Learning Processes 3

Takaki still lends itself to being a little dense and there is a lot of information to be had. One strategy I have always liked for when it comes time to go back and review information from a textbook or informational book is to write one or two words that summarize the main idea of a paragraph in the margin next to the paragraph. Of course highlighting is always great for finding out the important information, we still need a way to remind ourselves where we can find particular information, this is why I like to write in the margin the main idea of paragraphs. The table of contents and indexes can only do so much for us when we are trying to find particular information fast, this method allows me to more quickly skim a page when I am looking for something in particular.

As we continue reading, Takaki continues to give us the different racial and ethnic groups and talk about their treatment by the majority white class. It is amazing how much they hated everyone, not just one group in particular. They exploited everyone, not just one or two groups. Because of this, I ask, why do American history courses not integrate these exploitations into the curriculum? Why are the treatment of others always an afterthought or separate unit? This makes these groups seem like they are not essential to the development and progress of American history. I can see the value in learning about particular groups individually, but not entirely separate. Being able to discuss the trials and tribulations of various social groups should be an assessment for units, and these groups should not need their own unit. It should be an overlying theme of the entire curriculum. As the semester progresses, build on the knowledge of what was happening to other people. Ignoring them until they get their own brief unit does not do them justice. They are a part of American history, not a side note, and we as teachers need to be treating and teaching their stories as such. Providing perspective needs to be done all year round.