The Bloc Vol. 5 Issue 1 by Jason O'Brien

BLOC the

Volume 5 issue 1

IS S D ON IS A SO CE SO NA N CE AC E

ISM

SESEXI

X SE

M XIS SE XISM E M XIS SM S

TIC

E DISSONAC

RIG

IGH TS HT CIV S IL

IL R

RIG

CIV

I CIV

E IC E IN ST IC E IN INJ JU J U S T IC IN NJU UST JU U ST I INJ ICE CE SET STI ICE T US TI TIC EIC CE INJ NJUSINJUSJUSTIC E I IN

US INJ

E TIC US E INJ STIC U INJ

T US INJTICE US E INJ STIC U E J IN TIC US INJ ICE T US INJ TICE S U INJ

G E

X SE XISM SE

XIS

MISM XISSEXISM

SE M

XIS SE

M XIS SE

U INJ

DISSONACE DISSONACE DISSONACE

CIV CIV IL R IL R IGH IGH TS TS

TIC

ICE ST

INJU

INJ

JU IN

ICE

M IS M

S HT

E TIC US E INJ STIC E U INJ STIC U E INJ TIC US INJ ICE T US INJ

TIC

INJ

U INJSTIC U E INJSTI US CE TIC

INJ US INJ TIC US INJINJU E TIC INJ US ST E US TIC IC INJ TICE E E

G E

G E IS M G E A IS M G E IS M A

DIS

SO N

DIS

SO N

on ati rdin tion bo a rdin bo

A G

rdi

i civiilv

il civcivil

ISS O

DIS S

inatio

on ati

on ati n rdin tio n n bo ina tio tio su borddina ation na n suubor rdin n rdi tio s ubo tio n bo na n s su orddiinatitioon ina atioon n d b r o r ordination ati su ubo dinna bo din atiation on on subrdina tion in s bor atio suubourbordrin i subo in d ti subordin ss s ubo d ordina inatiton tion uboinratiaotinon su ub s rd a na on s ord ordin b or su o in din sububord ordi nation subn subtion a n ati s ub rdiinati atiordin n tio on s bo ord in boation atioin a d u r ion s in din rd su subbo inat ord or bo susubordsub sub su

civ

il civil

civivil c il civ

m cis ra m m cis m cis ra cis ra m cis ra cism ra cism ra

ism

a su rdin on bo ati n su ordin atio in n b su bord atio su ordin b su

subo rd

n atio n rdin bo atio su rdin ion bo at su rdin bo su

c ra cism ra cism ism c ra ism c ra ra

subordination

n tio na n rdi atio bo in on su borrddinataiotin susubobordin tion

tion

il civ il civil civ il

m cis ra

rac

atio bo su rdin bo su

ina

il ccivivil ivil vil civilcivil civil c ci civil il civ il

civ

rac

i rac

c ra

m cis ra ism c ra

m i cis ra raraccismism m rraaccismism racriascism cismm m ra acis raaccism m racis m rarccisismm r r cism is m ra raacis r cism racracis ra cism m ra cis m ra cis rraaccisimsmm is ra raaccimsm racisism

on ati ation

n rdin rdin bo atio n su rdin inatio on bo su bord dinati tion r sub n a u ord s subo ordin inatio n o ina tion sububordinati s d n

tio

ina

atio

in ord

r sm m aciism issm sm rracrraaccisism m c i c a i r ac sm ra cism m r aci sm ra cis m r acaicism ra cis ra r r ism m cism s i m ism c a rac rraccisimsrac ra ra

ism sm racrarcaicissmm

il civ il civ il civ civil l

i civ

ism

lism

ral

ltra

ult

ltic

ltra

rali

at rdin

tio n ina n n ord inatio tio atio ion t sub ina rdin ord ina rd ubo bo s subbord su on sution ati a din

ord

civ

icu

il civil cciivvilil

i rac

cis

ism

il civivil vil c ci

civ

civ il

ult

at sub

o ati

n atio rdin ation bo n su ordin atio b su n rdin bo atio su rdin bo su

c civi c ivil c ivil c

ltic

S JU

m cis ra ism m c raacis m r cis ra

nn tioordinatio

rd n tio bo ina su

n rdi

botion

civ

E TIC

a rdination bo su ordination n b su bordin inatiotion n su a o d r bo rdin ati su ubo ordinn s ub atio s rdin n

