Entry #3: Date and Time: Friday, February 24, 2017, 9:00 a.m. to 12:00 p.m. (3 hours) Task/Activity: Instead of taking a spelling test, students in both classes jumped right into PARCC preparation. Students received a packet containing a reading selection from the novel A Woman Who Went to Alaska and multiple choice questions that was included on the 2015 PARCC and released to the public. Students read the packet and answered the questions independently before the class reconvened, discussing the reading and its questions as a group. Following this activity, students worked together in pairs to write down the challenges they faced while completing the packet and identify the skills they still need in order to succeed on the PARCC exam. After this, the class received a packet titled “Ruby Bridges: Girl of Courage,” and were instructed to complete the first task, which including reading and annotating as well as completing four questions about the passage. The rest of the packet would be completed in stages during the following week. Accommodations/Modifications: After students independently read the selection from A Woman …show more content…
In A Woman Who Went to Alaska, students were introduced to the local culture that can be found in Alaska, particularly during the Gold Rush. In “Ruby Bridges: A Girl of Courage,” students were able to understand what it was like growing up as an African American in the Southern United States, particularly during the Civil Rights Era. While they don’t promote international cultural diversity per se, these two readings can still expose students to cultures (or rather, past mindsets) that they are not necessarily aware
Today I am going to be explaining how the three different point of views or P.O.V the narrators in three different stories all about unfairness to the miners during the gold rush or the late eight-teen-hundreds though. Mainly I'm going to be mentioning the character's narrators background, family, and their opinions. For opinions I'm going to be talking about if they thought the rules where to strict or just right.
Fegar, Mary-Virginia. “I Want to Read: How Culturally Relevant Texts Increase Student Engagement in Reading.” Multicultural Education, 13:3 (Spring 2006): 18-19. [E Journal]
To accurately determine what an educational institution should do with a book that contains some degree of cultural or moral shock is to analyze what the purpose of these institutions actually is. “Some parents brought the town’s segregated past and their dissatisfaction with the present into the discussion about the book” (Powell, 1). It is true that people from areas where slavery once ran rampant will be emotionally distressed with books like The Adventures of Huckleberry Finn. This may be understandable, but ultimately, schools are not purposed to dampen the discomfort of specific students and their families. Education Assistant Professor Jocelyn Chadwick states, “‘you have to remind them you are there to defend the text and not solve social issues’” (Powell, 1). Alleviating the cold reality from members of the community is neither a responsibility of educators nor a pedagogical concern. For the teachers and professors, the education of students, through whatever methods and textbooks, should far outweigh any of the culturally or morally shaky backlash that could follow. However, some disagree with this. “The CHMCA officially objected to The Adventures of Huckleberry Finn on the grounds that ‘the prejudicial effect of the racial characterizations outweigh any literary value that the book might have’...
The gold rush era in the United States began in California in 1848 and ended around the year 1900. (Yukon) Although miners searched for the valuable metal into the twentieth century, the Klondike gold rush, which was around 1897 till 1900, was the last of some of the major rushes to occur. People had flocked to the upper part of the Yukon River in hopes of striking it rich. Many people had traveled from the Canadian and American regions to the center of the Klondike gold rush to fulfill their dreams of one day being rich with gold. (Place 48) The Yukon River Valley of Canada and Alaska was once peaceful and isolated, wild animals and a few white trappers and people. The miners had wandered north after the California fields gave out and fulfilled their dreams on a few dollars in gold they managed to eke out of their mines. This loss of gold in California had made the peaceful Alaska into a rampage of greed and envy that would never make Alaska the same.
Cultural diversity has helped us understand other culture contributions by learning about Japanese- American internment camps, 1960’s Harlem, and mexican american culture. To begin with, Japanese- American internment camps made America weaker but, when they got out of the camps it made America stronger. “A fellow came running down the wharf shouting that the Japanese had just bombed Pearl Harbor”(Houston, 6). This means that the Japanese who did nothing wrong were to get hurt. The bombing was the beginning point of the book and made it start all of the events. “Bare floors, blanket partitions, one bulb in each apartment dangling from a roof ceiling, and open ceilings overhead”(Houston, 28). This shows that the Americans
...ntinuing story: Developing a culturally sensitive, integrated curriculum in college and elementary classrooms. The Social Studies, 91 no.4 151-8.
