Lanza,+Amelia

Module #1 Nature versus Nurture in “American History X”

In his directorial debut, Tony Kaye’s 1998 “American History X” dramatically explores the roots of racial hatred in the United States. Set in the racially-charged Los Angeles of the late nineties, the film dares to address Neo-Nazi gang culture and all the human misery that accompanies it. As the leader of the white supremacist group the D.O.C. (presumably the “Department of Corrections”), Derek Vinyard begins as a hate-mongering skinhead only to undergo a complete personality transformation while serving time for murder. Once Derek renounces his past (Those guys, the gang, that life -- I'm done with it!) the film can reflect on the etiology of bigotry. With heavy-handed symbolism, black and white flashback scenes emphasize the polarization of racial issues. After the viewer has enjoyed the glorified violence of the opening scenes - shot in slow motion close-ups, Danny looking almost Christ-like as he spreads his arms to be cuffed – she can absolve herself with some heavy-handed didacticism. This comes care of Dr. Sweeny, Derek’s former high school teacher who is now making younger brother and skin head in training, Danny Vinyard, his pet project. With the influence of Dr. Sweeny’s mentorship, and Derek’s experiences in prison, the Vinyard brothers manage to break free of their small-minded environment; albeit too late to save Danny from being gunned down. How do the Vinyard brothers become so mired in hatred and prejudice? My group’s discussion considered the role of biological and environmental factors in shaping the brothers’ warped perspective. As a high school football star, Derek clearly has a natural penchant for manly competition and aggression; he is big, strong and likes to win. Watching Derek fly off the handle – at one point dragging his younger sister by the hair – and make impulsive decisions, one must grant that genetics may play a part in the young man’s violent acts. After one such frenzied episode, Derek admits: “It’s not what I’d planned; it just all went to shit... It got totally out of control.” Violent tendencies and poor impulse control seem part of his make-up. This said, our group agreed that nurture is the overwhelming factor in the development of racial hatred in “American History X”. Bigotry and violence are nurtured in myriad ways in this economically depressed community. The murder of Father Vinyard, a fireman who was killed by a black man while on a call, serves as the catalyst for the Vinyard boys’ racism. As the Vinyard family watches the neighborhood deteriorate due to crime and poverty, the influx of immigrants and minorities provide a logical scapegoat: “We’re losing our right to pursue our destiny. We’re losing our freedom.” Who better to blame for life’s pain and injustice than “the other”? One character describes the L.A. riots as “an irrational act. An expression of rage by people (primarily blacks) that feel neglected and turned away by the system”, but he could just as easily have been describing white anger toward minorities. Violence scars communities and irrevocably shapes individuals; after witnessing his brother commit murder Danny becomes desensitized to the brutality of the act: “It stayed in my dreams for months until slowly it changed into something I couldn’t recognize. The scary thing is it doesn’t bother me anymore.” In the context of “American History X”, it is clear that murderers are not born, they are made. Our group concluded that bigotry – no matter the perpetrator – ultimately stems from anger and fear: anger at life’s inherent injustice, at the vagaries of fate, and fear that life’s most precious threads can be snipped at any time. While the film’s morality is often simplistic – most viewers know actions have consequences – the essence of Dr. Sweeny’s lesson rings true: I used to blame everything and everyone for all the pain and suffering and vile things that happened to me that I saw happen to my people… I wasn’t getting the right answers because I wasn’t asking the right questions… Has anything you’ve done made your life better?” This is a valuable question to pose to our own students when dealing with conflict and prejudice. If our goal as teachers is help our students become better versions of themselves, it’s not answers they need, but the ability to ask themselves better questions.

Module #2 Violence - Prediction, Prevention and Intervention - Myth vs Reality  The graph showing a steady reduction in violence over the last 40 years does not come as a surprise to me (I've heard reports about New York City that coincided with the graph). One must hope that this trend reflects the continuing evolution of the human race. As we humans become more interconnected via teachnology, and have greater access to information (both historical and contemporary) perhaps we are becoming less able to perpetrate violence against one another. On the other hand, as any road rage victim knows, technology can also serve to dehumanize us, enabling us to violate one another with little compunction. I'd be interested to learn more about the possible reasons for this reduction in violence.