sub

ilcivivilil

il civivil c

civil

in ord

civ

il civ il

rdi

ICE I

ST INJU

rac

n inasub tion ord ion ordina on ati

n in tio rd ina ubo ord n s ub atio n

STI

NJU

DIS ISSON NACE D ISSO D

civ vil ivil lci ivil

DI S D DI SO DI ISS SSONA SS O N CE ON NA AC AC CE E CE E SONA ACE

il civcivil

civ

c il civ

u ism ltic ral u ult ism m ltic ultral mumultic

rsec

tio

rse

c il civ

il civ civivilil

N SO DIS

per

n tio cu n rse tio pe secu ion

p rsec pe

tio

rse

n o tio cuti

civivil

CE NA CE SO NA DIS ISSO CE D NA CE SO NA DIS SO DIS

DISSONACE DISSONACE

NACE DISSOSONACE DIS ONACE DISS

C U C SO L O OUT ST L CIA CA SO OCIA UT S LO CIA SO

ST ST CA CA UT UT T LO L O CAS CIA CIA OUT ST SO SO IAL TCA AST

cu rse ion rescuetion peersecut e p p rs n

tio

rse

civ

CE NA SO CE DIS ONA S DIS

CE NA CE SO NA DIS SO DIS

n n tio cu tio rse pe cu tio rse ecu tion rs u pe rsec pe

tio

rse

ion

ut rsec pe n utio

rsec

civ

il c civivil ivil c il c il

O ISS

E IC T S CE E IC JUSTI T E S U J IC E JU IN T IN IC S ICE E T U C S I J U ST ST IN J

E TIC

DISSON

tio

rse

tio

rse

il vil cciviilvcivil ciivil

ism ralalismsm t l u tr li

N SO DIS NACE DISSO NACE DISSO

NA DISSO

NACE DISSOISSONACE D ACE

CIA

tio

cu rse

tio

utio

rsec

ecu

rs ut pepersec pe

ers

n c rse ecutio rs

ion

tio cu n n rse tio pe tio cu cu n rse rse utio peersecution

cis

rse

ut rsec

Ra acis

is ac

R cis m Ra cis Ra cismm

cis

Ra Ra

is acism

is acm

cis

RRaciscismRRac

ism

c Ra

sec

n tio

cu tion rse cu ion pepersseecuut tion

Ra cism

m cis

m cisism Ra RRaaccismm cis Ra m cis Ra ism

m cis m Raacis m R acis Ra

M XIS SEEXISM

ISM

november-issue.indd 1

is ac

m cis

m cis Ra ism c Ra

m cis Ra cism

SM XI

ISM M SE SEX XISSEXIMSM E SSEXISSMEXIS

cis

ISM

peer rsec ion t p cuution rsesec pe per

m cism RaRaacciissm

XIS

cis

m cis

R ci acism Raacism R

S SM SM XI XI SM SE SE XI

cis

m cis Ra

ism

is acm

utio

cis

c Ra

cis

ism Rac ism Rac

m cis

cis

rse

rsec

ism

Rac

cis c

m cism RaRacis m

rs pe

tio ion ecu n

tio

t s ion ecun per ecut

on uti

tio

u sec

tio ecu n

tio

cu rse

n tio cu on rse cutiion pe erseec ut p pers

ism

c Ra

Racissm

ISM SEX ISM X SE

SEX

S SEX

m cis Raacism

Ra ism sm c i Ra Rac acismm

ismm

R ism Rac ism Rac

tio

rse

m cisismm RaRacRacisism

cis

m cis Ra ism m c Ra acis

m cis Ra cism Ra

c is Ra Raaccism R acism

M XIS SE ISM X SE

M XIS SE EXISMISM

peperseecution

Raci

o uti

sec

r pe rseccution

m cis Ra cism a sm

p e on p uti n n

tio

u sec

ACE SON CE DIS ISSONANACE D ISSO D

ST CA UT ST L O CA ST CIA UT CA SO L O OUT AST C L CIA T SO OCIA OUT CAS L S UT ST IA O C CA SO CIAL UT O SO L CIA SO

T S

io r pepeerrsseeceucut tio

tio

rse

SE XISM

rsec

m cism RaRaccisism

M XIS

ion

tio

ecu

ers

p n n tio tio cu ersecu n o rse p pecution utoi n on se eeccutiecuotin per s r ti s s n peper peprersecu

sec cut n

IN IN INJUSTICE

m cis Ra

AGEISM AAGGEIS AGEISM

on uti ion n

tio

cu rse

m ult m

p ti n cu rse tio pe ecu onn rs pe cuetrsiecutiuotion

ST ICEINJU JUJUST

DIS

civ

is ra ult ltral lism u tra c i t l ul icu

ICE

U J

M EIS M M M AGEIS AG AGEIS EIS M SM AGEISM G A EIS AG EISM AG ISM E AG ISM EM M AG EIS S I G A IMSM E M M S AG EIS M AGEIS AG EIS M

persecution

per

M AGEISM AGEIS

O ISS

iv il c

m mu lism m

ltic

ICE STICE

DI S SS O DI DISS ON NA SS O A CE ONNA CE CE ACCE ISSONAACE E D ON

DIS

ACE SDON DIS IS

ACE SOONNACE CE S I D ISS D NA

ON E DISSSONACCE DIS SONA CE DIS SONA DIS E

DIS

E DISS SONACCE DIS SONA DIS

ic l ra ult lticulticult

CIVIL RIGHTS

TIC

S JU

T TS TS IGH TS IGH IGH IL R IGH TS IL R CIV IVIL R L RIGH CIV IL R C CIVI CIV CIVIL RIGHTS

n tio secu tion per cu

IN J IN UST JU IC ST E IN IC JUS E INJU TICE STIC E

UST

T SO

AGEISM

INJ

AGEISM

AGEISM AGEISM

ACE E SON AC DISISSON NACECE D ISSO ONA ACE D ISS ON CE D ISS ONA E D S C DIS SONA ACE DIS SON ACE DIS ISSON ACE D SON

DI S S O DI DIS SO NA SS S NA C ON ON C E DI AC ACE SS E E ON D D ISS IS O A SO N C D IS A SO NA CE E C N E A ACE

lt mu

CE US TI INJ JUS TICE IN JUS TICEE IN JUS TIC E IN JUS TIC IN JUSICE IN ST IN

AS TC

E TICE JUS TIC

ST TC CA OU UT AL L O TCAST SOCI OU CIA SO SOCIAL

E TIC E US TIC E INJ JUSSTIC E IN JU TIC IN JUS TICE IN JUS IN

TS IGH S IL R HT CIV IL RIG HTS CIV IL RIG TS CIVIL RIGH S T CIV RIGH IL CIV

TS IGH IL R TS CIV IGH IL R TS CIV H IG IL R CIV RIGHTS TS IL CIV RIGH S IL T CIV RIGH S IL CIV RIGHT IL CIV

INJUSTICE INJUSTICE

M EIS SM M AGAGEI EIS ISM AG GE EISM M M A G EISISM EIS M A G AGE ISMM AGGEIS EISMAM AAGGEEIS A AG EIS ISM M AG GE ISM A EIS

C SO

TIC US INJTICE US

STICE

ICE

US INJ

TS IGH IL R CIV TS HTS IGH RIG HTS IL R IVIL RIG CIV TS C IVIL IGH TSC IL R IGH CIV IVIL R C

IN IN JUS JU TIC ST E IC E

E TIC INJU

DIS

CA UT LO ST CIA CA SO UT T AS LO CIA OUTC T SO L AS TC CIA SO L OU CIA SO

IG IL R

CIVIL IGHTS R CIVIL

INJ

GEISM

H IG S HTS IL R HT TS S RIG TS CIVVIL RIGIL RIGHIGHT TS L I I H CIV RIG TS C S CIV IVIL R RIGHGHTS S C IVIL RI HT IL H T C IVIL RIG HTS CIVIL RIG RIGH C IVIL RIG CIV CIVIL C VIL CI S HT

CIV RIGHTS

INJ

U T L O CAS CIA OUT SO CIAL SO ST ST CA CA ST UT UT ST CA T LO CA LO UT AS UT CIA CIA LO SO SO L O UTC CIA CIA O ST SO SO CIAOLUTCA AST ST SOCIAL OUTC TCA L SO OU CIA SO IAL

NACE DISSO NACE DISSO

S I T A H

CE NA E SO NAC E O AC

DIS

DISSSONNACE O ACE DISSS SON CE DI DIS SONAACE DISSON CE DIS SONAACE DIS SON CE DIS SONA E C DISSONA E C DIS SONA CE DIS SONA E DIS ONAC

CE STI

E C I

O DIS DDISISSOSNACE

E TIC TICE US INJUS INJICE E ST C TI JU S IN JU N

NASCONACE

DIS SONA DIS

ACEACE SAOCENDISDISSOSONNACE S I D SON CE E

INJ

E IC ICE ST ST

E STIC ICE INJU INJUST

INJ

ININJU

E E TIC STIC U

E TIC US E INJJUSSTTIICCE

civ

CHS STUDENTS ANSWER THE QUESTION IN 7 Stories 11/25/08 11:26:59 AM

ism s raccismraci raacism r

J N I

INJUST

M AG EIS M

EISM AGEISM

kids sentenced to school

E IC ST CE JU TI IN JUS IN

IN IN JUS JU T ST ICE IC E

AGEISM AGEISM Racism AGEISM by Serena Lor AGEISM M AGEISM 06 Can you teach me? M AGEISM AG

CE I T S ICE U J IN UST E INJUSTIC INJ

Personal Freedom by Michael Nichols

INJUSTICE

INJUSTICE INJUSTICE

ISM

INJUSTICE

community high school

E INJUSTIC E

EISM

INJUSTICE | INJUSTICE INJUSTICE INJUSTICE INJUSTICE

E INJUSTICCE INJUSTI E INJUSTIC

AGE

INJUSTICE INJUSTICE INJUSTICE INJUSTICE INJUSTICE INJUSTICE INJUSTICE INJUSTICE

INJUSTICE INJUSTICE INJUSTICE AG racism INJUSTICE AG E ISM

INJUSTIC INJUSTICE

ISM04

november 2008

INJUSTI

INJU

Table of Contents INJUST ICE

EIS

USTICE J IN S INJUSTICE JU INE INJUSTIC

INJU STICEOUTCAST 13 STUDENT

INJUS

TICE

INJUSTICEINJUSTICE

Multiculturism by Miaxia Xiong

Conformity by Chong Lee

08 School rules Racism

14 Racism

persecution

by Dan’l Scott

Racism

persecution

Dissonance

persecution

Racism

persecution persecution

Racism

persecution

persec

per

At the crossroads when Roy was fifteen he took the wrong way down the tracks… persecution

persecution

by Roy Rogers

persecution

Racism

persecution

Racism

Racism Racism

persecution

Racism

persecution

Racism

Racism Racism Racism

by Pachia Yang

Racism Racism

november-issue.indd 2

Racism

Subordination

Racism

persecution

15 ENDING UP ON BOTHpersecution SIDES Racism OF THE TRACKS Racism persecuti Racism persecution

Racism Racism

persecution

Racism

Racism Racism

Baby on board

persecution persecutio persecutio

Racism

Racism 10

persecution

Racism Racism Racism

Racism

by Chong Lee

Racism

Racism Racism

Racism

Human Rights

persecution

Racism Racism

Racism

RacismRacism

persecu Racism THEY CAN. WHY CAN’T WE? persecution

Racism

persecut

persecution

Racism Racism Racism

Racism

persecution

persecutio 11/25/08 11:27:28 AM

INJUSTICE INJUSTICE

CIVIL RIGHT

persecution

persecution persecution

persecution

november-issue.indd 3

multicultralism multicultralism

persecution

multicultralism

Your editors, Serena and Max

multicultralism multicultralism

ecution tion

cution

SOCIAL

instead assigned a topic by Kyle. Kyle was inspired by Roxanne’s list of social justice synonyms and vocabulary. That list of words became the foundation of each article. With each word, the writers creatively expanded the definition to a higher level. Page 15 features a letter from Roy Rogers to the students of CHS. When Roy was 16, he was sent multicultralism to prison. Today, he is 31 years old and writes to the school to share the lessons he has learned. multicultralism We are the editors of The Bloc, but this was put together by many people. The credit is split into many directions. The writers, designers, editors and our advisors, Kyle and Jason have all worked hard for this first issue. Please look forward to the next issue, until then:

multicultralism

persecution

Editorial Policy: The purpose of persecution The Bloc is to be a useful, thoughtprovoking and factual source of information for the students, staff, and community. It is also to be an on open forum for students, teachers, ution persecutionand the community alike. It is to be ecution entertaining yet enlightening for its persecution readers. The Bloc upholds a high persecution code of ethics in journalism, relying on responsible and respectful persecution cution judgement of controversial topics. The Bloc is a monthly paper. To persecution contact The Bloc: Call Jason at Community High School at (414) 934-4057, or email us at CHS@thebloc.net

persecution

CIVIL RIGHTS

persecution

Adviser: Kyle

SOCIA SOCIAL SOCIA

multicultralism multicultralism

persecution

persecution persecution

SOCIAL SOCIAL O

multicultralism

persecution

ersecution persecution

persecution

persecution persecution

rsecution

persecution

secution

persecution

Design veronica kaeler Asiah bracey christopher semons quentin gordon ersecution deanna mccoy angel staten pe rse chou yang cu tio n desrea johnson persecution staten persecution rsecutiontiera persecution persecution der yang

