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From YouTube: 09 01 18 Global Perspectives
Description
Gaston talks with Je Wieczorek, Ph.D., Magnet Program Teacher Specialist, AACPS about growing up in Salem, Ma. in a diverse family & community and a trip to Peru this summer with AACPS teachers.
A
B
B
So
Salem
is
a
port
town,
it's
an
old
one
founded
in
the
1600s
and
it
was
founded
as
a
port
city,
the
second
to
Boston
and
it's
famous
for
one
thing.
It's
sort
of
the
wit
Salem
witch
trials
in
1692.
Although
there
was
much
more
to
that,
Salem
has
to
offer
it's
really
so
up
until
the
the
end
of
the
20th
century,
or
so
it
was
pretty.
It
was
an
ethnic
City,
and
so
it
was
a
city
for
Polish
American
immigrants
also
for
italian-american
immigrants
and
then
French
Canadians,
and
so
that
was
the
you
know.
A
B
So
that
side
is
polish
and
I
speak
polish
still,
we
spoke
that
at
home,
along
with
French
and
Spanish,
from
my
mom's
side
and
Italian
from
the
neighborhood,
my
Italian
is
weaker
than
the
other
languages,
obviously
English.
So
but
my
mom's
side
is,
you
know,
so
they
have
roots
with
Hawaii
and
likely
with
southern
France.
Also
because
of
the
languages
we
speak
at
home,
so
I
grew
up
with
all
those
languages
we
went
to.
B
School
I
went
to
a
bilingual
school
first,
it
was
a
Polish
and
English
school
and
then
that
clay
was
a
Catholic
school
and
then,
when
that
closed
down,
I
went
to
a
french-canadian
and
English
school
and
then,
after
that,
it
totally
in
English.
So
I
had
and
I've
had
a
varied
background
education
wise,
but
you
know
on
the
streets,
and
so
when
I
grew
up
it
was
common.
We
could
tell
by
what
street
people
lived
on,
what
languages
they
might
speak
so
and
it
was
considered
rude
in
those
days
too.
B
If
I
met
somebody
in
the
street
and
I
knew
she
was,
you
know.
Let's
just
say
it
was
a
woman
who
was
on
street
X
I
would
know
I
would
it
would
be
more
likely
than
not.
She
would
speak
this
language
and
if
I
went
to
another
street,
it
would
look
more
likely
or
not
that
she
this
language.
So
what
became
interesting
was
that
I
had
to.
It
was
considered
sort
of
good
manners
to
speak
in
the
language.
Okay,
yeah,
sir
of
the
of
the
people
that
I
thought
I
could
also
tell
by
the
foods.
B
So
you
could
tell
by
the
foods
they
would
be
cooking
and
you
could
smell
them
and
on
those
there
was
no
air
conditioning
in
those
days
right.
So
all
the
windows
were
open.
You
could
tell
by
the
foods
and
likely
ingredients
what
we
were.
People
were
cooking,
so
you
could
also
make
that
assumption.
It
was
great,
so
I
grew
up
around
a
diversity
that
I'm
not
sure
that
exists
anymore
in
Salem.
B
A
B
There
are
four
magnet
programs
in
animal
County,
Public
Schools,
and
let
me
talk
about
students
who
can
apply
for
them.
There
would
be
middle
school,
fifth
grades,
sorry
elementary
school
fifth
grade,
students
going
into
middle
school,
and
so
there
were
three
of
them:
the
International
Baccalaureate
program,
the
performing
of
visual
arts
and
the
stem.
We
usually
use
a
lot
of
acronyms
in
education,
so
the
International
Baccalaureate
middle
years
program
is
IB
or
IB.
M
YP
is
what
we
usually
call
it.
B
The
performing
visual
arts
is
PVA
and
stem
is
science,
technology,
engineering
and
math,
but
everybody
in
society
seems
to
call
it
stem
what
they
offer
for
students
is
a
chance
for
them
to
apply
to
and
attend
a
school
that
may
not
be
their
home
school,
but
also
that
allows
them
to
have
a
different
curriculum.
So
it
gives
them
a
little
bit
more
choice
in
what
they
want
to
what
they
want
to
study
in
their
career
and
college
readiness
for
the
high
school
for
applicants.
B
There
are
four
they're,
the
four
that
I
take
care
of,
and
one
also
that
I'm
associated
with
so
by
stem
biomedical.
Is
it
Glen
Burnie
High
School?
We
have
a
stem
high
school
at
North,
County
and
South
River
High
School's.
We
also
have
International
Baccalaureate,
and
there
are
three
of
them
depending
on
where
you
live
in
the
county,
so
it's
meet
high
school
old
male
high
school
and
Annapolis
High
School,
and
then
the
performing
visual
arts
is
split
in
high
school,
with
with
what
the
students
are
studying.
B
So
if
you
study
music,
you
go
to
broad
neck
high
school.
If
you
study
the
other
arts,
it
would
be
at
Annapolis
High
School.
What
they
offer
also
is
the
chance
first
for
students
to
apply
in
eighth
grade
to
go
into
high
school
and
any
student
who's
in
a
program
now
has
to
reapply
and
it
allows
them
the
same
opportunity
to
have
choice
in
what
they
want
to
study.
B
It
also
gives
them
a
curriculum
they
might
want
to
think
about
for
their
future
careers
I'm
also
associated
with
a
cat
center,
so
they
get
centers
for
applied.
Signal
is
e-cat
north
and
tell
me
about
that
yeah.
So
that's
application
process,
that's
the
same
as
the
magnet
programs
and
everything
can
be
found
at
the
web
site.
Wwe
a
CPS
org.
That's
our
that's!
Our
normal
URL,
a.
A
B
Dog
/
magnet
and
they
scroll
down
and
they
apply
to
a
magnet
program.
The
cat
centers
are
also
ones
they
could
apply
to
it's
different
in
the
sense
that
the
students
attend
their
home
high
school
and
then
part
of
the
day.
They
study
something
in
ninth
grade.
They
study
an
ace
called
career
exploration.
They
study
at
the
cat
Center,
so
they
leave
their
home
school
to
go
to
the
cat
centers
and
they
have
a
rotating
schedule
with
that.
So
they're
allowed
to
study
a
curriculum
they
normally
would
not
during
the
school.
B
A
Of
questions
are,
you
know
to
follow
up
regarding
our
wonderful
programs
in
the
county.
One
is:
when
do
you
suggest
students
to
apply
for
those
programs?
Does
one
question
the
other
question
is
what
is
it
that
we're
doing
in
our
county
to
our
reach?
You
know
to
promote
these
wonderful
programs
with
all
students,
not
just
english-speaking
students,
but
also
you
know
sure
those
students
who
are
learning
or
speak
or
any
other
languages
at
home.
Sure.
B
So
the
application
process
is
from
mid-october
through
noon
on
November
30th
this
year,
so
October
15th
through
noon
on
November
30th
is
application
process.
Okay,
students
can
apply
in
the
fifth
and
eighth
grades
for
entry
in
the
sixth
and
ninth
grades.
So
those
are
the
that's
the
application
process.
The
outreach
is
really.
B
We
have
a
lot
of
good
outreach,
I
work
with
the
counseling
office
so
with
Miss
love,
miss
Jackson,
Avery,
I
work
with
them.
I
also
work
with
the
Esau
with
the
Esau
teachers.
We
have
a
lot
of
outreach
for
the
students.
We
also
have
several
sessions
for
the
students
to
learn
about
it.
So
taking
a
step
back
from
the
fifth
and
eighth
grade
in
the
spring
of
the
fourth
and
seventh
grade,
we
invite
all
parents
to
come
to
hear
about
the
program's
to
others.
B
There
are
two
information
sessions,
one
in
the
north
and
one
in
the
south
of
the
county.
