Thanks to Renee Moore, I learned about this new Fannie Lou Hamer documentary.
Here’s how Mississippi Public Television describes it:
Civil rights legend Fannie Lou Hamer is remembered by those who worked side by side with her in the struggle for voting rights. An African-American sharecropper from the Mississippi Delta, Hamer’s difficulty registering to vote in 1962 led to her career as an outspoken activist, congressional candidate, and fierce fighter for the rights of all.
Here’s how Merriam Website defines “intersectionality”:
It’s been around since the late 1980’s but intersectionality is a word that’s new to many of us. It’s used to refer to the complex and cumulative way that the effects of different forms of discrimination (such as racism, sexism, and classism) combine, overlap, and yes, intersect—especially in the experiences of marginalized people or groups.
Today, I did a simple inductive lesson in my English Language Learner World History class that I thought readers might find useful – not necessarily for the particular lesson itself, but because it provides a pretty good example of how inductive learning can work.
We’re studying prehistoric times, and the chapter in our textbook briefly mentioned the woolly mammoths and showed an artist’s drawing of one.
We took a break from the book and I showed this video:
Then, I said that scientists are trying to bring a mammoth back to life. I asked if anyone had seen a Jurassic Park movie (many had). We talked about “genes” (as well as “jeans”), and how scientists could take some from a frozen mammoth like the one in the video and use them to create a new one.
I first read it aloud, saying “ummmm” where the blanks were located, and then students completed it. We went over it, and then I asked students to work on their own to use the cloze to figure out the rule about when to use “they” and when to use “them.”
All of them came up with something like “they comes before the verb and them comes after the verb” or “they comes at the beginning of a sentence and them later.”
It went well, and is a textbook example of how to merge content knowledge with language instruction, and to have students “create” their own knowledge.
“Walking around the abandoned hospital on Ellis Island, I could feel the presence of the hundreds of thousands of people who passed through, and of the countless ones who didn’t make it and got turned back. I look for what’s often missing in today’s media coverage. I want to find the story behind each person who left his or her country. I want to know what made them leave everything and everyone behind, even when they knew they’d never be able to come back. It takes so much courage. There were immigrants in Ellis a hundred years ago, there are migrants now, and there will be some in a hundred years, so we have to do what we can to try to relate to each individual story.”