Module #3 Hearts and Minds Describe three things you plan to do in your teaching practice to reduce stress and win the Hearts and Minds of your students and co workers. There are many stategies from the article I already do in my teaching and plan to continue developing and refining: 1. Encourage/Facilitate Debate - I often use students' journals as a forum for them to explore ethical and political issues. I pose a question that relates directly or indirectly to the novel or play we are reading, and students write in response for about ten to fifteen minutes. Afterwards we have a discussion in which students have the opportunity to read their entry or respond extemporaneously. I encourage students to respond to each others comments, rather than just wait for their opportunity to speak. Techniques like silent ball might be an effective means of facilitating this sort of discussion. 2. I like the idea of asking students to create metaphorical or symbolic artwork. In this way we can discuss possible symbols and interpretations, connect them to similar themes found in written texts, as well as develop students' critical faculties. I'd like to do this in conjunction with a written assignment, such as a paper I will be assigning soon which will ask students to choose a line from Macbeth, analyze it and then connect it to their own lives. Creating a visual representation would enable students to represent ideas that might not be possible to represent in words and foster community through discussion and critique of peer work. 3. I often struggle to connect curriculm to students' lives, but recognize the importance of doing so. One way I plan to work on this is by asking students to choose a line from Macbeth that resonates with them and write a paper about what the line means to them. Not only will students become "experts" on this passage, they will have the opportunity to share something meaningful from their own lives.

Module #4 Do the Personality Prototype test with another person. Discuss what the results mean. When you Teach you learn. Tell us on this site what you learned by sharing PP Results with another person. I did the Personality Prototype test with my mother over Skype. I predicted she would be strong in the Practical Manager and Learned Expert categories. I was partly right; she was very strong in Learned Expert and in Creative Thinker, scoring 30 in both, but only scored a 22 in Practical Manager. We agreed that they weren't the scores you would expect, as she is an eminently practical manager both at home and in her job as a nurse manager. Like me, she scored the lowest in People Person, and we speculated that it was a genetic defect that ran in the family. When discussing the suprising strength of Creative Thinker in her results, I suggested that she chose the responses that seemed most appealing to her but in reality acted more like a Learned Expert or Practical Manager due to necessity. We talked about how much more creative we had both been (if not in our approaches to problem solving, at least in our activities and forms of expression) when we were younger. I think this is a normal and unfortunate part of maturation in our culture. As Learned Experts (I scored a 34 in this category, by far the highest of the four), I told her about the challenges we may face in relationships such as impatience with incompetence (or what we deem as incompetence), being insensitive, and at times somewhat "know-it-all". We both recognized these tendencies in ourselves (I more than she in general, but she admitted these behaviors were especially present in her relationship with my father), and acknowleged that just being aware of them might help to curb them.

Module #5 Moral Dilemma - Develop a MD for use in your teaching practice. Outline it here. Use any lesson plan style or outline that you might have for your class / subject / or grade level. Describe your audience, age, demographic and what you will do. I teach 11th grade English (ages 16-17). These students love to discuss and debate, especially about tricky ethical issues. One of the problems I often have is facilitating an orderly, civilized discussion; as things get interesting emotions start to heat up, sometimes devolving into an argument or a chaotic shouting match. Practicing mature and civilized debate using a moral dilemma that interests them would help show my students how we can share opinions and disagree in a more orderly, functional manner. I will ask students to answer the following questions: Is honesty always the best policy? Are there times when the ends justify the means? After we have briefly discussed these questions, I will ask students to write a journal entry in response to the prompt: Camila's best friend, Maria, has had difficulty developing good relationships the past couple of years. For one reason or another, things never work out with the men she dates. Finally Maria meets Lucho, the "man of her dreams": attractive, intelligent, sensitive, and … married. To make things more complicated, Lucho’s wife is Camila’s other friend, Paula. One day Paula comes to Camila crying, and tells her that she suspects her husband Lucho is having an affair. Lucho and Paula haven’t been getting along well for quite some time, and Paula has often secretly thought they’d be better off apart. Because Camila knows Lucho, and she and the couple have many mutual friends, Paula asks if she has heard this rumor and, if so, if she has any information. Paula is extremely upset about her suspicions, but is hoping to work things out with her husband to save their marriage. What should Camila say to Paula? What would you do? After writing silently for about ten minutes, I will ask students to name all possible courses of action and I will write them on the board. I will divide students into groups based on the course of action they chose and ask them to name the top three advantages of their choice. After a few minutes of discussion, we'll come back together as a class and each group will present the advantages they came up with. The other groups will have the opportunity to dispute the presenting group's advantages, and that group will simply listen, not respond. After each group has presented the advantages of their course of action and listened to objections, I will ask students if they've changed their mind about the scenario or the first two questions as a result of the discussion. Students that have changed their minds will be asked to share their thought process.