CIVIL RIGHTS CIVIL RIGHTS

RIGHTS

CIVIL RIGHTS CIVIL RIGHTS CIVIL RIGHTS CIVIL RIGHTS

CIVIL RIGHTS CIV IL R CIVI L IGH TS

SOCIAL OU SOCIAL OUTC

SOCIAL OUTCAST SOCIAL OUTCAST

CIVIL RIGHTS

SOCIAL O

SOCIAL OUTCAST

CIVIL RIGHTS

L OUTCAST

SOCIAL

Staff Writers Michael Nichols Chou Yang Angel Staten In your hands you have the very first issue of Latanya Staten the Bloc 08-09. This issue is focused on the topic Timothy Roach Emmanuel King of social justice. The views people have of social Veronica Kaehler justice all differ. We defined social justice as the Australia portis CIVIL RIGH sonia McGee TS advantages and inconvenience of justice in our Chalie Ward-Beckley community. Look deeper Hinto this issue to learn Amber watts TS G I S chong lee HT IVIL R justice through the eyes what truly definesRIGsocial CIV C IL R Dan’l scott L IGH IVI C of our writers. TS TS pachia yang IGH R L I maixia xiong After struggling CIV to find the proper topic, we were Serena lor

CIVIL RIGHTS CIVIL RIGHTS CIVIL RIGHTS CIVIL RIGHTS CIVIL RIGHTS

TCAST

A letter from the editors:

OUTCAST

From the Editor’s Desk

SOCIAL OUTCAST

Bloc Staff

CIVIL RIGHTS

UTCAST

CE I T S ICE T US ICE ST

november 2008 | community high school

The

IL RIGHTS CIVIL RIGHTS

TICE TICE TICE TICE TICE

VIL RIGHTS CIVIL RIGHTS CIVIL RIGHTSCIVIL RIGHTS

11/25/08 11:27:29 AM

Special Issue

november 2008 | community high school

Racism In School BY SERENA LOR

Racism is one of the greatest dictators of the world, but It is also known as history repeating itself. From China to Brazil, racist people are found all around the globe, but narrow it down and you’ll find a building sitting on the corner of 12th and Highland, in Milwaukee, Wisconsin. Community High School is young, only five years old, but it is already greatly diverse. There is a large population of African Americans in CHS, but Asians, Hispanics, and Caucasians are also scattered around school grounds. What is the rate of racist problems at CHS? Students all around the school had their own opinions, “Because it is bad, it shouldn’t be normal, but everyone does it so it is normal…there are only certain amounts of people who are racist. Those who don’t do it don’t care,” Yee Yang, a student who has been attending CHS for two years now shared his thoughts on racism in high school. In contrast, Mingmao Lor, a student who attends Menomonee Falls North Jr. High School, describes his school experience with racism. Because Menomonee Falls School District has a

different population compared to MPS, it is a major factor for students’ perspectives on racism. It is stereotyped that Caucasians are more racist and since Menomonee Falls consists of more Caucasians in the school, most would say that only Caucasians are racist. According to Mingmao, “Not only do the White people act racist, Black people do it too…Just because I’m Asian, they think I’m Chinese. They also call me Jackie Chan or Jet Li.” It does sound rather flattering if someone would call me Jackie Chan or Jet Li, but comparing Yee Yang and Mingmao Lor’s views, is it worst off in MPS or outside of Milwaukee? Students who attend CHS, in Milwaukee, are more attuned with diversity and the meaning of community than other schools. Thanks to community days, the students are more open minded in dealing with other races. Every Wednesday, Community High School sends their students out to help in the community during school hours. As a result, many are exposed to different races depending where they provide community service and whom they are working with. At CHS, everyone converts their favorite day of the week to Wednesday.

ace r r e : h t m o n a s rhaatrecd ior intolerance of

november-issue.indd 4

11/25/08 11:27:33 AM

november 2008 | community high school

What is social justice?

“ Not only do the White people act racist, Black people do it, too…”

Colleges, such as the University of Milwaukee (UWM), are said to be less open and upfront with racism. “It’s more about groups and issues, such as gay and lesbian rights and [give at least 1 more example] The big conflict that is happening currently is the clash of the Democratic and Republican parties, said Zoua Xiong, a two year student at UWM. Her boss, Jason Kemp, the administrator in the Admissions Department for new incoming students at UWM, also agreed that racism is not active. If it exists, it is hidden deep within the student and teachers. College becomes a whole new community where racism may not be as important of other issues. Walking around downtown, you’ll find a balanced amount of races. There are still certain neighborhoods that are segregated. More often, the busy Caucasian race is crowded in the heart of downtown, while some are located in the outer suburbs or sprinkled around certain neighborhoods. Maixia Xiong commented, “Since it’s downtown, and Milwaukee’s getting bigger, there’s more people of different races. So the “good side” of downtown must not be racist so that they make Milwaukee look good.” Although downtown Milwaukee may have more mixture with the race of people walking on its sidewalks, the assortment could be more homogenous because of the separation of the “good side” and “ghetto side”.

november-issue.indd 5

African-Americans take up a little more than half of the population of Milwaukee. The Hispanics are about 25% in the south of Milwaukee. Their population is growing, too, and make up most neighborhoods in South Milwaukee. Don’t be surprised to find a couple of streets filled with Hmongs or other Asian groups. This arrangement of how neighborhoods are set up doesn’t benefit the city at all. The living condition of “unintentional” segregation makes it seem as if the city is promoting racism. “I think families feel more safe if they live near people who share similarities in race, tradition, and culture,” Paoi Lor says, a self-employed worker in Milwaukee. “But don’t take my word for it, because it doesn’t matter to me. As long as I feel safe in my neighborhood, whether it’s full of Blacks, Whites or Hmongs, I’d live there if it’s safe for me and my children.” Although Milwaukee is not promoting racism, the positions where the people choose to live are where they feel most comfortable with their own race. There’s not much that the City of Milwaukee can do about racism, since it’s only based on opinions; the best they can do is to make sure our city is safe and that violence doesn’t get involved with racism. Racist jokes are common around CHS. Therefore, Tim Roach concluded, “The world can’t function without it (racism), it’s the way of life.”

11/25/08 11:27:39 AM

Special Issue

november 2008 | community high school

Can You Teach Me? BY MIAXIA XIONG

When students are given the chance to reach their fullest potential, the opportunity should not be missed. Everyone should be allowed equal opportunities in each classroom. Whether it is a language barrier or needing a different method of learning, a teacher should provide what is needed. The most important goal a teacher should have is for all of their students to receive a grand learning experience. Students should enjoy what they learn, remember what they learn, and use what they learn. It is not a case of special treatment, but the general attempt of multiculturalism. How does Community High and other schools deal with diversity in the classroom? Different people define the concept of multicultural education in many ways. Multicultural education attempts to offer all students an unbiased educational opportunity. Serena, a new student at CHS compared her current learning experience to her previous school. She said, “The population at The Falls is bigger so they did not focus on students as individuals and everyone is lumped together. Here, we don’t have as many people so teachers are more connected to students of different races.” A student’s life history and experience are the center of multicultural education so that a learning process is familiar to students and addresses multiple ways of learning. The origin of multicultural education comes from the time of the several Civil Rights movements of the 1960’s. Multiple movements pushed for curriculum that would include histories

november-issue.indd 6

and experiences of diverse groups. Since not many changes were made, multicultural scholars altered their focus. Multicultural education was then built on a system of social justice. Slowly but surely, socially oppressed groups are becoming recognized and are given the chance of equal education. Do teachers consider a student’s culture in their curriculum? Tim, a student who has been attending CHS for two years took a moment to take in the question and answer it. With an unsure mind, he finally replied that he simply “did not know”. There were a few more answers from multiple students that were along the lines of “I don’t know”. There is a possibility that students do not pay attention to their culture either. Students do not know what to expect from

“ Here, we don’t have as many people so teachers are more connected to students of different races.” multicultural education. Maybe students are just used to where they are and how teachers teach. Going to school is part of everyday life and kids are used to being taught about the same topics.

11/25/08 11:27:47 AM

november 2008 | community high school

Out of all the CHS students interviewed, only one replied with a definite “yes”. By answering with ‘I don’t know’, Tim did not mean that teachers neglect their students’ cultures; teachers just do not incorporate culture into their teaching. In fact, Angel said, “The teachers think about us all because of the diversity.” The teachers have to deal with all the different cultures and backgrounds of students because of all the diversity. The teachers of CHS replied truthfully when they were asked if they thought about their students’ culture, language and family as foundations for their teaching. The teachers admit they do not think about it as much as they should. Hesitating about it, one teacher replied in the end that, “It is definitely an English only school.” This meant that teachers will most likely think about teaching in English rather than thinking about teaching to students who did not understand English school. The teachers want to believe that they are being open minded about different cultures in the school, but what Roxanne, the Art teacher says, “The only truth would come from the students to know how well the teachers are teaching.” Outside of CHS and into the college world, students give their thoughts about multiculturalism in school. “No one receives special treatment,” Says Dara, a freshmen at MATC. “It would not matter how a student performs in the class, or if a teacher is teaching in a way a student needs to learn because in college its not up to the teacher to get a student to pass, its up to the student to pass,” said Kibby, a Junior in college at UW Madison. She also stated that, “Teachers may try to make sense of a student, but they probably will not understand completely”.

What is social justice?

It also depends on which school a person attends. A school with a larger population of students makes it harder for teachers to recognize students, whereas a student attending a school with a smaller amount (of students) will be able to receive more help from teachers. It all depends on how a teacher is willing to help in their classroom setting. A teacher can do more than just think of a student’s culture while planning out their teaching. Teachers can include different cultures into students’ learning just by informing students about them.

“ It is definitely an English only school.” At Hmong American Peace Academy, students are taught about the Hmong culture and even get to learn how to read and write in Hmong. Mainyia, a student at HAPA says, “I love going to school! They teach us how to read Hmong there and we have a lot of fun.” Numerous schools in the Milwaukee area teach foreign languages and offer other options for bilingual students. Community High School is a fairly new school. As the population grows, so does the diversity. There are ways to increase the multiculturalism at CHS. Lessons that relate to ethnic groups can be added to the basic curriculum with a focus on heroes, holidays, food and other cultural elements. A new unit of a particular ethnic group can be added to the traditional social studies course. If various perspectives and different references from a range of groups are used, a student’s understanding of the American society will expand.

: m s i r u ion t t a n l a u n i c h t multion of cultures wi preservati

november-issue.indd 7

11/25/08 11:27:48 AM

Special Issue

School Rules

november 2008 | community high school

by chou yang

What do students think of when the term “Student Rights” comes to their mind? Do we, as school students, believe that we are treated fairly with the rights we have? Do we need more discipline, or rather more freedom at school? For this debate, whether we deserve to earn more rights or more limits at school both Milwaukee Public Schools and private institutions have come up with their own unique perspectives on what they believe our student rights should be. Student Rights are defined as the freedom of students, which includes their rights of expression, justice, and protection in schools. In today’s Milwaukee public and private schools the rules and regulations tend to reach a more difficult setting. Michael Nichols, a freshman at Community High School, describes today’s school rules and discipline as “a punishment with fewer rights for the majority of people.” “By far, schools are getting too strict with their,” He replied. “With so little rules, there is nothing much you can do.” In this case, school teachers maintain the right to sort the rules and discipline students in school. They have the right to give us what we desire, which sometimes would be less rules and restrictions and also punishments. Another student, Justina Rivera, voiced her opinion about earning more rights from school. “I think that students should have more rights in school because the teachers would hear the voices and opinions of the majority of students,” She quoted. In addition to her statement, she also stated that by hearing the voices of the students, it would also form a unity between adults, teachers, and other students. In opposition of having more rights, there have been several occasions which included problems with having fewer rules and restrictions. For example cell phones, one of the largest issues in schools today may cause several problems in school, such as disturbances and even fights. Shane Cournia, a teacher at Atlas Preparatory Academy, has his own reasons why students have had too many chances with their rights and need more punishment and discipline.

november-issue.indd 8

“Cell phones are more than a potential disturbance. When a student forgets to turn off a ringer, they cause some students to skip classes. If they wanted to talk to somebody, the cell phone allows students to text message back and forth during class, including potential answers to questions or just basic texting which causes a student to be distracted from potential learning opportunities presented by a teacher for a student.” The policy of not bringing cell phones does not just go for private schools; it also affects the policies at MPS schools as well, including Community High School. Jason O’Brien, one of the lead teachers at Community, not only agrees with the policy, but various different policies as well. He assumes that by putting such limits on the students at Community, it will benefit the students and increase the chances of success. One of his favorite quotes is on a poster located on the wall by the library on the third floor. The poster says, “When you discipline yourself, no one has to do it for you.”

In other words, if students knew how to control themselves and their actions, nobody has to force you to do so. “If there is no self-discipline, we are forced to do it for you. Whether students like it or not, it is for the safety issues and the trust of Community High School,” He acknowledged. Roxanne Mayeur, another lead teacher and Art teacher at Community High School, voiced her opinion on her reasons as to why students need discipline in schools. “I believe that structure and high expectations help students succeed and often at times, students see it as discipline or limits. But these things are part of a world they need to prepare for.” In other words, Roxanne believes that teens need to learn that discipline is an essential part of life and will be something they will encounter later on in their lives. In the future, no one knows whether things will be able to change. If students come together and speak out as a whole, many of these rules and policies could be modified to their liking. In order for these changes to happen, it will require

11/25/08 11:27:49 AM

november 2008 | community high school

What is social justice?

lots of time, patience, leadership, and responsibility. So in the future, will it be possible for there to be changes in the rules, discipline, and restrictions that will affect future CHS classes? Kyle McGilligan-Bentin, English teacher at Community High School states, “The beautiful thing about our kids is that they can do anything they want to. If they unite for a common cause, then anything is possible.”

: s t h g i r t o n n n a a c t m a h u h ights t l r fundamenta ay be taken aw

“ I believe that structure and high expectations help students succeed, and often at times, students see it as discipline or limits, but these things are part of a world they need to prepare for.”

november-issue.indd 9

11/25/08 11:27:52 AM

Special Issue

november 2008 | community high school

BABY ON

BOARD!

: n o i t a n i d r subo ank r r e w o l a placed in

november-issue.indd 10

11/25/08 11:27:53 AM

november 2008 | community high school

What is social justice?

“ Raising a child will always be difficult.” by pachia yang

Think before you act. A young mother enters the abortion clinic not knowing what to do. Should she keep the child or should she abort it? Things run through her mind like a soldier running for his life. The only protection is his gun, he holds it clinging for his life, hoping that he doesn’t let go, and hoping for one last breath. Time goes by too fast for her to grasp it. The abortionist is here, the smile on his face is secure and friendly, but she knows deep inside, the soldier is running out of bullets. The doctor leads the young lady to her room; she brings her mother as well. They discuss her options, opportunities, and her future. The soldier is still waiting silently for his rescue team. The doctor comes in to talk to her about the procedure. She thinks of the soldier; inside he is scared, but she knows he will go home safely. After the doctor finishes talking about the procedure, she knows what she is going to do. In the end, the soldier’s team arrives. He goes home safely, trembling in fear, but he is happy to see the dawn of light. The young lady goes home with her mother. The child is safe, still in the womb. She knows it is going to be tough raising the child, but she still has her mom, and her peers. In Milwaukee Public schools, it is usually common to find a young teenage mother doing what she has to do in order to graduate. After all, Milwaukee is the 7th highest state for teenage pregnancies. Veronica, a student and a mother that attends CHS quotes, “I plan to finish high school, and get the support I need so I can graduate.” Studies show that a young mother that is sexually active at an early age was probably exposed to sex, drugs, violence, sexual abuse, rape, or neglect. Though some mothers have the support they need, there are

november-issue.indd 11

other less fortunate ones who have had to give up their child for adoption or even abortion. Abortions may lead various directions; however, most directions point to poverty, unwanted children, neglect, no support, or ruined future plans. “I feel that it is wrong. Your mother gave you a chance, so why can’t you give your child a chance?” said Angel Staten, a student at CHS. In addition, Lynne Archbald, librarian at CHS had an opinion on abortions as well. She responded, “I think it is the mothers’ choice, but she should still be educated, and schools should have the right access to birth control so both male and females can both behave sexually.” The Wisconsin State Law says that a mother younger than the age of 18 considering an abortion must have a parent with the mother, or they must have an adult over the age of 25 to give the consent of the mother to have an abortion. If no one is present to give the consent then she can get a judge’s order for the abortion. This method is known as judicial bypass. The mother must enter a full session of counseling with a guardian or parent and this process may only take a few days and does not cost anything. Today abortion rates have not been a great concern. Rates have been lowering in the past four years and it still decreases today. Though, abortion rates have dropped, the number of teenage pregnancies has still increased. AfricanAmerican mothers make up 92.6% of child births, while Latinas make up 74%. Taking care of a child is not easy, whether two parents are taking care of the child or not. But for a single parent mother or father who may be forced to poverty, or struggling to support the child alone, it is almost impossible. Christine Lyons, a nurse for higher risk babies states, “Raising a child will always be difficult.” Lyons has one son,

three step children, and eight granddaughters. So her experience in relation to this topic is monumental. A single parent responded, “What do I do? I get up early, change Nani’s diaper, put clothes on her, do her hair, wash her face and do the same for myself. Next, I go downstairs and let her play. I clean the living room, wash the dishes and Nani’s bottles. Then I cook breakfast and lunch for Max so he has something

“ The life of a single mother is hard, but until you walk in someone’s shoes that is experiencing this then we must leave it up to the mother to make her own decisions.” to eat. Next, I sweep the kitchen floors maybe do some additional chores. After all has been done, I chat with wonderful mothers online.” The life of a single mother is hard, but until you walk in someone’s shoes that is experiencing this then we must leave it up to the mother to make her own decisions.

