Part I CHAPTER PRESENTATION

- Perspectives, Biases, 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

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Writing Prompt: Phenomenon (context matters)

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)
Catherine Tate in the Interpreter
Misperceptions and Stereotypes
Cultural and Linguistic Differences
Culturally Responsive Teaching
CNN Kid's Test Answers on Race
Bryan Stevenson (Reconciliation in U.S.)

OBJECTIVE 1: Exploring Text PART I concepts and terminology 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)

Chapter Vocabulary Definitions

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)

Teacher Inquiry Project: WP

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 )

1. *What is the difference between power & privilege (GLSEN, Activity 4.3)?
2. *In what situations or contexts are you most aware of your privilege?
3. *In what situations and contexts are you most aware of your own power?
4. *How do you feel talking about power and privilege?
5. The Privilege Institute
6. Disrupting Inequality: Let's Talk about racism
8. Reflection: