Goals & Objectives Expose you to ways to give students the
opportunity to critique society and examine their place within it.
Introduce opportunities that allow students to consider the role
they play in their shortcomings, as well as the roles their
teachers, schools, and community plays. Connect the social, the
economic, and the political to the educational Give examples of
ways to serve as soft role models in the absence of physically
present role models by providing motivation, direction, and hope
for the future and suggesting what is worthwhile in life.
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Direction: Write your name in the center circle. Fill in each
outer circles with a dimension of your identity. (e.g. female,
brother, Asian, upper class, etc.) Mind Spark: Cultural
Descriptors
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Purpose of Mind Spark How do we decide what is significant and
how do we determine how to describe this significance?
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Marcus Garvey once said, A people without knowledge of their
past history, origin, and culture is like a tree without
roots.
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Dr. James A. Banks - Multicultural Education James A. Banks is
an educator who has been called the father of multicultural
education. Born in 1941 near Marianna, Arkansas Grew up in racially
divided South Questioned why and how different cultures and races
were depicted in textbooks First Black professor at University of
Washington (Seattle) Founded UWs Center for Multicultural Education
http://www.learner.org/workshops/socialstu
dies/pdf/session3/3.Multiculturalism.pdf
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Factors TO consider
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Whos to Blame? Four Corners Exercise Students Teachers Govt.
& Public Policy Parents
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EQUITY pedagogy An equity pedagogy exist when a teacher
modifies their teaching in a way that will facilitate the academic
achievement of students from diverse racial, cultural, gender and
social class groups.
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Texas: A review of the new social studies curriculum standards
by historians and college professors indicates that 83 percent of
the required historical figures and notable persons for students to
study are white. Only 16 percent are African American or Latino.
Minority groups, including state legislators, warned the 15-member
State Board of Education throughout the curriculum standards
process that it was shortchanging the achievements of minorities.
Of the 4.8 million children attending Texas public schools last
year, 66 percent were minorities. Whites make up two-thirds of the
State Board of Education. EQUITY pedagogy If Push Out (Drop-Out)
rates are a concern; make the lessons meaningful.
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Neither effective reading strategies nor comprehensive literacy
reform efforts will close the achievement gap in a race-and-class
based society unless meaningful text are at the core of the
curriculum. Students present condition have to be taken it account
(Tatum, 2005). Tatum, A.W. (2005) Teaching Reading to Adolescent
Males: Closing the Achievement Gap. Portland, ME: Stenhouse
Publishers
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Metacognition Metacognition refers to higher order thinking
which involves active control over the cognitive processes engaged
in learning. Activities such as planning how to approach a given
learning task, monitoring comprehension, and evaluating progress
toward the completion of a task are metacognitive in nature.
Yes, hes got a father, but you cant never find him these days.
He used to lay drunk with the hogs in the tanyard, but he haint
been seen in these parts for a year or more. (2.16)
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Prejudice Reduction Focusing on characteristics of students
racial attitudes and how they can be modified by teaching methods
and materials. Objective: 1.Give students the opportunity to
critique society and examine their place within it. 2.Allow
students to consider the role they play in their shortcomings, as
well as the roles their teachers, schools, and community play.
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Objective: 1.Connect the social, the economic, and the
political to the educational
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Through My Eyes by Ruby Bridges In the late springthe city
school board began testing black kindergarteners. They wanted to
see which children should be sent to the white schools(Bridges,
10-11) Still, I remember that day. I remember getting dressed up
and riding uptown on the bus with my mother, and sitting in an
enormous room in the school board building with about a hundred
other black kids, all waiting to be tested (Bridges, 11). Content
INTEGRATION Deals with the extent to which teachers use examples
and content from a variety of cultures in their teaching.
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Several people from the NAACP came to my house in the summer.
They told my parents that I was one of just a few black children to
pass the school board test, and that I had been chosen to attend
one of the white schools, William Frantz Public School (Bridges,
12).
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Knowledge CONSTRUCTION Teachers need to help students
understand, investigate, and determine how the implicit cultural
assumptions, frames of reference, perspectives, and biases within a
discipline influence the ways in which knowledge is
constructed
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1) Guy Montag, a futuristic fireman who burns books in a
society where people do not read books, enjoy nature, spend time by
themselves, think independently, or have meaningful conversations.