Then
we
have
information
sessions
again
in
in
each
of
the
magnet
schools
and
an
overall
session,
and
this
year
it'll
be
at
North,
County,
High,
School
and
at
Annapolis
high
school.
So
in
there
and
there
in
October,
everything
is
posted
on
the
magnet
website.
Again,
if
I
can
refer
the
for
parents
and
students
back
to
WWE,
ACPs
org,
slash,
magnet
and
there's
a
link
in
English
in
Spanish
too,
to
read
about
when
the
overall
sessions
are
so.
B
The
outreach
is
also
we
send
a
letter
to
each
of
the
students
that
we
deem
eligible
for
one
of
the
programs.
It
could
be
for
one
of
the
three
at
the
middle
school
or
one
of
the
five
at
the
high
school
and
that
they're
eligible
somehow
because
of
grades
I
mean
so
there
are
requirements
for
the
programs
right,
but
we
do.
B
We
do
have
requirements,
but
we
also
have
a
wide
outreach
this
year,
in
particular
we're
reaching
out
to
esal
teachers
and
students
and
parents
to
make
sure
that
they
they
can
see
themselves
the
WIDA
score
of
3
or
above
because
what
we'd
like
for
students
to
be
successful
so-
and
we
know
that
that's
taken
in
the
you
know,
sort
of
in
January
of
the
year
before
the
students
actually
enter.
So
we
realize
there's
growth
in
English
too.
B
If
the
students
have
a
formal
education
that
they
continue
here,
we
we
want
all
students
who
who
can
apply
to
apply,
so
we
want
them
to
consider
their
options
for
their
future.
I'm,
proud
of
saying
this
too,
that
the
magnet
programs
are
now
more
diverse
than
the
school
system
itself
right.
So
they
now
reported
each
year
to
the
to
Maryland
state
about
what
the
composition
is.
You
know
the
demographics
of
Anne
Arundel
County,
Public
Schools,
and
we
are
more
diverse
in
the
magnet
programs
and
Konya.
B
So
it's
with
pride
that
I
said
that,
because
you
know
we
really
enter
all
the
county
has
got
a
fantastic
view
perspective
and
to
back
up
the
superintendent's
strategic
initiative
and
all
means
all
it
does
mean
all.
We
want
all
students
to
think
about
so
they're.
Absolutely
you
know
sort
of
that.
They
have
something
to
look
forward
to
that.
They
have
choice.
They
can
go
to
their
home
school,
there's
nothing
wrong
with
that.
That's
great
or
they
can
have
choices
with
go
to
a
magnet
school.
B
A
B
A
Know
we
count
with
a
nice
Bank
of
interpreters
over
150
interpreters
in
the
county
that
are
called
when
needed.
So
when
you
conduct
these
outreach
events
in
throughout
the
county,
do
you
invite
those
interpreters
to
be
part
of
your
outreach
events,
so
we
can
inform
our
parents
who
are
not
English
speakers?
Yes,.
B
B
All
events
have
Spanish
language
interpreter.
If
there's
a
family
that
needs
it
I'd
ask
the
families
to.
You
know,
certainly
contact
us.
We
can
certainly
make
sure
we
have
that
you
know
in
in
anticipation
of
the
event
itself
we'd
like
to
have
them.
You
know
at
least
a
month's
notice
that
they're
coming
they
intend
to
come
and
then
we'll
be
glad
to
have
them.
Parents
can
also
feel
free
to
come
if
they
speak
Spanish
or
French
as
it
is
now.
B
They
call
me,
and
you
know
that's
I-
can
actually
give
them
the
information
in
the
language
they
need
it
right.
So
that's,
that's
part
of
you
know
what
I
can
bring
to
the
table
for
the
for
the
parents,
but
I'd
like
them
to
advocate
for
themselves.
Certainly
in
saying
absolutely
please,
please
do
we've
worked
with
a
lot
of
the
language
interpreters
and
it's
a
great
relationship.
