We’ll be watching the animated version of Marjane Satrapi’s critically acclaimed memoir, “Persepolis” in Language Arts class next week. The film includes the first book the students read in class this year and also the second book about Satrapi’s life as a young adult in Europe and then her return home to Iran.
This film is rated PG-13 for mature thematic material including some violent images from the war, minimal sexual references, language, and brief drug content that we will address and contextualize while viewing.
Let me know if you have any questions,
Here is the list of terms that you will be reponsible for memorizing the location and function of for the Necropsy Quiz on Monday, February 6th. We will be reviewing each of these throughout our dissections next week!
The Necropsy List
We wrapped up our systems of equations unit and you will see math tests coming home next week. Students were able to create a one-pager of notes for use with this test and you will see that attached to their test. This is a great study skill to practice for high school by summarizing the main strategies they learned in a unit and creating examples. They will also be working on test corrections for any problems that they missed to they can learn from their mistakes. When tests come home next week, please sign them and add comments. Tests will include a note from the student to you about how they prepared, how they felt they did, and if this test represented what they know.
We also introduced Cryptography (code breaking) in Mission math this week. We discussed the benefits of encryption technology for digital use and the history of code breaking. Students had many interesting stories to share about war messages and misleading enemies! Students learned how to use various code-breaking strategies, a Caesar cipher shift (using their wheels), an algebra cipher (using Algebra!), and a few more fun ones. They really seemed to enjoy this and were creating their own encoded messages by the end of the week! They will be quizzed on their ability to decipher codes on Friday.
This week in SJCU we took a look at this Inequality of Wealth video and discussed how wealth should be divided in the United States and explored why the wealth disparity is increasing.
Our class goals for this unit are to learn how wealth is distributed in the United States and to explore how race, gender and education impact access to money or socioeconomic status. Some of our guiding questions were: What is Poverty? What is Intersectionality? What’s the difference between wealth and income? Does learning how money is distributed in the US matter? What are the factors that create an imbalance of wealth?
Wednesday we learned about the racial wealth gap being tied to the history of housing and we looked at primary sources/historical documents from Seattle, such as covenants, letters, and housing community brochures. Here are a few of those documents:
Link to maps, letters, and other documents through the Seattle Civil Rights and Labor History Project
Restrictive Covenant From Windermere Neighborhood, Seattle 1963
Students are wrestling with some of these ideas, particularly as we navigate the balance of talking about these institutional practices with the personal stories and experiences.