: Taking Care ofthe Environment

Lesson #39 Objective: To continuelbegin recycling at University High School and deter Climate Change/Global Warming.

Journal Prompt: Do you recycle at school? At home? Why or why not? What are the benefits to recycling? How can we use less paper/trees.

lPJr«)~e§§: TEACHERS: NO HAND OUT FOR THIS LESSON.

Students will find empty boxes on campus. Possible locations: • Faculty workroom • Near Texas entrance dumpsters • In Main Office • In Text book room • Near cafeteria

Students shall decorate and label boxes as the following:

"PAPER & NEWSPAPER RECYCLING" "PLASTIC & GLASS BOTTLE RECYCLING"

9TH grade advisories can visit door to door during advisory asking which classrooms in their area/classrooms near their advisory room need recycling 'boxes.

Who coneds the recycling? • Call Ms. Ingram and her students in the classroom building to arrange for recycling pick up on a regular basis.

• One a week/month, have one advisory student deliver paper recycling to the white dumpster near the Texas A venue entrance/classroom building. University High School 9th Grade Advisory Curriculum 2007 -2008 Lesson # 40

Expected Schoolwide Learning Results ESLR: Socially Aware Citizens: Making informed decisions in the community.

Lesson #40 Objective: To discuss the process and reasons for voting.

Journal Prompt: Do you vote during Leadership, Prom, Homecoming, and other elections at Uni? Why or why not?

Process: TEACHERS: NO HAND OUT FOR THIS LESSON.

Brainstorm on board with students as they write in their journals: e Why do people vote or not vote? • How does voting make a difference? • If people don't vote and they have the ability, can they complain about what happens afterwards? • What are ways in which people can still contribute to voting if you are not legally able? (example: teens, undocumented persons, prisoners, etc.) • Should teens be able to vote? Why or why not? Undocumented persons? Prisoners? • Who are the Presidential Candidates for the upcoming 2008 election? University High School 9th Grade Advisory Curriculum 2007 - 2008 Lesson # 41

Expected Schoolwide Learning Results ESLR: Socially Aware Citizens: Making informed decisions in the community.

Lesson #41 Objective: To continue to discuss the process and reasons for voting.

Journal Prompt: Ifyou could vote, which Presidential Candidate would you vote for a why?

Process: Make a list of known Presidential Candidates, let students brainstorm first.

Hand out "Incomplete List of Presidential Candidates for 2008" llirncomplete list of 2008 PresidentnaD Candidates a~ time of advRsory Hesson creation:

Democratic Party U.S. Sen. Joseph R. "Joe" Biden, Jr. (D-DE), U.S. Sen. Hillary R. Clinton (D-NY), U.S. Sen. Christopher J. "Chris" Dodd (D-CT), 'VP 04 nominee I ex-U.S. Sen. John R. Edwards (D-NC), ex-U.S. Sen. Maurice "Mike" Gravel (D-AK), '04 candidate I U.S. Rep. Dennis J. Kucinich (D-OH), U.S. Sen. Barack H. Obama (D-IL), Gov. William B. "Bill" Richardson (D-NM)

Republican Party U.S. Sen. Samuel D. "Sam" Brownback (R-KS), '00 Congressional candidate & '02 Senate candidate attorney John H. Cox (R-IL), ex-New York City Mayor Rudolph W. "Rudy" Giuliani (R-NY), ex-Gov. (R-AR), U.S. Rep. Duncan L. Hunter (R-CA), U.S. Sen. John S. McCain, III (R-AZ), '88 Libertarian Party nominee I U.S. Rep. Ronald E. "Ron" Paul (R-TX), ex-Gov. W. (R-MA), U.S. Rep. Thomas G. "Tom" Tancredo (R-CO), ex-U.S. Sen. Fred D. Thompson (R-TN).

Independent Party Michael R. "Mike" Bloomberg (I-NY), Ralph Nader (f), Jesse Ventura (lnd-MN), Claire Elisabeth Fields Cruise (I-CA), Ida Cecilia Garza (l-TX).

Green Party ofGeorgia Mke Jingozian ofOregon Jerry Kann of New York Kent Mesplay of California Kat Swift ofTexas

Libertarian Party Daniel Imperato of Florida Mike Jingozian of Oregon Bob Jackson of Michigan of California George Phi llies of Massachusetts Christine Smith ofColorado ofNevada University High School 9th Grade Advisory Curriculum 2007 - 2008 Lesson # 42

Expected Schoolwide Learning Results ESLR: Socially Aware Citizens: Making informed decisions in the community.

Lesson #42 Objective: To help students be more proactive in both their communication with teachers/administrators/counselorlstaff and their academic process.

Journal Prompt: Make a list ofyour classes and your current grades.

Process: TEACHERS: NO HAND OUT FOR THIS LESSON.

Write two respectful letters to two teacherslstaff/administrators/counselor of your choice.

1.) One letter will be emailed via your LAUSD student email account. Students may "cc" the letter for advisory participation credit. 2.) Another letter will be written in advisory class.

Here are the following ideas to include in your letters: • A "thank you" to a teacher has helped you on a specific issue, discuss issue. • Include your first and last name and the period you have that teacher. • Use "I" statements. Take ownership! Example, "I have earned a 'C' in your course and would like to know how I can improve my grade." • Explain to a teacher why you are failing herlhis class, give very specific reasons. • Inform a teacher that you would like to schedule a meeting with herlhim to discuss grade and specific steps ofhow to improve. • Your signature. • Today's date.

The letters are NOT to include the following: • Blaming language: "You gave me a 'C' because you are a bad teacher." • Asking for extra credit, negative language, etc.

*Please send one responsible student with an official UNI pass and students' handwritten letters to Ms. Soles' room, G-12, near the Grove, when assignment is completed, during Advisory or Period 1-4. Or, you as a teacher may drop them off in her mailbox in the Main Office. The letters will then be distributed to the appropriate people.