- Why does the author argue that Mendez v. Westminster is often depicted as a “story of progress”? Why is this important in the article?
- The author says that “Mendez is important for its supposed contribution to the Black Civil Rights Movement instead of illustrating the unique experience of Mexican Americans”… Does this statement paint Mendez v. Westminster as more of a stepping stone for Brown v. Board?
- How, as educators, can we learn to teach Mendez v. Westminster so that it is seen as a historical moment for Mexican Americans and not a stepping stone for Black Civil Rights?
- How can educators teach the Mendez v. Westminster case more effectively?
- I am a consul personality type. According to the test, I am more extroverted than introverted, more observant, and more assertive. The article says that “at their hearts, Consul personalities are social creatures and thrive on staying up to date with what friends are doing”, which nails my personality down to a “t”. I love catching up and hanging out with friends and family, and attending social events. The article also says that “consuls are altruists and they take seriously their responsibility to help and to do the right thing”. Consuls love to help others and enjoy any role that allows them to do so.
- My personality type according to the article has several different professional advantages to it. Not only do I love to be of service to all those around me (peer, student, co-worker, etc), but according to the article, my “devotion goes further than just breezing through because [they] have to”, which I completely agree with. I can’t wait to have my own classroom someday and be able to help my students in and outside of the classroom, and go the extra mile with teaching. Consuls also love to keep harmony and stability amongst different groups, which I believe is a good trait to have as a teacher. Keeping harmony and stability amongst my students will pose as a positive learning environment, where students will feel welcomed and loved. Consuls are also typically more organized, which will help for any job.
- As everything does, my personality type also has its disadvantages. Consuls tend to be super sensitive, and it is easy for their feelings to get hurt. While I agree that I am on the more sensitive side, I have developed a tougher skin throughout the years from officiating. Consuls have a hard time coming to terms with their sensitivity and also have a hard time taking lots of criticism. They often feel as if it is an attack on their self-being or their ideas. In teaching, it is important to be able to take constructive criticism so that you can become a better teacher for your present and future students. It’s very important to learn from different teachers about various effective styles of teaching, so consuls need to be able to take criticism easily.
In Mr. Appleton’s classroom, he does not use differentiation at all. He works hard to prepare lectures and quizzes, but he does not attend to different students’ needs. Mr. Appleton seems to have a hard time paying attention to the different needs of his students, as his classroom is solely lecture based. Not only does this make it hard for students to learn, but it also does not engage them or make them want to be in class and learn the information. Differentiation is important for this reason.
Mrs. Baker’s classroom offers a variety of engagement from graphic organizers, to discussing ancient myths of Rome, to having a choice of 10 different final projects. Unfortunately, it seems as if her attempt at teaching something that will stick with the students for the rest of their life somewhat fails, as there is no concrete information that it seems the students must know. Mrs. Baker could use her different forms of variation to truly drive home important facts about ancient Rome and its various empires. Her level of variety is fantastic, but she lacks “differentiated tasks”.
Ms. Cassell’s classroom is an excellent example of differentiation. She uses different teaching techniques throughout her lessons while also setting clear goals for the students to reach. She gives students clear terms and clear key names to memorize and know by the end of the unit. Students are able to expand their knowledge by working with different types of media and primary sources over the course of their unit.
- According to the text, social responsibility is the concept that communicates a commitment to live in ways that are personally and globally ethical and caring. It means being personally invested in the well-being of others and the well-being of the planet (190). To me, I think it takes courage to teach social responsibility because you are attempting to inform people about the actions they need to take in order to not only better themselves but the planet and society as whole and sometimes people don’t always want to listen to that.
- I think that the two most important processes are the first (nurturant and caring environment) and the last (confrontations with injustice and the development of effective ways of handling conflict situations). I feel that when people are nurtured and cared for they will be able to accept each other more and love each other more strongly, so that hopefully it may rid of that need to be confrontational. In the event that there is still a need to be confrontational I think it’s important for students to understand how to deal with the confrontation effectively, in that they are getting their point across and the issue is resolved peacefully.
