Research Project – Draft version

We need a  brief introduction to the task here …. We should include some information about how this fulfills 600 and 680 mandates.

Working in three-person teams, students will design a document-based lesson suitable for inclusion in our iBook (available at iTunes).

Lesson design may vary by topic and media, but should include:

  1. Introduction of the lesson with brief historic context as needed.
  2. Generative/essential question
  3. About 5–8 related source documents (image, text, video, audio) that will assist the students in answering the generative question
  4. Clear statement of what students will be asked to do
  5. Scaffolding question for documents (as needed) to assist the student in examining the document

For example, a unit might ask the essential question:

What fishing technologies did our Tlingít and Haida ancestors use to catch halibut? How did they construct hooks and line, utilizing traditional materials, capable of catching and landing such large fish?

A student might choose to highlight any of the following cultural standards as well as specific math and science standards (to be determined as I develop the lessons). The images might include photos of traditional halibut hooks and lines, underwater videos of halibut attacking baited hooks, interviews with culture bearers, etc.

A. A culturally-responsive curriculum reinforces the integrity of the cultural knowledge that students bring with them.
3. incorporates contemporary adaptations along with the historical and traditional aspects of the local culture;
4. respects and validates knowledge that has been derived from a variety of cultural traditions

B. A culturally-responsive curriculum recognizes cultural knowledge as part of a living and constantly adapting system that is grounded in the past, but continues to grow through the present and into the future.
1. recognizes the contemporary validity of much of the traditional cultural knowledge, values and beliefs, and grounds students learning in the principles and practices associated with that knowledge;
2. provides students with an understanding of the dynamics of cultural systems as they change over time, and as they are impacted by external forces

C. A culturally-responsive curriculum uses the local language and cultural knowledge as a foundation for the rest of the curriculum

Highlight a clear and meaningful connection to specific content standards of your discipline and to specific cultural standards for curriculum*2. recognizes the depth of knowledge that is associated with the long inhabitation of a particular place and utilizes the study of “place” as a basis for the comparative analysis of contemporary social, political and economic systems
5. treats local cultural knowledge as a means to acquire the conventional curriculum content as outlined in state standards, as well as an end in itself;
6. makes appropriate use of modern tools and technology to help document and transmit traditional cultural knowledge;

D. A culturally-responsive curriculum fosters a complementary relationship across knowledge derived from diverse knowledge systems.
1. draws parallels between knowledge derived from oral tradition and that derived from books;
2. engages students in the construction of new knowledge and understandings that contribute to an ever- expanding view of the world.