I
think
it's
great
to
have
it
so
I
mean
the
way
I
look
at
it.
B
This
is
sort
of
my
perspective
is
that
it
doesn't
matter
what
language
you
hear
it.
It's
in
the
option
is
still
the
same
right.
You
have
options
for
yourself.
It's
nice
to
know:
what's
going
on
and
to
be
involved
with
when
I
grew
up,
my
parents
are
immigrants,
they
didn't
know
what
was
going
on
in
school.
B
They
had
no
idea
and
their
perspective,
and
so
I,
you
know
I
share
this
with
you
is
that
their
perspective
was
always
school
is
for
school
at
home,
is
for
home
and
that's
the
way
it
was
in
the
United
States.
The
expectation
is
that
parents
are
involved
in
the
education,
so
this
isn't.
This
is
another
way
we
can
ensure
that
that
happens
is
that
they
could
hear
you
know,
hear
and
see
it
in
their
in
their
own
language.
B
You
know
sort
of
that
that
we're
actually
we
you
know
we
make
that
outreach
I'm,
also
working
again,
as
I
stated,
with
the
ESL
teachers
this
year
to
make
sure
that
they
understand
that
their
team,
their
students,
have
choice.
It's
not
language
shouldn't
be
the
barrier.
Language
and
culture
should
never
be
a
barrier
to
these.
Absolutely
as.
A
A
A
B
Know
so,
culturally,
they
thought
they
would
be
intruding
that
they
respected
they
respected
what
the
teacher
said
and
did
in
school.
So
that
was,
the
expectation
was
that
they
would
take
care
of
the
home
and
the
school
would
take
care
of
the
school.
So,
for
example,
I,
remember,
sort
of
in
third
grade
or
fourth
grade
I
was
in
and
I
I'd
been
chided
for
something
and
I,
don't
remember
what
that
was
by.
B
It
was
a
Catholic
school,
so
it
was
one
of
those
sisters,
and
my
parents
said
well
good
you,
the
the
teachers,
the
authorities,
so
the
and
even
more
so
for
them,
you
know,
sort
of
the
cultural
part
was
that
when
a
nun
said
something
that
was,
that
was
law.
That
was
it.
They
grew
up
with
the
perspective
and
I
still
had
this,
that
the
boss
is
the
boss,
and
so
the
teachers,
the
boss
in
the
classroom
and
the
school,
is
the
boss.
So
they
would
take
care
of
that.
B
My
parents
weren't
involved
because
it
wasn't
a
cultural
expectation
they
and
they
also
wouldn't
be
able
to
communicate
with
anybody.
So,
let's
just
say
they
did
come.
They
wouldn't
understand.
What's
going
on
now,
they're
now
they're
smoking
this
well,
they
were
functional,
but
neither
spoke
it.
Certainly
they
each
of
them
spoke
three
languages,
but
they
read
none
of
them
right.
So
it
wasn't.
It
was
a
question
of
culture
back
then.
So
there.
B
Supporting
to
school
right
for
immigrants
right,
we
talked
with
the
late
50s
early
60s,
so
there
wasn't
any
support.
In
fact,
for
you
know,
the
history
of
Esau
was
also
sort
of
non-existent
non-existent.
They
used
to
use
special
education
as
the
vehicle
for
for
for
Esau
and
they
did
to
support
him
so
students,
because
there
they
didn't
know
what
to
do
it.
Wasn't
it
wasn't.
It
was
just
uninformed
right,
they
didn't
have
the
critical
mass,
they
didn't
know
what
to
do
and
we
got
by
in
in
society.
B
We
could
speak
the
other
languages
at
home
or
in
the
community,
and
it
was
okay
and
that's
changed
a
little
bit
right
so,
but
that
was
the
that
was
a
situation
they
didn't
get
involved.
They
barely
knew
they
knew
that
I
was
in
school
in
doing
well.
