STUDENT WARNING: This course syllabus is from a previous ... · reading, and writing - and their effect on individuals, organizations, and communities will be discussed. Topics examined

STUDENT WARNING: This course syllabus is from a previous semester archive and serves only as a preparatory reference. Please use this syllabus as a reference only until the professor opens the classroom and you have access to the updated course syllabus. Please do NOT purchase any books or start any work based on this syllabus; this syllabus may NOT be the one that your individual instructor uses for a course that has not yet started. If you need to verify course textbooks, please refer to the online course description through your student portal. This syllabus is proprietary material of APUS.

Education EDUC514

Critical Perspectives on Diversity and Culture – Certification Track Credit Hours: 3

Length of Course: 16 weeks Prerequisite: EDUC502 orEDUC503

(may be taken concurrently)

Table of Contents

Course Description Evaluation Procedures

Course Scope Grading Scale

Course Objectives Course Outline

ELCC Standard Alignment Policies

Course Delivery Method Academic Services

Course Materials Selected Bibliography

Course Description (Catalog) This course, designed for practicing educators, examines issues related to promoting equal learning opportunities in the classroom, including effective approaches to encouraging collaboration among colleagues, staff, parents, and students who are culturally, ethnically and socio-economically diverse. Interpersonal communication skills – to include speaking, listening, reading, and writing - and their effect on individuals, organizations, and communities will be discussed. Topics examined include ethnic, cultural, gender, class, religious, and linguistic diversity. (Prerequisite: EDUC503, 505, or EDUC506, depending on one’s program requirements; M.Ed. Teaching candidates will take this course with EDUC652 and a course from the program content major.)

Table of Contents Course Scope

This course assists educational administrators develop increased diversity awareness, sensitivity and cross cultural understanding that will help them effectively oversee the administration, management and teaching to a diverse student body. By increasing the administrator’s knowledge and understanding of the background experiences, languages, skills, and abilities of student populations they are responsible for they can better apply appropriate pedagogical policy and implement practices that lead to higher achievement for all students and ensure an effective educational program in their district. Also, through coursework and fieldwork exercises students learn about the ways in which teaching practices and student learning are shaped, informed, and impacted by diversity in their school district.

Table of Contents

Course Objectives After successfully completing this course, you will be able to:

• Recognize, promote and respect the strength and value of cultural diversity. • Develop a conscious awareness and demonstrate a working knowledge of culturally

diverse populations. • Establish policy and curriculum in the school that promotes cultural awareness and

sensitivity. • Demonstrate an awareness of issues associated with special needs students. • Develop and implement instructional strategies and materials that will improve

achievement for special needs students. • Analyze, evaluate, and propose solutions to contemporary social problems found in

schools and school districts. • Facilitate effective communications in all types of cross-cultural settings. • Address issues of racism, bias, and prejudice and explain how these issues affect the

experience of individuals and groups. • Implement strategies that encourage students' to value their own heritage; value

richness of cultural diversity and commonality; respect diverse cultural groups; and, reduce stereotyping related to diversity factors.

• Promote a climate that is amenable to the diversity of students, families, and the community and that supports academic achievement.

• Foster greater inter-group understanding and improve interpersonal relations within a diverse school setting.

• Provide for learner-centered environments that use technology to meet the academic needs of a diverse student population.

• Demonstrate the ability to make recommendations regarding the design, implementation, and evaluation of curricular and instructional practices that fully accommodates learners’ diverse needs.

• Demonstrate knowledge of and strategies to implement researched based practices that will close the achievement gap.

Table of Contents

ELCC Standards Course Alignment ELCC 2.1: Candidates understand and can sustain a school culture and instructional program conducive to student learning through collaboration, trust, and a personalized learning environment with high expectations for students. ELCC 4.2: Candidates understand and can mobilize community resources by promoting an understanding, appreciation, and use of diverse cultural, social, and intellectual resources within the school community. ELCC 4.3: Candidates understand and can respond to community interests and needs by building and sustaining positive school relationships with families and caregivers. ELCC 4.4: Candidates understand and can respond to community interests and needs by building and sustaining productive school relationships with community partners. ELCC 5.1: Candidates understand and can act with integrity and fairness to ensure a school system of accountability for every student’s academic and social success. ELCC 5.3: Candidates understand and can safeguard the values of democracy, equity, and diversity within the school. ELCC 5.5: Candidates understand and can promote social justice within the school to ensure that individual student needs inform all aspects of schooling.