11/25/08 11:27:54 AM

Special Issue

november 2008 | community high school

Kids Sentenced To School by michael nichols

Imagine waking up at 6 a.m. and getting ready for school. Then someone tells you, you don’t have to go. How would that make you feel? What would you do? Should school really be mandatory? How would it affect my life in the future? Some may think school should be mandatory because they want people to obtain knowledge, get a good job later in life, and know they accomplished something in their short lives; however, some may think it should not be mandatory because they may have different priorities in life. Also, some of the students act up in school so much they either listen or they get suspended. Some can come to believe that the MPS school board is telling them what to do; however, everyone should know MPS just wants everyone in Milwaukee to have a great education to get a good job. Even high school students think that school is a necessity. “I believe school is mandatory for children who want to make a difference, and who are ready for reality,” said Pachia Yang, a student at Community High School. Chou Yang remarked, “School should be mandatory because without it, students won’t be able to experience or understand anything in their lives. As for education, I think education is extremely important in our lives because it helps us get closer to our goals. Without it, what will happen to us?” If children don’t want to learn, then chances are they will not learn and most likely drop out. Those who do drop out will look back and see what they did wrong. If they spent their time wisely and obtained knowledge while school is free, they might have a good job later in life. Although, others think it should not be mandatory. Students and teachers at Community High School think differently about this topic. “No, I think that school should be voluntary. We will end up with

“ Children should make their own choice if they want to get an education or not”. people who go to school when they are supposed to and we will end up with people who will go back when they realize they need it. School is simply a way for people to gain knowledge. If they think they can do it another way then let them. People need to figure it out for themselves,” said Kyle, an English teacher at Community High School.

Sergio Ferguson, a student at CHS agreed with Kyle that children should make their own choice if they want to get an education or not. Sergio made the point that children will eventually realize that they need school. It may just take longer for some. What would the path be like for those students who did not attend school? How would it affect their lives? For example, Bill Gates is a college drop out. Bill Gates now makes billions of dollars off of Microsoft. Microsoft makes PC (personal computers), and also XBOX, and XBOX 360’s. Do not get your hopes up though; many people who dropped out now have minimum wage jobs and can barely afford to feed their families. Many people have different theories on whether school should

CHS students walking into CHS

or should not be mandatory. Some other teachers at Community High School have mixed feelings on this topic. Roxane Mayeur, one of the lead teachers at Community High School stated, “I have mixed feelings on this topic. I truly believe that education is an equalizer and that it should be mandatory. However, some students seem to focus on disrupting those who came to learn. I wish that we could find a way to reach every kid, but we are only human.” Are things going to change? Will kids still wake up at 6 a.m. and get ready for school? Whether the kids want it changed or not, the MPS school board will make us go to school and get an education. Maybe in the future things will change. Maybe school will not be mandatory and kids will actually go to school because they want to. Maybe…

: m o d e e r f l a n o s r pe ol r t n o c l a n r xte e m o r f n o i exempt

november-issue.indd 12

11/25/08 11:28:02 AM

november 2008 | community high school

What is social justice?

Student Outcast by chong lee

confor action

Children everywhere are being ignored. Not just children who are home schooled, but also kids who attend public and suburban schools. Every school day is a day of suffering for those students who are considered social outcasts. Though these kids are hard to find, it is possible that you are the one ignoring them. What did these students do to be treated as though they do not exist? Is it their clothing? Is it the way they look? Or is it because of their confidence? Whether these students have bad taste in clothes, look too hideous or too beautiful, they should not be treated differently. “Kids who are unsocial, probably just prefer to keep their opinions, thoughts and ideas to themselves. They may not know what to say or they are just nervous around people,” Bailie Hoover says, a nineteen year old college student. What she said is right, most kids would rather keep their opinions to themselves. Some people like the feeling of being alone, which most find peaceful while some may also find it sad. However, students that are nervous around others should not feel that way. Yes, they may have a unique appearance, be too beautiful or stuck up, but why not at least try to talk to them? Try to interact with and communicate with them. These

november-issue.indd 13

mity:

in acc ord wi th oth ers

students may still be too shy to build up any courage to say anything. But instead of ignoring them and making them feel like they don’t exist say something like a simple “Hello”. You don’t know how far that simple word could possibly go. Being socially active is easier said that done. Having the experience of being ignored for nearly a whole school year isn’t a great feeling at all. Students walk pass you and don’t even bother to say anything to you, (no matter how desperate you are looking for someone to just say “Hi”). With no friends to help support you, to be your partner for group activities, you basically have to support yourself. Making friends should be easy right? Wrong. A simple way of making a friend is just saying something to them, or asking them about a problem you are having with your homework. People need friends, it is what makes them who they are and without friends they would be nothing but outcasts. Being an outcast isn’t great. Though some people say it is peaceful, they just don’t want to admit how they really feel. How do social outcasts really feel? Explaining it isn’t as easy as one may think. The feeling of being ignored by everybody and no one noticing you basically makes you feel like a ghost that is

not even supposed to exist. The Feeling that no one would actually care about you if you died is something no one should experience. No one in school would even know your name, recognize your face or cry for you. What are the outcomes of these kids that have been ignored? Do they live happy lives? Or do they just rot in loneliness? Xia Vang, an office coordinator, and the proud mother of a seven year old boy shed some light on the subject. “These kids who don’t open up fall far behind. Yes, some may live happy lives, but what about the ones that don’t? What happens to them? What are their lives like?” Their lives cannot be good. But who is really to blame? Should we look directly at the outcast? What about their fellow students? Or is it the parents? It is everyone’s fault. The outcast student for not building enough courage, their fellow students for not talking to them and ignoring them and their parents for not raising them proper enough to know how to start a conversation. This problem may never be fixed, but here at Community High School we do our best to make sure everyone is appreciated. This truly is a community.