Instead, they drive very fast, watch excessive amounts of
television on wall-size sets, and listen to the radio on Seashell
Radio sets attached to their ears. 2) Montag encounters a gentle
seventeen-year-old girl named Clarisse McClellan, who opens his
eyes to the emptiness of his life with her innocently penetrating
questions and her unusual love of people and nature. 3) His
perspective is changed and he finds camaraderie in a retired
professor who assist him in his escape from this dystopia society.
4) He drifts downstream into the country and follows a set of
abandoned railroad tracks until he finds a group of renegade
intellectuals (the Book People), led by a man named Granger, who
welcome him. 5) Enemy jets appear in the sky and completely
obliterate the city with bombs. Montag and his new friends move on
to search for survivors and rebuild civilization.
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Empowering School Culture Grouping and labeling practices,
sports participation, disproportionality in achievement, and the
interaction of the staff and students across ethnic and racial
lines must be examined to create a school culture that empowers
students from diverse racial, ethnic, and gender groups.
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Many of us have heard the stories of how our parents or
grandparents had to walk miles in the snow to get to school.
Perhaps some of these tales were a tad embellished, but we got the
point. A lot of American kids have the luxury of being driven in a
warm car or bus to a good school nearby. This is not the case for
the children in this gallery. The Treacherous Trip to School
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In the above photo, students in Indonesia hold tight while
crossing a collapsed bridge to get to school in Banten village on
January 19, 2012. Flooding from the Ciberang river broke a pillar
supporting the suspension bridge, which was built in 2001.
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Staying Above Water Students wearing rubber boots use chairs as
a makeshift bridge to get to a classroom at their elementary school
in the Taytay, Rizal province, north of Manila in the Philippines,
on July 18, 2007. Teachers claim that the school grounds, built on
a former garbage dump site, have no drainage and are constantly
inundated with water. In the Philippines, according to UNICEF, only
62 percent of children attended high school during the 2007-2008
school year. This is a significant drop from the 85 percent of kids
who attended primary school that year. Approximately 11.64 million
youth are out of school in the countryUNICEF
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Balance, Balance, Balance Kashmiri children cross a damaged
footbridge built over a stream in India. The kids are on their way
back home from their school in Srinagar on May 11, 2012. In India,
the number of out-of-school children has declined from 25 million
in 2003 to 8.1 million in mid-2009, according to UNICEF.UNICEF
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Starting OutGetting ThereOn PointAbove & Beyond I am still
working to understand what self- discipline means. In general, I
think that it is the responsibility of someone else to control me
and monitor my behavior. I can explain what it means to be self-
discipline & give examples of this. I sometimes monitor myself
and others when it is time to be on task during classroom
instruction. I consistently and independently keep myself on track,
and I also monitor others. It sometimes takes me several attempts
to stay focused, but I demonstrate the behaviors associated with
being self- disciplined quite frequently. I am a consistent and
proactive self-discipline student. My teacher rarely has to
redirect me. I am a leader in the classroom, and beyond. I
influence others to become self-disciplined because I recognize
that school is an environment where opportunities are created, and
it is my responsibility to take advantage of it.
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Top 5 For Top 5, I identify per my Class Dojo report for the
week, who were the most challenging students in the class. After
those students have been identified, by pulling the report tab for
Most Needs Work I confer with those students about what their needs
are. I ask them what is it that they need from the group, and
myself to get onboard with the positive behaviors. More often than
not, Im provided with information that I can use, such as, I need
to be isolated, I shouldnt sit by this student, or I prefer to work
by myself.
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They Need A
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Latisha Blackburn, m.b.a.
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Resources People: 1.Your students and their parents 2.Your
colleagues Social Media: 1.Teach for America 2.The Zinn Eucation
Project 3.Teaching Tolerance 4.Black Then 5.Edutopia Text: 1.Making
Race Visible: Literacy Research for Cultural Understanding Edited
by: Stuart Greene/Dawn Abt-Perkins Forward by Gloria
Ladson-Billings Afterword by Sonia Nieto 2.Race, Empire, and
English Language Teaching: Creating Responsible and Ethical
Anti-Racist Practice by Suhanthie Motha 3.Educating Citizens in a
Multicultural Society by James A. Banks 4.Facing Accountability in
Education: Democracy and Equity at Risk by Christine E. Sleeteb,
Ed. 5.The Dreamkeepers: Successful Teachers of African American
Children by Gloria Ladson-Billings