Review – Tuesday
2 minutes free write. What do you remember about Professor Julie McConnel’s visit.
Some juvenile offenders never leave Richmond, as college students, we can’t imagine live in one place forever, and have no outside experiences. Living in one place making them have no idea of the outside world – this may lead to some extreme behaviors.
Then professor Dolson points out that traveling can open new possibilities, and significant changes can occur when young individuals are exposed to novel experiences.
One student perceives that from this conversation, we need to recognize our own privilege deeply in our heart – our social circle making us unaware of their experience.
One student mentioned micro elements and macro elements. Being in different places and being exposed to different people can greatly influence the formation of their personalities and values.
The idea was exposed: for some people, books and TV video games are the only way to see the outer world. It is difficult for people to make sense of what the real world like in these ways above.
The lack of privilege among young people, which hinders their access to higher education and other resources typically available to individuals, is not a problem of their own making.
Professor Dolson concluded that the system is continually evolving, driven by our collective efforts to bring about positive change. Individuals, in turn, construct narratives about what the world is like and explore the possibilities. With each new experience, whether gained through reading books or interacting with people from diverse backgrounds, we gain a deeper understanding of the world. She also said, while modern technology allows us to connect with others online and hear their stories, physically visiting new cities, mountains, and unfamiliar places is more powerful.
Our imagination can be a powerful tool for crafting new narratives. It encourages us to ponder the realm of possibilities and enables us to create fresh stories based on our unique experiences.
Then we wrote a card for the law professor to express our appreciation of sharing her experience to us.
We discussed a concerning issue: lawyers who defend young people are not well-supported by the state. They’re paid only $120 per case, and it seems that the government doesn’t provide much help for these kids. While we recognize that everyone has a right to legal representation, it’s troubling that those without money often can’t get a proper lawyer.
Then we discussed about the Book – Richmond’s Unhealed History.
During our class discussion, we had the opportunity to review each other’s preparation notes. One significant point that emerged was the experience shared by Anna. She recounted that whenever the topic of Native Americans was raised at her high school, the Wi-Fi mysteriously got blocked, and numerous teachers were even fired for discussing Native American history. This particular experience generated a lively discussion, with everyone in the class sharing their own experiences and perspectives on the matter.
We also discussed the varying approaches to teaching Native American history in different regions. For instance, in Texas, the curriculum explicitly covers Native American history. Some students even have dedicated classes taught by teachers with firsthand experience living on reservations. These classes provide insights into how Native Americans live within broader society.
In contrast, there are cases where Native American history is scarcely mentioned or entirely omitted from school curricula. One student noted that in her school, Native American history was a substantial and important part of her history class, akin to an Advanced Placement (AP) history class. It was surprising to learn that in other people’s schools, the history of Native Americans was not taught at all.
Professor Dolson encouraged us to consider how much trust we place in the stories presented in this book. The book is essentially a collection of personal narratives, arranged in a storytelling fashion along a historical timeline.
To support these stories, the author uses various techniques, such as including quotes and primary sources. The inclusion of endnotes suggests that the author conducted thorough research, which follows the traditional approach to learning and thinking. Essentially, the author combines existing knowledge to create fresh insights and understanding.
The book commences with a narrative that back to the era when foreign nations first set foot on this land. Its introduction is crafted around a symbol, an associated date, and a vivid portrayal of the landscape. In tandem with this, the professor added their insights regarding the visual aspects.
A particularly intriguing facet explored is the reaction of Tsenacomoco’s residents upon encountering an unfamiliar symbol, which led them to ponder the physical appearance of these newly arrived individuals. This perspective underscores the differing viewpoints between those who approached the island and those already residing along the shoreline.
The author gathers insights from different sources and uses them to form conclusions, all while expressing his unique identity as an American. For instance, when discussing the English arrival, historical accounts might say they came to cooperate, but the author, speaking as a scholar, uses his own words to argue that they were not being truthful.
Professor Dolson stressed the importance of being mindful of the author’s intentions while reading. We can decide whether to agree with those intentions or not, but it’s crucial to be aware of them. We can stick to some details to understand the intentions of characters.
This brings us to the realm of emotions. Professor Dolson mentioned, “Sometimes my feelings are triggered, evoking memories and connecting different aspects within us. The stronger the emotion, the more resonant and noticeable it becomes.”
A student agreed, “We can imagine what is happening – because it is so detailed.”
Next Week: Accept Commitment again, and evaluate which one you are doing well, which one you will improve.
