First Week - INTRODUCTIONS
Remembering a place special to you - Show on Google Earth & I AM Poems
Perspectives, Paradigms, Culture: "We don't see things as they are; we see them as we are." Anais Nin
1. Culture is………………………………
2. Customs = what we do, how we act - Behaviors (Ex. as teachers)
Beliefs = what you think, your values - paradigm
Language = Words that define you and your group – self-expression (Surface language=Navajo, Spanish, Italian) (Deep Language =expression of you)
"the body of learned beliefs, traditions, and guides that are shared among members of any human society" (Barrett, 1984 in Grant & Sleeter, 2011, p. 132.)
Edward Hall (1977) in Silent Language defines culture as:
Culture is a man's [person's] medium; there is not one aspect of human life that is not touched and altered by culture. This means personality, how people express themselves (including show of emotion, the way they think, how they move, how problems are solved, how their cities are planned and laid out, how transportation systems function and are organized, as well as how economic and government systems are put together and function (p. 16).
Culture example: Nacirema Tribe
Newspaper articles
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PART I: Chapters 1-12 Presentation
"We don't see things as they are; we see them as we are." Anais Nin
Anticipatory Set-up (Visual & Auditory)
Specifics Bob (Phenomenon movie excerpt)
Colorblind: The Do's and Don's to Talking to Kids about White Supremecy
OBJECTIVE 1: Exploring Text PART I concepts and definitions of culture, values, perspectives: stereotypes, sociotyping, negative cultural diversity, deep culture, surface culture, high context/low context culture, high involvement/high considerateness, proxemics, kinesics, acculturation (additive), assimilation (deficit)
Materials:
Newspaper articles, newspaper comment sheets, presentation rubric, definition list, definition strips, textbook
Methodology:
Distribute Cultural definitions List & newspaper article collections
Oral/Aural: In pairs read and discuss newspaper articles provided, particularly focusing on the yellow highlighted sections. Determine which example of definition it represents.
Guided Reading: Frances will discuss each of the definitions with examples
Written: Pairs return to work on matching news article with cultural definition
Each pair presents their article with definition and explanation, if needed.
Practice:
Two Strips of typed definitions are distributed to each class member. Then the definition name is distributed to each class member. Students mingle from person to person in search of their respective definition name. Once each person has matched their two definitions, they will share with the whole group.
Articles: Black Lies/White Lies; Race & Respect among Young Children & Whose Standard? Teaching Standard English; The Stereotype Within; Race & Respect Among Young Children (multiple stories)
PART I JEOPARDY ASSESSMENT (see attachment below)
Students complete Presentation Rubric and return to presenter.
Presentation Rubric
OBJECTIVE 2: Reflect on issues of bias, power & privilege & language through reading and discussing articles & websites.
Introduction (WP ppt below)
Power & Privilege (Dominate Privilege) (see links below)
Power is the ability to get what you want. Groups and individuals both pursue and exert power. On an individual level, people find power within themselves in different ways; what makes one person feel powerful may not make someone else feel the same way.
Privilege is a special advantage or right that a person is born into or acquires during their lifetime. Privilege is not available to everyone in society. Privilege and power are closely related: Privilege often gives a person or group power over others.
(GLSEN Jump Start Guide )
*What is the difference between power & privilege (GLSEN, Activity 4.3)?
*In what situations or contexts are you most aware of your privilege?
*In what situations and contexts are you most aware of your own power?
*How do you feel talking about power and privilege?
Reflection:
What Is Race? (PBS Power of Illusion)
How many races are there? (PBS Power of Illusion)
Race Timeline (PBS Power of Illusion)
White Privilege in Schools by Ruth Anne Olson
White Privilege: Unpacking the Invisible Knapsack by Peggy McIntosh
I Don't Think I'm Biased (Teaching Tolerance)
Race & Black Privilege (Teaching Tolerance)
Whiteness (Teaching Tolerance)
Subscribe to Teaching Tolerance Magazine
White Privilege, Racism (Tim Wise)
5 Things White People Can Do (Tim Wise)
White Bread, hate Noise (Patricia Smith)
How Studying Privilege Systems (Peggy Macintosh)
White Privilege Conference 2013 Film Screenings
I am Not Black, You are not White (Prince Ea)
VIDEO ENGAGEMENTS:
Unpaking the Invisible Knapsack (Peggy McIntosh)
Peggy McIntosh & Serial testimony protocol
Race.LookDifferent.org (Jose Antonio Vargas)
Race Talk in the Classroom (Dr. Derald Sue)
Supporting Linguistically and Culturally Diverse Learners in English Education
Articles & Lesson Engagements:
Juliette Hampton Morgan: A Lesson for Teachers
Capacity for connection at Teaching Tolerance
What kind of White Person are you?
