Wednesday, December 11, 2013

Spreading Promises

Question:
"Why was communication essential to understanding among the children of Promises?"

Promises is a documentary that features the interviewing of seven children within a short distance of Jerusalem, with some of them living in Israel as Jews, while others lived in Palestine as Muslims. Both religions argue over the dominance of the sacred city, occasionally warring against each other. The Jewish children hated Muslims, while the Muslims despised the Jews. The Jews occasionally revolted against the Muslims, suppressing the Islamic forces that went against them. The Muslims of Palestine, however, had to defend themselves against the Jews with the little resources they had. They were kept from revolting against Israel because of the checkpoints that surrounded Jewish territory and blocked them. They only granted access to Jewish military and international tourists, preventing any sort of contact between them.

A map of the region:


The interviewed children did not desire any form of contact with the opposite religion at first. The Jewish children believed in defending their land, which was theirs according to religion, while the Palestinian Muslims desired to keep the city for themselves, which was originally theirs until the Jews banished them and destroyed their former homes to clear evidence. However, after meeting with children of the other religion (with the exception of Shlomo, who refused to negotiate with Muslims about the situation), most had changed behavior, especially seen in the epilogue, filmed a couple years later.


Yarko and Daniel – Jew, brothers. Entered the army to support their country, glad to talk to Muslims and negotiate since the group meeting in 2001, but they are considered enemies when they are ordered to be killed.

Moishe – Jew, believed in deporting Muslims to protect both sides from further harm, yet the Jews would be the overall owner of the city. He still believes in removing the Jews, since he believes that Israel belongs to the Jews.

Rahel – Jew, Moishe´s sister, also known as the “chair girl”. Thinks opposite to Moishe, rejecting deportation. Believes in erasing the past and moving on, no matter the cost.

Shlomo – Jew, orthodox, rejecting any form of communication whatsoever. The Jews were destined to keep the land, so any intruders must be stopped. He did not want to negotiate.

Mahmud – Muslim, originally afraid of Jews, expressing hatred towards them, and not really willing to converse, but then became more outgoing. Argues that the Jews are just like the Muslims. Still believed that the land belonged to Palestine, but is willing to perhaps work something out. “Peace between hearts that see wars every day is impossible. It´s impossible to forgive or forget”.

Sanabel – Muslim, father imprisoned by Jews. Freed later, but then her brother is imprisoned. Believes in spreading ideas through speech, not war. No matter the cost, she decided to persuade her ideas until others are more compassionate. Loves peace, but sees a dark future ahead.

Faraj – Muslim, moved to the U.S. in 2001. Lived with a Jewish family while his true family was being killed in a conflict. “If we can share the same plate, why can´t we share the same planet?”

As seen above, children such as Sanabel, Faraj, and Rahel would relate with each other the best, while Yarko, Daniel and Mahmud would present minor hesitations against others. Moishe and Shlomo would be completely against opposing opinions and defend their own, deciding that peace is not an option.


As a student who practices neither Jewish nor Islamic beliefs, I relate the most to both Faraj and Rahel, who both share visions of peace. I also believe in simply erasing the past conflicts and living in peace and harmony, because the only real enemies I see are the ones who believe in generating constant war to solve problems. In the United States, I can relate more to Rahel´s situation, since the only conflicts that happen are started by other countries, such as the Afghanistan War. When it comes to personal challenges and issues, however, I relate much more with Faraj, since I simply desire to make a living and not cause conflict, while at the same time, pity the soldiers who fight the opposing forces. I also strive to generate peace between America and African/Central Asian forces, as we can (according to Faraj) “meet in the middle and eat fish”. The only people I am not willing to tolerate are the ones who refuse to try and cooperate and reach an agreement. Communication is not needed to start a war, but without this communication between others, peace cannot exist between two opposing forces.

Monday, April 8, 2013

Moving out of Racism: What does it take?

Question: "What does it take for someone to move from a position of hate and racism to a position of tolerance and respect like the transformation that occurred in Derek in the movie "American History X"?" 

As I explain Derek´s situation, keep in mind that he was following the pyramid of hate:


Derek had started his racist ways when his father remarked the coincidence in which the black race are being given more attention, with examples such as Black History Month.

Here is the full video, which is the possible origin of his hatred:



After the death of his father, Derek continues on to discriminate black people, as well as hispanics and Asians, later forming a group and spreading his hatred. With the spread of hatred, he commits vandalism and murder, sending him to jail, but not before he influenced his brother to become a part of this Neo-Nazi group of men and women. This sends the group closer and closer to a hatred that would result in genocide.


It helps to just stop and look at the trail of destruction that has been left from racism. Derek had killed two black people and vandalized some stores that belong to different races. If something similar had happened and I was the cause of it, I would look back and contemplate on what I have done, out of pure hatred.


In jail, Derek works with a black man to do laundry. This is one of eight ways of transitioning from hatred to respect, since he is starting to learn that his race is not much different from the African race, since we are all human beings, just like how poodles and pitbulls are both dogs, but with different appearances. Some may think that such thoughts of discrimination can leave as if one were to quit smoking, but one must see that race does not matter in order to admit that racism is truly wrong.

Looking back at the destruction caused by the invoked hatred is a wake-up call of sorts, while bonding with other races will raise one of the most unanswered questions of all time: "Why can´t we all just get along?"


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Tuesday, January 29, 2013

Boycott on MAP

boycott seattle
Recently, I read an article that consisted of the boycott in Seattle, California, where teachers have disallowed MAP testing. Not only have all the teachers gone against this testing, but so have students, parents, and the PTSA of that region, with many more followers joining in.
It even made it to CNN:

I have never really been a fan of the MAP test, a standardized test that tests the knowledge of students and adapts its difficulty to measure progress on each subject, but I would personally be okay with the removal of the MAP testing, for a couple of reasons.
Firstly, one does not get a grade for any good progress, but it is only a guideline for teachers and parents to know the progress of students. According to my other classmates, they see the test as a free class, despite taking the test. I try my best on these tests, but I also see no reason to do so with the format of said test, leading to my next point.
The test features random questions for each student. This is good for variety, but not all of the content has been previously taught to students. A student may have studied geometry and algebra, but the test may display a question regarding lessons that have not yet been taught to the student. Another example regards the English language. I have been asked many times to show the meaning of a Latin root. I have rarely been taught such roots, but I still manage to answer a select number of these questions.
I do not have a problem with the general style of the MAP, since I see the need to measure the progress of each student, but I also agree with Hagopian with his opinion on an MAP substitute:
“Many others, myself included, believe that portfolios, which collect student work and demonstrate yearlong student growth, would be a good replacement for the MAP. Such assessments would be directly tied to our curriculum and would demonstrate improvement over time rather than a random snapshot of a student on one particular day.”
Therefore, I would be happy with one of two of these options, the first being the described portfolio, and the second being a modified MAP test, with content relating to what is taught in class.

The image, video and quotes have been found from:


Tolley, William J. "Under Pressure." Process of Living. Word Press, 27 Jan. 2013. Web. 29 Jan. 2013. <http://processofliving.com/2013/01/27/under-pressure/>.