11/25/08 11:28:04 AM

Special Issue

november 2008 | community high school

They Can. Why Can’t We? by Dan’L Scott

Don’t you hate it when your parents tell you how much they hate cleaning up after you, but turn around and leave behind a sink full of dishes for you to wash? Then you say something like, “Seriously, you can’t wash your cups out or haven’t you been here all day; or why couldn’t you wash them?”. You know when someone tells you something, but does something else? There is a word for that, it is called dissonance. According to dictionary.com dissonance is a separation between one’s actions and beliefs. But dissonance goes farther than the average household. Dissonance spreads as far as CHS. LaTanya Staten, a freshman at CHS, helped shed some light on the subject. “Teachers say you can’t use cell phones, but they have them on clips and use them in class and we can’t.” In search of a better understanding, I went to one of the lead teachers of our school, Roxane Mayeur, to find out more about how dissonance affects school. “I think it is that students are given mixed messages by parents, friends, media and teachers,” commented Roxanne Mayeur.

She also had a few words to say on whether or not she believes she contributes to dissonance in school. “I believe everyone contributes to it,” she chuckled lightly. But Roxanne, being the completely unbiased teacher she is, had another comment on the brighter side of dissonance. “I think sometimes it makes people think like never before, which can lead to new discoveries.” Cell phones have long been a source of dissonance. Imagine Kyle in class while on the look out for the teacher, and his phone under the table being careful not to click the buttons too loud. He knows if he is caught he is in jeopardy of losing his phone, even though he is texting his brother to try and ensure he has a way home. Our cell phone policy is stricter than when Kyle was in school, but one fact still remains the same; teens will defy rules they find unacceptable. Emmanuel King, a sophomore at CHS, offered a solution to the cell phone dilemma. “I think that we should be able to use our phone during lunch.” He also commented, “To make it fair, they should make it so that they [teachers] can only use their cell phone at lunch.”

Kyle does not share the same view on how to solve the cell phone crisis, but does state, “I don’t use my cell phone in class, outside of class, or even make it visible because the students can’t use theirs. Practicing what I preach is something that is very important to me.” We have a long way to go to reach a mutual agreement on cell phone use. But we can strive for compromise, because that is the solution to dissonance.

“ Teachers say you can’t use cell phones, but they have them on clips and use them in class and we can’t.”

: e c n a n o s s i d

d r o c s i d ; d n sou h s r a h r o harmonious

november-issue.indd 14

11/25/08 11:28:06 AM

november 2008 | community high school

What is social justice?

Ending up on both sides of the tracks At the crossroad,s when Roy Rogers was fifteen he took the wrong way down the tracks and ended up in disaster. The path he chose changed his life forever. Greetings class: First of all, I would like to say it is an honor to talk with you today and share some things with you. At the moment this is the only way I can give back to the community, because believe it or not I owe you. This will be the first of many letters to you to motivate you and inspire you to protect your future because it is in danger. To get you to think about where your current choices are taking you, and to let you know that your time in this high school can be the beginning of a new healthy and productive outcome. I want you to know that you do have a chance to succeed. And believe me, a shot at a chance is better than a chance at being shot. Someone might be asking, who are you? And why should anyone listen to you. Well, there’s an African proverb that says, “Advice and counsel him and if he does not listen let adversity teach him.” Class, this is the platform from which I speak, “The platform of one who has been taught by adversity.” From my childhood years to my teens, family members, ministers, teachers and those concerned about my well-being and

november-issue.indd 15

my future have counseled me for success and invested time in me. I was taught right from wrong so I could have a moral compass to guide me in the direction I should go and a foundation to rest my integrity on. I will keep it straight “100” with you. I didn’t listen, I didn’t take it serious and now adversity has taught me the lesson of my life. It came to the point where I literally rejected the positive and constructive messages that were intended to nurture and nourish me as a person. Instead, I embraced negative and destructive messages that ruined my life and lives of others. Since my attitude and outlook on life were “straight hood”, so were my actions and my outcome. My new life concept (I thought I was living at the time) introduced me to the world of gangs, drugs, crime and the excess baggage that comes with it. These factors and many others resulted in me going to prison at the age of 16… where I currently reside. I’m 31 years old now. So as you see, my moment of truth came just a little bit too late. But it doesn’t have to be that way for you. When I speak, this is where I am coming from because I know how it feels to grow up in the midst of negative influences and how it feels to succumb to peer pressure. I know how it feels to be caught up in the so-called glamour of the thug/gangsta culture, but I also know the other side of that so-called “thug glory”, and there is nothing glorious about it. I went to prison in my sophomore year in high school. I used my time in high school to promote my hood and my hood image. I was erasing my future for success with each school absence. I never thought I would end up in prison for a large portion of my life. I was having fun, doing me. In my mind I was right. I was slick and I would not be stupid enough to get caught up like other “cats” in the hood. My game was tight. Over 10 years later I’m sick with regret because I see how wrong I was and I wish I had someone to intervene while I was in the process of destroying my life. How many of you would like to trade places with me? How many of you are on the same path I was? If you are, it is not too late

for you to get off that path and get on something new and productive. Since I have been taught by adversity, I want these letters to serve as teaching tools for those of you who think that representing the hood, “half stepping” on your education, “clouding your mind” with weed smoke and engaging in risky behavior will bring you success, happiness and peace. I want you to know that the decisions you make today in your life will live on to bless you or curse you. I want you to learn valuable lessons of life without paying for it with your own lives. Learn from my mistakes and develop practical strategies to avoid making the same mistakes I made. This is why you should listen to me because you shouldn’t have to sacrifice your life to see things clearly when you can learn from someone who has already made that mist ake. Everybody has experienced failure at some point in his or her lives. Remember, it’s never too late to turn things around in your life, never. All the present struggles and past failures do not define who you are today. Until the next meeting of the minds. Love and respect… Roy.

11/25/08 11:28:20 AM

Fall2008

Social Justice Themes at Community High School What is social justice? Accesing power Race & class War & peace Mind, body and soul

Equality Respect november-issue.indd 16

Peace

Loyalty

Justice 11/25/08 11:28:34 AM