Teaching Social Justice: My Background and Context
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"As a high school Spanish teacher during the day and Advocacy Project coordinator after hours and on the weekends, I am a member of my Baltimore community and my Baltimore City College High School family, a school community with a proud strength in heritage and tradition. I am a teacher who strives to connect with my students..." |
Inspiration for "The Advocacy Project"
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"Inspired by the influx of Latino immigrants to Baltimore City and the increasing need for my Baltimore City students to be fluent in practical, immediately applicable Spanish, The Advocacy Project allowed my high school students to involve themselves in the Latino community in Baltimore City in a meaningful way..." |
Providing opportunities for volunteering during "The Advocacy Project"
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"Providing opportunities for students to volunteer in our Baltimore community while speaking Spanish and interacting with Latinos in the city is no small task. It requires a strong relationship on the part of the teacher with the Latino community, and requires these community organizations to find ways to implement high school student support..." |
How are students graded while participating in "The Advocacy Project"?
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"The Advocacy Project requires a substantial amount of commitment from the teacher, students and parents involved with the project. Although the results of The Advocacy Project are stunning, being highly organized with students from the very first day by implementing The Advocacy Project requirements in the syllabus and presenting the project..." |
Student Reflections on "The Advocacy Project"
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"To reflect on "The Advocacy Project" for Quarters 1 and 2, students in IB Spanish 2 were required to write a 400-word, typed reflection in Spanish describing their Quarter 1 and 2 Advocacy Projects and a future volunteer endeavor for Quarter 3 or 4. I received some exemplar final student essays, and I will translate excerpts from these essays below..." |