Multicultural Education Final Reflections

  1.  Please reflect on the following Essential Question that has been posted on the front wall for the last three weeks:

How does understanding culture and power impact your teaching?

2.  Pick three terms that resonate with you from the Multicultural Education word wall. Define the terms and discuss why you chose these three terms.

3.  Describe your plan to teach in a culturally responsive way in the coming year. Include teaching strategies you might employ as well as content/units you will implement.


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Culturally Responsive Lesson Plan/Unit Plan

Please post your culturally responsive lesson/unit plan including any materials you have created (lab sheets, graphic organizers, etc.), photographs, diagrams, any other visuals, and links to resources. (Save this version as a pdf and keep it for later posting in your portfolio).

In the blog post accompanying your lesson/unit plan, please describe the cultural standard you believe is most clearly linked to your plan and explain how your plan embodies the spirit of that cultural standard.

Read and respond to at least five posts in this category (Lesson).


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Understanding by Design Template

Here is the Understanding by Design template we will be using for our unit plans during the fall semester. You may use the template for your lesson plan for the iBook if you would like to gain some experience working with the template:UbD Template_2016.

Here is the UbD I created for this course – just to give you an idea on organizing a unit plan: UbD_ED680.

Click here for more information on essential questions.


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Alaska Standards for Culturally Responsive Curriculum

Culturally Responsive Curriculum Standard A: A culturally-responsive curriculum reinforces the integrity of the cultural knowledge that students bring with them.

A curriculum that meets this cultural standard:

1. recognizes that all knowledge is imbedded in a larger system of cultural beliefs, values and practicIMG_0534es, each with its own integrity and interconnectedness;

2. insures that students acquire not only the surface knowledge of their culture, but are also well grounded in the deeper aspects of the associated beliefs and practices;IMG_0532

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;

5. provides opportunities for students to study all subjects starting from a base in the local knowledge system.


Culturally Responsive Curriculum Standard 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.

A curriculum that meets this cultural standard:

1. recognizes the conteIMG_0529mporary 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;

IMG_05333. incorporates the in-depth study of unique elements of contemporary life in Native communities in Alaska, such as the Alaska Native Claims Settlement Act, subsistence, sovereignty and self-determination.

 

 

 


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

A curriculum that meets this cultural standard:

1. utilizes the local language as a base from which to learn the deeper meanings of the local cultural knowledge, values, beliefs and practices;

IMG_05282. 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;

3. incorporates language and cultural immersion experiences wherever in-depth cultural understanding is necessary;

IMG_05274. views all community members as potential teachers and all events in the community as potential learning opportunities;

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;

7. is sensitive to traditional cultural protocol, including role of spirituality, as it relates to appropriate uses of local knowledge.


Culturally Responsive Curriculum Standard D: A culturally-responsive curriculum fosters a complementary relationship across knowledge derived from diverse knowledge systems.

A curriculum that meets this cultural standard:

IMG_05311. 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.
IMG_0530

 

 

 

 


Culturally Responsive Curriculum Standard E: A culturally-responsive curriculum situates local knowledge and actions in a global context.

A curriculum that meets this cultural standard:

1. encourages students to consider the inter-relationship between their local circumstances and the global community;IMG_0536

2. conveys to students that every culture and community contributes to, at the same time that it receives from the global knowledge base;

3. prepares students to “think globally, act locally.”

 



WWII in Alaska

Here is the lesson I developed for a unit on WWII.

The National Park Service has lesson plans on Attu and Kiska during WWII. I used parts of their lesson including their photographs (link 1, link 2, link 3)

Here is a Time article with a variety of pictures from the Aleutians during WWII. I used this as a transition activity for students who finished the reading/ group discussion early.

Aleut Story is a documentary on the Aleut relocation/internment. In class I used the following youtube clips:                                                                    -Aleut Story 2, minutes 1-3                                                                             -Aleut Story 3, minutes 7:20-8:40                                                                  -Aleut Story 4, minutes 5:50-7:18                                                                   -Aleut Story 5, minutes 1:30-6:20

I also brought in the book Aleutian Sparrow, which could easily be incorporated into this lesson.

Using Multicultural Literature in the Secondary Classroom

You will need the following documents for the presentation by Kathy Nielson:

Using Picture Books in the Secondary Classroom: picture books

Evaluating Multicultural Literature: Rubric for multi- cult Lit

Ching, H.S.D. Multicultural children’s literature as an instrument of power. Language Arts, Vol. 83 No. 2, November 2005.

Please use the rubric for evaluating multicultural literature to evaluate at least one children’s book found on the bibliography (found in the “picture books” link above). Then, describe how you would use one book in your content area. Post your work under the category of LIT.


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