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    there is two part on this assignment:

    part 1: answer the question below:

    Which Tokugawa thinker(s) do you think most helped to lay the groundwork for the Meiji Restoration and its modernizing revolution from above in the 1870s?

    part 2: read the article below and answer 3 questions below

    District 2

    Background

    District 2 is located in the Southwestern United States, in a racially diverse but highly segregated urban area. Though the district is in a sanctuary state, immigrant enforcement has increased its presence over the last two years in the community. The district serves 25,000 students in grades K-12, and 25% are English learners. English learners are mostly from Spanish-speaking countries, such as Mexico and Central America. Teachers are primarily white or Latinx, few are bilingually certified given the states history of English-only instruction.

    The schools in the district are highly segregated, with predominantly white and English-speaking neighborhoods on one side of the community, and predominantly Latinx and Spanish-speaking neighborhoods on the other. An elementary principal described her schools community: This school in one of the lowest income pockets. If you drive down North Santa Fe here, majority of the business are serving a Spanish-speaking community. Signs are not on English, you know. It looks like, my husband is from Tijuana, looks like it could almost be Tijuana. A walking community, predominantly migrants or newcomers with strong family values.

    The demographic change in the community has generated tension from the long-standing white community, and schools have been slow to respond, as a district staff member noted: There’s a lot of discomfort, as there is in many communities that have changing demographics. And so we have a lot of people who don’t want to help or would be happy to see the change. And that’s frustrating. And I think the school administration, who is very much the same because I’ve heard from the administrator, Well, that’s not reallyit doesn’t impact our families, and I’m like, You’re four blocks off the road, that sure as hell impacts your families.

    Students have been affected by the recent uptick in immigration enforcement and threats against the Deferred Action for Childhood Arrivals (DACA) program: In this school, we’re about 85% language learner, and so they’re very much a part of the community. But that community also is very much a part of a lot of the things going on in the world. And so there’s a lot of anxiety, there’s a lot of focus on, Will the DREAM Act still be there when they are of age? So they have a lot of questions and that brings anxiety to them. Whether they are of legal immigration or they have a family member who’s possibly not of legal immigration, there’s a lot of anxiety with them. (High School Principal)

    The district has a long-standing plan in place for English learners focused on English language development, and does not currently offer bilingual programs. The Superintendent described the existing ELD plan, which is in need of replacement, especially with the overturning of the state English-only policy:  Developing our last plan for English learners was a long, inclusive community project where we had focus groups and representatives. A lot of it was done in Spanish, and we did a really good job developing an ELD strategic plan that was addressing all of the needs and the designated ELD block was a really important element of that, because what was happening was students weren’t necessarily getting their needs met in a consistent manner. So that’s when the state policy hit and we needed to reorganize because we couldn’t do bilingual education anymore, so we needed to reconfigure. So I developed, with a lot of people, an ELD strategic plan. But that’s like 10 years oldIt’s meaningless now, so…The plan can’t just be the same for 10 years. And now we have new state policy.

    Challenge

    The district does not currently have any bilingual programs, as it only offers ELD support to English learners. However, language majority families are advocating for a dual language program so their children can be come bilingual, but few schools currently serve both language majority and minority students.

    Your Task

    1. What kind of bilingual program would you recommend? Who would it serve, what languages would it support, and how would it be structured?

    2. How would you ensure equitable engagement from language minority and language majority families? How might you leverage community or family resources to support the program?

    3. What challenges would you need to consider?

    You can write more on part 2 than part 1

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