Ugbu, J., U. (1992). Understanding cultural diversity and learning. EDUC 160 Urban Education (Spring 2014, pp. 213-228)
College professor of writing Maxtine Hairston states "We can create a culturally inclusive curriculum in our writing classes by focusing on the experiences of our students" (Hairston par. 2). This seems to be a class room that would be taught in a way were all people were involved as well as their views and ideas on a certain topic. A class room like this would involve many different types of reading samples from a wide variety of authors ranging from white to black to any race and from either men or women. A lot could be learned in a class like this where people can see how others live their life and how their culture would interact with their own. The main emphasis of this class would most likely be on diversity of everyone in the class. To work on making every student more aware of who is around them and how they could contribute to their own lives. However if someone did not agree with diversifying America and its classrooms then they may not benefit from this way of teaching due to disagreements with his professor or fellow students.
American ethnic literature is known today because of the many authors like Cathy Song, Ralph Ellison and Audre Lorde. These authors have made what is today, from the education of children as well. Children are now able to have a political understand of things. We are now able to have the understanding of our world’s cultures and have a greater intelligence on it. Today we have presented an improved understanding to the American society, in the political and economic that today’s world has
This source will equip the argument for utilizing diversity as an educational apparatus that supports student development and learning. The showcase of the impact of diverse student engagement will definitely be useful for providing a strong reasoning for showcasing how the experience of students in the US schooling system shapes the educational experiences of diversified student groups. Dixson, A., & Rousseau, C. (2005). And we are still not saved: critical race theory in education ten years later.... ...
I will be analyzing culture portrayed in two texts: “Brick Lane” by Monica Ali, about a woman’s life in a village of Pakistan moving to a Western society in London with her new husband and “I, Too, Sing America” by Langston Hughes about black peoples’ rights differing to those of white peoples’
They suggested that teachers needed to go beyond practicing multiculturalism in the classroom, they need to embrace it as a modicum of everyday life and find ways to get involved in organizations and events that encourage social justice. The techniques suggested by the authors were realistic and easy to implement in the classroom. The authors acknowledge that though white educators will experience some difficulties in teaching cross-cultural courses, these difficulties should not discourage them from teaching multicultural content. This article should be a required reading for all multicultural courses because it can provide a sense of enlightenment for all students, regardless of their cultural backgrounds. It exposed some of the trials and tribulations that white professors’ experience, and even acknowledges some of the thoughts that I would have as a black student being taught by a white professor. I think having this article as a required reading will impact white students by making them consciously aware of their white privilege and will influence them to explore it and their racial identity. For students of other ethnic backgrounds, it will help us to better understand the perspective of white people, and teach us how to better communicate with them so that they too may understand our
A strong understanding of diversity should be the foundation of all classrooms within a higher educational setting, like that of Columbia College Chicago. Diversity should not only be considered as the varying amount of racial/ethnic groups within a classroom, but also the varying experiences and histories of each person. The narrative freedom gained through diversity may allow for personal and historical connections that are often overlooked by textbooks and traditional education to be discovered. By examining the diverse nature of both students and teachers, education can be revolutionized. Common threads in history can be questioned, untold stories, told and empowerment through education, gained.
While both interviewees stated they did not feel their institutions were ignoring different races and groups and lesson plans were designed around promotion multiculturalism, schools that primarily white often fail to be as cultural diverse as schools with a healthy racial composition. Lesson plans are often ambivalent towards understanding the struggles and hardships of certain racial groups, such as the Native Americans during the time of European exploration. In addition, students at mostly white institutions often associated success with how hard an individual works rather than any hardships or racist or sexist acts thrown upon that person. Ironically, the little multiculturalism that is introduced in prominently white schools has been ill received by parents and teachers. Both parties, especially parents, argue that the children growing up today are “color-blind” and that no explicit efforts to inject multiculturalism should occur in the classroom outside of settings considered appropriate, such as history courses (Lewis, 2003:
Garcia, E. (2002). Student cultural diversity: Understanding and meeting the challenge (3rd Ed.). New York, NY: Houghton Mifflin Company.