White Teachers at the Crossroads
Cracking the Codes: Understanding the System of Inequality (video excerpts)
Deconstructing White Privilege
Straight Talk on Race: Challenging the Stereotypes in Children's Books
(Perkins, 2009, School Library Journal)
I am Not a Mascot video (stereotype)
Supporting Linguistically and Culturally Diverse Learners in English Education
Debbie Reese's Blog: American Indians in Children's Literature
Rethinking Columbus (Bigelow & Peterson, 1998)
Thanksgiving: A Native Perspective (Doris Seale - Oyate Press)
Rewriting history - for the better (Constantin, 2015, Teaching Tolerance)
MORE RESOURCES
*Cultural Differences & Stereotypes
*What kind of White Person are you?
*How you teach about Immigration?
*CODE SWITCHING resource
*Courageous Conversations of Lee Ann Bell
*Discrimination in Restaurants
See also Other Resources
Teaching Tolerance Teaching Diverse Students Initiative (TDSI)
Reading, Writing and Rising Up (Linda Christensen)
Rethinking our Classrooms (Linda Christensen)
Teaching for Joy & Justice (Linda Christensen)
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Vocabulary Development/Instruction (Kalina Sikora)
CHAPTER 19: Effective Strategies for Teaching Mathematics to English Speakers of Other Languages (ESOL)
See Rebekah Schofield Chapter Presentation
See Ryan Niehaus Chapter Presentation
Five Generic Principles course text (p. 98):
#1. Involvement of student as active learners (not passive);
#2. Involvement of listening, speaking, reading, writing, visual and symbolic representation in meaningful and purposeful conversation and ways;
#3. Contextualize learning with home and background experiences;
#4. Challenge students cognitively and creatively;
#5. Engagement through dialogue in instructional conversation.
Mars Fraction Hunt by Paul Williams
Fun with Estimation by Mark Whitener (see below - I adapted the lesson)
An Educator's Reference Desk Lesson Plan
AUTHOR: Mark Whitener, KS
Date: 1994
Grade Level(s): 3, 4, 5
Subject(s):
Mathematics/Process Skills
OVERVIEW:
This activity is a timed game that allows students to practice their estimation skills while shopping for groceries. Students work in cooperative groups and are in competition with each other.
PURPOSE:
The purpose of this lesson is to give students an opportunity to practice estimation skills in a real life situation after a unit on estimation has been taught.
OBJECTIVES:
The students will be able to:
Use a shopping list to purchase items from a grocery store.
Use estimation skills to keep a running total of items to be purchased.
Avoid over spending.
MATERIALS:
empty packaging from the grocery store
timer
calculators
ACTIVITIES AND PROCEDURES:
Have each group number off.
Call student number one from each group forward and give each one an identical shopping list.
Give students a money limit and set your timer for one or two minutes.
Upon your signal, students will select their items from the store and will purchase as many additional items as possible without going over their limit. Allow students to take items back to the group so they can help estimate the total. If the student has money left, and time allows, they can purchase additional items.
When the timer rings have students return to their able and add up the purchases. If they estimated carefully and did not go over their limit they may give themselves one point for each item they purchased. No points are allowed for groups that go over their limit.
Begin the process again with number two students by giving them a new grocery list. Continue the activity until each student has had an opportunity to participate. Keep a running total of each groups points.
Difficulty may be increased by telling students that they must come within a specified amount of the limit without going over. For instance, if their limit is $7.50, tell them they must spend at least $6.50.
TYING IT ALL TOGETHER:
After each student has participated in this activity, add up each group's points and share with whole group. You can also set criteria for shopping, such as has to be balanced according to the food pyramind and healthy eating habits. Variation: Collect menus from local restaurants and given a budget for spending, select items from the restaurant pretending you were having lunch, breakfast or dinner.
Textsbooks can be printed in other languages and there are free translation resources available, such as
National Council of Teachers of Mathematics
Sites for Teachers Resources
Math Solutions Resource
Howard Gardner's Multiple Intelligence (MI)