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This fall, after a restless night overthinking an assignment for my upcoming class and drinking three cups of not-strong-enough coffee, I added the final touch on my latest assignment for students in my WorldHistory II class. A core part of that is preparing students to write out in the real world. To what end?
Today, I teach worldhistory and geography to newcomers in a Title I school in Chattanooga, Tennessee, where nearly 60 percent of the 1,550 students enrolled in our school are Hispanic and speak Spanish, and many speak a Mayan dialect. I wish I could thank Esther and tell her how much I have learned from our brief acquaintance.
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