Prejudice Reflection

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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.

PBL Project – Q & A

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What are you going to build?

We’re going to build a wind powered phone charger.

Why have you decided to build this object (energy transfer system) a working model?

We decided to build this because it would be a challenge, because you need to figure out how to connect the motor to the phone cable to be able to charge the phone. It would be a bit more complicated that building a solar powered oven, or just lighting up a lightbulb, or spinning a fan blade.

What materials are you going to need to complete your build?

Some materials we need are a fan blade, a motor, cables with alligator clips, a car cigarette or car adaptor, a phone cable, and a phone. We’re going to build the fan blade ourselves. We took out the car cigarette/car adaptor because we took an old phone cable, cut the USB out, so the wires are showing, and we’re going to see if that would work to charge the phone.

U.S. Government Unit

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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

http://www.youtube.com/watch?v=yHp7sMqPL0g

Unit 1 Reflection: Native Americans

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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:

Seneca.jpg