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•What impact do you think his needing to “prepare” has on him?•What happened to Marianne and what was her response? •Why do you think Marianne wasn’t initially surprised when she heard the slur directed at her?
As students read, have them jot down individual words or phrases that stand out for them, feelings that emerge or thoughts they have. As an alternative, use the jigsaw method teaching strategy, a cooperative learning strategy in which small groups of students learn about different aspects of a topic and then teach one another. After reading their stories silently, students can use the discussion questions below to have a small group discussion.
Then representatives from each of the story groups will report back to the whole class by describing what they read, and sharing some of their reflections on the questions below.
•Why does Maya feel she has to choose one race over the other in how she defines herself? •How did Jose and his friend know the white couple was talking about them?
•How do you think this affected Maya differently as a biracial person than it might someone who is one race or with a different racial identity? •What were some of the hardships Jose faced in his journey, and why did he wish the white couple knew that?
•What is the difference between interpersonal racism (individual acts of bias, meanness or exclusion) and institutional racism (policies and practices that are supported by power and authority and that benefit some and disadvantage others) in these stories?
•How did each person’s encounter with racism change them?•What were your thoughts and feelings while reading your story or hearing others talk about the stories they read? •How did each of the people’s encounters with racism affect them?•How were these effects similar and different from one another?But discussions about these topics can be difficult and provoke strong emotions.Though teachers often need to confront race and racism in the classroom — they are, after all, integral parts of our history and culture, not to mention students’ real lives — some feel tentative about how. They center on work from Race/Related, a New York Times feature that explores race “with provocative reporting and discussion” and includes firsthand accounts of diverse people dealing with the issue.Create a Word Cloud Have students take out the words and phrases they jotted down while reading their own stories and hearing others’ stories being read.One at a time, have them call out some or all of the words or phrases they jotted down.Related Article." class="css-11cwn6f" src="https://static01com/images/2017/08/02/us/xxrace-promo2-LN-ONRACE/xxrace-promo2-article Inline.jpg? quality=75&auto=webp&disable=upscale" src Set="https://static01com/images/2017/08/02/us/xxrace-promo2-LN-ONRACE/xxrace-promo2-article Large.jpg? quality=90&auto=webp 600w,https://static01com/images/2017/08/02/us/xxrace-promo2-LN-ONRACE/xxrace-promo2-jumbo.jpg? quality=90&auto=webp 1024w,https://static01com/images/2017/08/02/us/xxrace-promo2-LN-ONRACE/xxrace-promo2-super Jumbo.jpg? quality=90&auto=webp 2048w" sizes="((min-width: 600px) and (max-width: 1004px)) 84vw, (min-width: 1005px) 60vw, 100vw" item Prop="url" item ID="https://static01com/images/2017/08/02/us/xxrace-promo2-LN-ONRACE/xxrace-promo2-article Inline.jpg?quality=75&auto=webp&disable=upscale"/Race and racism are topics that regularly populate our news feeds and affect a wide variety of people in profound ways.•What does Marianne mean when she says Washington has a “less overt” brand of racism?•In what ways did Marianne think differently about her interactions with white peers after she moved to a town with more Asian-American people?