Module #6 Post 2 eye messages - (positive) comment on the reactions. Post 1 "I" Message (negative or corrective) **I statements: Behavior/consequence/feeling** 1. "Mariana, today during class when you were explaining the lines to your groupmates it really helped them out and I was so proud of you." This student was a little embarassed but seemed pleased. She tried to minimize her behavior, but I reaffirmed that she'd showed maturity and I told her I appreciated it. 2. "Mom, you taking that personality quiz gave me some fascinating insights, and I really appreciate it." At first my mother was pleasantly suprised because I don't usually speak so expressively (or formally) with her. I then explained the assignment to her and she laughed and said she'd still take it (the appreciation). 1. Raul when you talk to your neighbor while I’m speaking you are disengaged from the lesson and I feel concerned about your learning. He assured me I didn't need to worry, he always got good grades in the end. I reminded him that grades aren't the point, learning is, and he can't possibly learn Macbeth while he's discussing last night's game. The conversation was friendly, and he left me with empty promises to shape up.

Module #7 **Mission Statement**:

I am at my best when I am intellectually challenged, and I have the opportunity to discuss my learning with people that share my passion for the topic.

I will try to avoid being placed in collaborative work situations, especially when the project or activity we are engaged in requires telling personal stories or discussing emotions. If I am placed in such a situation I will try to accept it with grace and good humor.

I will enjoy my work by finding employment where I can teach and learn about literature, philosophy and history through reading, writing and discussion.

I will find enjoyment in my personal life by exploring new places, eating at favorite restaurants with friends, reading, and listening to public radio.

I will find opportunities to use my natural talents and gifts such as wordiness, art, and cooking.

I can do anything I set my mind to. I will open my own small business, such as a bookstore or cafe.

My life's journey is a pursuit of knowledge. I am attempting to become a better version of myself through study, yoga, meditation, and good work in service of others. Examples of such work are teaching those that wish to learn or keeping a garden in order to feed those that need nourishment. I am living this life in devotion to my understanding of god and the results are a more meaningful existence.

I will be a person whose 80th birthday will be an intimate gathering of my closest friends and family at someone's home. We will spend the entire day cooking, eating and drinking and the festivities will culminate in an enormous feast. I hope that it will be said that I always ate and loved well.

My most important future contribution to others will be that I will have given those that are important to me unwavering love and support without conditions or judgment.

I will stop procrastinating and start working on learning patience and compassion for others, and responding with kindness rather than criticism.

I will strive to incorporate the following attributes into my life: expressivity, patience and compassion.

I will constantly renew myself by focusing on the four dimensions of my life:
 * Eating healthfully, practicing yoga, walking and running. Loving my body!
 * Breathing with awareness and experiencing existence as purely as I can.
 * Stimulating my mind with new learning.
 * Cultivating close friendships, expressing love to my family, being kind to others, and loving and accepting myself as I am.

Module #8

I selected Chapter 3, which focuses on maintaining a healthy balance within ourselves and amongst all the areas in our lives. According to Alignment Theory, one must first know oneself, and then make decisions according to our needs, interests and talents. The Personality Prototype assessment provides insights into ones personality type, which may be useful in helping a person choose activities and even career paths that align with one’s personality type. Knowing oneself includes determining ones ethics and values, which one must acknowledge and respect in order to live a successful and fulfilling life. he chapter also discusses evaluating expectations and recognizing perfectionist tendencies, other important factors in leading an “aligned” life. Because there is nothing more interesting to an adolescent than herself, I might choose Activity Three: “What is your talent prototype profile?” to complete with my students. After students have taken the personality assessment, I would briefly discuss with them the four prototypes. I would then have them write in their journals about what they’ve learned. I would ask them to reflect on the following questions: What were the results of your Talent Prototype Assessment? How well did you know yourself? Were there any surprises? Do the results seem to align with your education and career plans for after high school? Based on the results, what steps should you take in your life to achieve balance? After students have written for about ten minutes, I would bring the class together to share their results, reflections, and one action they could take to bring their life into alignment based on what they’ve learned. As a follow-up activity I would ask students to take the Assessment with a parent or family member and discuss the results with them, including how their personality types affects the way in which they communicate and approach situations.