That
I
had
good
marks
and
things
like
that,
but
they
never
I
show
them
that
they
could
understand
the
system,
but
they
never.
They
never
had
that.
You
know
they
couldn't
help
me
with
homework.
I
mean
they
again,
maybe
not
helping
with
well.
B
B
Their
part,
so
it's
it's,
we
call
them.
You
know
sort
of
I
guess
the
technical
term
is
stakeholders,
so
parents,
students,
the
community
members,
they're
all
stakeholders
in
the
child's
education-
that's
changed
right.
So
that's
the
new
paradigm
is
that
you
know
everybody
gets
involved
in
the
child's
education.
We're
here
for
students,
I
mean
so
and
I
hear
this
echoed
not
just
in
the
magnet
programs.
I
heard
echoed
all
through
Anne
Arundel,
County,
Public
Schools,
that
this
is
all
about
the
students.
B
This
really
is
about
the
students
and
helping
them
out,
showing
them
their
choices
and
leading
them
to
its
being
their
mentor,
leading
them
toward
you
know
toward
their
career
college
goals,
I
have
recently
retired
mentor.
She
was
my
boss,
but
I.
Consider
my
mentor.
I
mean
her
famous
saying
to
me
was
always
was
know
your
impact
with
my
parents.
The
impact
was
that
I
had
to
be
more
independent
and
self-sufficient.
B
Be
a
lifetime
investment
on
their
students,
so
we
work
as
a
team,
so
we
want
to
consider
this
one
voice,
we're
working
as
one
voice
for
Anne,
Arundel,
County,
public
school
students
and
the
parents,
one
voice
and
leading
them
to
to
their
options.
That's
where
the
magnet
programs
come
in
to
circle
back
around
to
them.
The
magnet
programs
are
allowing
them
at
least
to
speak
at
one
voice
and
the
option
of
all
means
all
on
this
home.
We
want
all
students
to
understand
that
they
have
an
opportunity.
B
It
doesn't
matter
what
culture
they
come
from,
so
we're
you
know
you
and
I
are
both
living
proof
of
that
it
doesn't
matter
what
culture
we
came
from
we're
here
now
and
so
we're
working
with
one
voice
toward
a
common
goal
of
the
students.
So,
whichever
way
we
do
that,
that's
the
you
know,
that's
a
you
know,
that's
the
that's
a
perspective.
We
have
yes.
B
B
A
B
B
B
It's
certainly
now
part
of
us,
not
the
not
that
you
it's
the
us
now
down,
so
those
are
kinds
of
invaluable
experiences
that
all
does
not
only
means
all
but
and
all
are
welcomed,
but
also
we're
going
to
embrace
that
welcoming
and
we're
gonna
lean
out.
So
language
is
an
issue-
language
and
culture
issues
right
so
for
people
who
don't
speak
Spanish
and
there
were
nine
teachers
who
are
now
in
Anne,
Arundel
County,
Public
Schools
that
did
learn
Spanish,
they
did
volunteer.
B
B
It
also
helped
understand
them,
help
tell
the
story
of
not
only
all
are
welcome
to,
but
this
is
what
we're
doing
to
welcome.
It's
not
just
saying
yet
come
on
in
going
out
and
seeking
language
and
culture
that
seem
to
be
a
vision
that
dr.
McMahon
could
could
push
forth
for
doctor
a
lot.
Oh
you
know,
and
and
so
they
making
that
making
sure
that
everybody
was
celebrated
and
that
the
the
experience
now
for
a
month
is
that
the
teachers
did
learn
more
Spanish
than
they
had
known
before,
and
then
you
start
using
it.
B
A
You
go
to
volunteer
of
his
country
in
South
America.
It
gives
you
that
awareness,
but
also
the
cultural
sensitivity
that
you
become
sensible,
since
you
know
sensible
for
sensitive
of
our
other
languages
and
being
somewhere
like.