- I believe that different people have different values based on where they grew up. Things like language, culture, and religion can truly influence what one believes is right and wrong. For example, some cultures believe it is wrong to eat pork or beef, while others eat these things daily. I also believe that experiences play into a large part of why people act differently. Depending on life experiences that some may have, they may disagree on how people should value different things in life. Some people may have stronger values than others, solely based on how people have treated them throughout their lives. People disagree about values all of the time, especially when it comes to political parties, hence why in the United States we have more than one political party that represents the nation. I think it is important to harness all of these different beliefs and come up with a common idea of core important values. I think it is important to include everyone because everyone brings something important to the table.
- To me, being moral in a descriptive sense means to do the best you can to be the best person you can. Do your best to decide between wrong and right. Unfortunately, this isn’t always easy to do. Too often in our society we get caught up in lying, gossiping, cheating and stealing, even when we know this is morally wrong to do. We cheat our way to the top, we steal the spotlight off of someone else, we lie and scheme to undercut someone, and then we gossip about how we did it. Too often we judge other people when we have no right to judge them. We do not understand their lifestyle or the issues they may be dealing with. Too often we stab friends in the back, in order to lift ourselves up or make our worlds easier. We do whatever we can to make ourselves look and feel better, even though this may not always be the morally correct choice. What may seem like a moral right choice at the time may not be one in the end.
I think in a perfect world, being moral in a normative sense would mean that there would be no lying, cheating, stealing, gossiping, killing, stabbing in the back… etc. People would purposefully hurt one another. We wouldn’t discriminate one another or leave one another out based on the color of our skin, religion, etc. In a perfect world, we would live together in peace and harmony. We would love and care for one another and always look out for one another, no matter what the choices may do for ourselves. We would put our loved ones needs above ours and do whatever necessary to always make them feel loved. We wouldn’t neglect taking care of ourselves or those we love. In a normative sense, being moral to me means to accept your neighbor for who they are and to give back when you can.
2.) Based on Elie’s account, there is at the very least some evidence that the German people were aware of what was going on in the concentration camps, (watching the marches from their windows and they could have seen and smell the same smoke and fire coming from the chimneys) yet they did nothing. Were they in power to do something? Should they have done something regardless? What could they have done?
I think that this is a difficult question to answer because I think many of the Germans were powerless to these issues. In other books and articles that I have read, different Germans attempted to give Jews bread or water as they were marched through their towns and if the SS caught the German doing this, often times they were beat as was the Jew. Many Germans saw this occurring, and not wanting to live the same fate, often stayed quiet and did nothing, because they knew they would be punished.
I think that some of the higher up commanders may have had more power than the average German citizen because it was them that Hitler put directly in command. I think that they could have been able to give more food to the Jews and help them escape from the camps. I feel that many of the German civilians were so afraid to do anything because of the punishment they would face. Many different Germans tried to even hide Jews in their basement or in their homes for as long as they could, before they were eventually found out.
German civilians could probably have attempted to reach out to the Allies by newspaper articles or possible radio broadcasts that were disguised in a code that Allies could only understand. Unfortunately, at this time it was hard for the citizens to get their hands on the means to do this, because everything media wise was ran by the SS and Nazi Party. I think the Nazis made it really hard for German civilians to reach out because they did not want to get beaten or killed for helping the Jews.
- What was the significance of Elie mentioning the character of Moishe the Beadle? Do you think there was a stronger meaning to this character?
- On page 34, Elie says “never shall I forget that night, the first night in camp, that turned my life into one long night seven times sealed”, what do you think meaning of this sentence is? What is the importance of this sentence and how does it set the tone for the rest of the book?
- Why do you think the Nazis forced the Jews to strip out of their clothes and followed this by shaving their heads? What did this do to the Jews?
- What are some of the underlying tones of the first two chapters? Do these tones set the mood for the rest of the book?