Module #9 Two resources: Go to Conflict Resolution and scroll down to Understanding the Theory: Conflict Styles This site outlines "five main styles of dealing with conflict that vary in their degrees of cooperativeness and assertivenes." Researchers state that people usually have a preferred conflict resolution style, but different styles are more useful in different situations. "Once you understand the different styles, you can use them to think about the most appropriate approach (or mixture of approaches) for the situation you're in. You can also think about your own instinctive approach, and learn how you need to change this if necessary." [| http://www.mindtools.com/pages/article/newLDR_81.htm]
 * Mindtools.com **

**//Fresh Air// Interview with author Jonah Lehrer on fostering creativity**
Science writer Jonah Lehrer's new book, //Imagine: How Creativity Works//, explores where innovative thoughts originate and explains how some companies are now working to create environments where they're more likely to occur. This could be useful in keeping students interested, and so preventing conflicts that arise from apathy and disengagement. []

Module #10 - I am substituting Module #11

====As a passionate Classics teacher at prestigious St. Benedict's Academy, William Hundert is dedicated to shaping the moral character of his students. Hundert pushes his students to study hard in order to become one of the three contestants for The Emperor's Club, a competition which puts the top three students in a contest where they are asked questions about Classical history, literature and philosophy. The winner earns the honor of being crowned "Mr. Julius Caesar." When rebellious new student Sedgewick Bell is inspired by Hundert, he changes his lazy ways and dedicates himself to his studies. Hundert is soon faced with a moral dilemma: raise Bell’s grade in order to admit him into The Emperor’s Club or give him the deserved grade, thereby denying him admittance to the contest. Although changing the grade severely compromises Hundert’s moral code, he seems to believe his decision might change the course of Bell’s life. If he admits Bell into the contest he may encourage him to develop into a learned and morally upright man, while if he denies his entry he fears he may sentence the boy to a future of failures. After much internal struggle, Hundert hypocritically changes the grade; seemingly defying the very morality he’s dedicated his career to imparting. Hundert comes to regret his choice: the Bell cheats at the contest, but still loses. The rightful contestant is shown dejected and discouraged. Twenty years later, when Bell returns to restage the contest, presumably to recover his lost honor, Hundert hopes against hope that Bell has changed and he hasn’t failed as a teacher. In the end, history repeats itself, and the rematch bears the same outcome as the first Emperor’s club, with Bell cheating but still losing. When Bell is confronted by Hundert after the contest, he replies in true Machiavellian fashion: “I live in a real world where people do what they need to do to get what they want. If it is lying, if it is cheating, then so be it.” Hundert feels like a failure until he’s given a surprise party by his old students, who thank him for his mentorship and moral leadership, helping Hundert realize that while he failed to turn Bell into a better man, he still has helped make many of his pupils into better men, and he realizes that his value is not based upon one failure or one success.====

====While I disagree with Hundert’s initial decision to change Bell’s grade, I understand his reasoning in doing so. There are times when the “right” choice defies our personal moral code. Although I may believe it wrong to steal, if someone is starving, the moral choice is to steal food to help him/her. Of course life rarely offers such clear cut moral dilemmas. If Hundert had refused to compromise and denied Bell participation into the contest, I’m sure there would have been other means of encouraging him to become a better person. Additionally, Blythe, the boy who deserved the spot, would have received the recognition he had earned. If, as Hundert himself says, “a man’s character is his fate”, then Bell’s participation in The Emperor’s Club would make little difference in his moral development. I believe the greater lesson Hundert could have taught would have been that greatness comes from helping others, not in seeking personal recognition. Knowledge should be valued in and of itself, not as a means to accolades or success. Perhaps Hundert could have encouraged Bell to use his natural gifts of charisma and wit to organize a charity event or run for class office, rather than seek to become Mr. Julius Caesar, a proscribed role he wasn’t fit for.====