Oh,
my
gosh
I
have
no
idea,
you
know
about
the
language
or
about
the
food
or
the
culture,
but
you
were
there.
That's
how
they
now
see
our
families
in
our
school
system
when
they
come
to
our
County
and
they
are
brand
new
families
just
starting
to
explore
and
around
the
county
and
our
schools.
A
So
we
want
our
teachers
to
feel
you
know
to
be
aware
of
being
sensitive
about
and
respectful
of
other
cultures
as
well.
So
I
think
this
exchange.
You
know
it's
awesome
and
I
shouldn't
be
pursued.
You
know
for
future
years
and
to
come
and
I
would
love
to
be
part
of
that.
Maybe
one
day
I
am
invited
to
join
yours.
B
So
I'm
Alan
tear
bases,
so
the
nine
or
a
sort
of
Mavericks
I
consider
them
sort
of
there
were
all
people
who
give
to
society,
so
that's
the
whole.
The
whole
part
of
it
was
was
to
give
back
to
society
right,
so
that
was
that
was
part
of
the
issue,
but
it
also
was
to
embrace
another
culture,
the
these
nine
one
of
them
had
never
been
out
of
the
country.
Really.
This
is
the.
This
is
her
first
foray
into
stepping
into
other
four.
B
Cultures,
so
we
had
conversations
a
lot
look.
This
food
is
different
or
we
see
this.
You
know
this
food,
it
repeated
differently
or
how
do
they?
How
do
they
live
their
lives?
And
so
that
was
that
was
an
eye-opener.
We
got
to
see
from
a
different
perspective,
how
other
people
live
their
lives
and
it
was
mentioned
several
times
people
coming
from
other
countries.
Now
we
know
what
they're
doing,
because
we
were
the.
We
were
the
people
who
didn't
speak,
the
language.
What
we,
the
people
who
are
from
the
outside
is
driven.
A
Yeah,
yeah
and
I
think
it
was
great
for
our
teachers
to
see
the
dynamics
of
a
family
like
how
many
people
live
in
the
household
all
the
way,
beyond
high
school
or
beyond
college.
They
still
live
together
with
mom
and
dad
and
everybody
else
all
the
siblings
together,
and
sometimes
they
extend
the
family
like
the
grandparents
or
or
uncle's
or
aunts,
but
still
live
together
in
the
same
household
under
the
same
roof.
I
think
it's
truly
yes,.
B
Children
sort
of
said
you
know
cuz
when,
when
my
dad
passed
away,
I
took
my
mom
in
I
brought
her
from
Massachusetts
down
here
and
we
built
a
part
of
our
house
and
back
for
her
and
she
lived
with
us,
and
so
even
my
own
children
said
you
know
why?
Don't
you
just
get
her
in
apartments,
and
you
don't
do
that.
My
culture
is
I
have
to
take
care
of
my
parents,
and
so
we
were
an
extended
family
recently.
B
They
said
to
me:
you
know
they
really
appreciated
that
experience
because
they
got
to
see
not
everybody
has
the
same
perspective.
You
know,
certainly,
as
you
know,
and
you
know,
moving
away
from
the
standard
culture
of
what's
a
family
and
a
family
really
for
people
from
other
countries
is
a
lot
of
times.
Is
the
extended
family?
You
know
this
in
Spanish
we
call
everybody
cousin
or
aunt
and
uncle,
and
you.
B
But
in
connection,
but
we
feel
the
connection
yes
basically
feels
aunt
and
uncle
are
our
blood.
Relatives
and
cousin
is
always
somebody
who
is
somebody
we
know
on
it
could
be
in
the
street.
I
mean
I
was
at
a
an
event,
a
family
event
and
maybe
10
years
ago
and
I
thought
it
was
my
mom's
brother
for
a
long
time,
and
it
turns
out
somebody
just
sort
of
mentioned
well
you're,
not
really
related,
you
know,
I
would
say.
Yes,
we
are
it's
my
mom's
button.