Prejudice Reflection

What did you learn about identity, stereotypes, prejudice, and racism? 

I learned that they all connect and link to each other. Identity is the start of prejudice, racism, and stereotypes. How you look, act, and behave, people then think you’re bad at every subject in school for example if you made a big mistake on an easy test. People will make stereotypes about you, and they could be linked to your race, and that’s prejudice. Sometimes, people prejudice other people without knowing.

In what ways did your ideas change from the initial lesson when we created word webs on the white boards?

I never knew what prejudice was before we did the lessons, so when we created word webs on the white boards, they make you think about what that word could mean, and in the end, you get a general idea about what those words mean to other people. I also didn’t know that identity could lead to prejudice, because I grew up in an environment where prejudice doesn’t happen much.

1. How does race shape the way we see ourselves and others?

Race shapes the way we see others and ourselves because they’re meant to tell the difference between people, categorise them into groups. Some races think they’re better than other races, so they see other people as inferior to them. If there weren’t races, I think there wouldn’t be stereotypes and prejudice based on race, like how people thought black people were dangerous.

2. To what extent do our ideas about race influence the choices we make?

To Dyer, racism caused him to think that being prejudice to black people was okay, so he didn’t try to stop it, he did participate in yelling insults at black pedestrians, and he played a part of a black person in a play. Our ideas about race influence the choices we make a lot, because we choose not to go somewhere at a certain time because this race will steal your money, or go to this place because this race will keep you safe. We choose to go places and bring a certain amount of money and things because that race there will gang up on you and threaten you to give them your money. We still use races today to put people into groups, we still suspect some races or groups in that place are bad.

U.S. Government Unit

I feel I did pretty well overall on the U.S. Government Unit, but on the Government & Politics Common Summative Assessment 2014-15 (the most recent test), I felt I did pretty badly on, because some of the questions I didn’t read properly, so I got them wrong. Something I would do differently is to make sure I understand everything, and ask questions. Some study strategies that worked was reading the chapter, take notes and write down questions, then stay after school and ask those questions and make sure I understand and know everything. Some strategies that didn’t work was leaving everything until the last minute. For example, reading the chapter two days before the test. Next time there’s a test, I would look at all the materials I’ve been given for that unit, and, if possible, know what parts of the test are about. I would also stay after school so I can ask questions.

TCI Chapter 9: The Constitution: A More Perfect Union, Section 6: Checks and Balances Between the Branches

School House Rocks: Preamble

Unit 1 Reflection: Native Americans

Oct. 6, 2014

TCI Chapter 1

In this unit, I learned that Native Americans believed that everything had a spirit, and they respected their surroundings, and that there were cultural regions for the Native Americans, like Northwest Coast, California, Southeast, Great Plains and so on. I learned that the Native Americans ate different food, built different types of houses, and did things differently from each other because of the animals, plants, and climate of each region.

“The most frustrating part of the unit was having to know the cultural regions, because it’s kind of hard to not get it mixed up with the other cultural regions.” I want to add that it was also hard to remember which region used what for their houses, weapons, tools, and clothes, because each region had to adapt to their environment. I thought it was hard to remember each region because each region had different climates which effect how the Native Americans lived.

Mr. Pierce gave me the badge Seneca Silver. I think it accurately describes my learning, and how I transferred it by my short answers in my summative tests. I did learn about the different regions, and explained why I thought that the Southwest was the most resourceful (Part 2 of the assessment, A), but for part B, I didn’t quite understand how the place of a region impacted the culture of the place. I think last year I didn’t do well on my summative assessments in class either.

One learning strategy that didn’t work for me was reading the textbook without taking notes. This didn’t work out, because if I did take notes, I could review them for the test, and it also helps with having it stay in my head. One learning strategy that did work was filling out that A3 piece of paper about the Native American regions, because you reword it (sort of) and it helps you remember each region, and it’s also very good for reviewing for the test.

A learning goal for Unit 2 is to fully understand the essential question (I don’t know it yet) and also understand the unit. I should also read the textbook and take useful notes, especially about something I don’t understand about the unit or the textbook, and I should probably ask and research about words I don’t know.

Seneca Silver Badge:


Current Events: Occupy Hong Kong

Oct. 8, 2014

South China Morning Post



From S.C.M.P. one man named Lee Ching-hong said that he wants the next generation to be able to vote for the next chief executive. I also learned that even though people who run businesses support the protesters, they’re saying they shouldn’t do it in a way that affects others. They say that since people have to take longer and different routes to get around Hong Kong, the customers have been driven away. From BBC, CY Leung says that if he steps down, Hong Kong’s chief executive would be chosen by a committee instead of voting. Hong Kong’s protests are considered “the politest protesters” on some media, because they were cleaning up. From CNN, the protesters are saying that it’s pointless to vote from the candidates Beijing will choose. China is afraid that what’s happening in Hong Kong will have a domino effect in China, because some people in China shaved their heads to support the protesters in Hong Kong.

Since I read some parts of the articles, I learned that the protesters are protesting for a good reason, and the reason why is pretty clear from the news article from CNN, because I learned that Beijing will choose the candidates, and it really would be pointless to vote, because you don’t really trust them. You can’t vote someone who’s going to do something really good for Hong Kong if they’re not one of the candidates. I also support the people who agree with the protesters but want to protest in a way that doesn’t effect others, because some of my friends and classmates have to pass through Central to get home, but they have to take a different route and bus that takes longer.

Something I’m still confused about is why China doesn’t let Hong Kong vote for their leader and chief executive. Do they want to “control” Hong Kong? I read from CNN that if Xi, China’s leader, accepts what Hong Kong protesters are fighting for, he will lose face. Why would he lose face?

South China Morning Post, drawn by Yu Pak-to:


“I can express my feelings through sketching. The colour yellow is used the represent the movement.”