Table of Contents

Course Delivery Method This course delivered via distance learning will enable students to complete academic work in a flexible manner, completely online. Course materials and access to an online learning management system will be made available to each student. Online assignments are due as noted and include Forum questions (accomplished in groups through a threaded discussion), examination, and individual assignments (submitted for review by the Faculty Member). Assigned faculty will support the students throughout this course.

Table of Contents

Course Materials

Required: Bennett, C. (2011) Comprehensive Multicultural Education: Theory and Practice. (e-Book). Allyn & Bacon. ISBN- 10: 0-13-704266-3, ISBN-13 978-0-13-704266-1. Recommended Textbook for the degree program: In addition to the required texts in this course, you are strongly encouraged to purchase the latest addition of the Publication manual of the American Psychological Association (Currently 6th Ed.) if you have not previously purchased this resource. Book for a class project (You do not have to own): Payne, R.K. (2005). A framework for understanding poverty (Rev. 4th ed.). The Highlands, TX: aha Process, Inc. (ISBN: 978-1929229482) Suggested Books: Gregory, G. & Burkman, A. (2012). Differentiated literacy strategies for the ESL learner: K-6.

Thousand Oaks: Corwin Press. Gregory, G. & Burkman, A. (2012). Differentiated literacy strategies for the ESL learner: 7-12.

Thousand Oaks: Corwin Press. In addition to the required course texts the following public domain Websites are useful. Please abide by the university’s academic honesty policy when using Internet sources as well. Note Web site addresses are subject to change. Web Sites Site Name Web Site URL/Address Association of MultiEthnic Americans (AMEA)

http://www.ameasite.org/

APA Format

http://www.apa.org

Center for Research on Education, Diversity & Excellence (CREDE)

http://www.cal.org/crede/

National Association for Multicultural Education

http://www.nameorg.org

Office of Special Education www.ed.gov/parents/needs/speced/edpicks.jhtml?src=sm


http://www.apa.org/


http://www.nameorg.org/

http://www.ed.gov/parents/needs/speced/edpicks.jhtml?src=sm

Programs U.N. Education, Scientific and Cultural Organization (UNESCO)

http://www.uis.unesco.org/

US Dept of Health & Human Services

www.os.dhhs.gov

US Dept of Education – No Child Left Behind

www.ed.gov

Association of MultiEthnic Americans (AMEA)


APA Format

http://www.apa.org

Center for Research on Education, Diversity & Excellence (CREDE)

ttp://www.cal.org/crede/

National Association for Multicultural Education

http://www.nameorg.org

Office of Special Education Programs

www.ed.gov/parents/needs/speced/edpicks.jhtml?src=sm

U.N. Education, Scientific and Cultural Organization (UNESCO)


US Dept of Health & Human Services

www.os.dhhs.gov

US Dept of Education – No Child Left Behind

www.ed.gov

Table of Contents

Evaluation Procedures Homework Assignments (11) Throughout the semester you will write responses to questions. These responses will involve analyses of readings, comparing and contrasting the views of authors, and critique of arguments presented by the readings or the class. Papers will be graded for accuracy of interpretation, rigor of argument, and clarity of expression. Papers should be 3 – 5 pages in length. Book Response Project


http://www.os.dhhs.gov/

http://www.ed.gov/


http://www.apa.org/


http://www.nameorg.org/

http://www.ed.gov/parents/needs/speced/edpicks.jhtml?src=sm


http://www.os.dhhs.gov/

http://www.ed.gov/

Students will read the assigned or selected book and provide a written reflective response (6-12 pages) that includes the following (at minimum):

• A brief summary of the book’s main ideas and the over-arching themes the author hoped to convey. (No more than 2-3 pages)

• The evidence and discussion of the impact poverty on education and how you believe this book impacts educational practices.

• Examples of similarities and differences between the beliefs of the author and your experiences.

• Your personal reflection on the readings • Your personal recommendation for or against reading and using this book as a

professional development tool. • Your personal assessment of this book in terms of becoming an administrator and

strengthening your multicultural competence. This project should be a minimum of 6-12 pages in length (not including title page and reference list) and should be written following APA citation style. References should be listed at the end of the paper and should follow American Psychological Association (APA) formatting. The APA website can be consulted for assistance. Meta-Comment Paper The "meta-comment" paper is an over-arching, synthesizing mini-essay (4–5 pages) that identifies and analyzes themes or concerns that are significant to you. The essay focuses on yourself as a learner in this course, using your previous writing as data. Questions to consider: What issues and themes in the course really held your attention and called forth an intellectual and emotional response? Have your views on important issues changed or deepened? What ideas, issues or experiences were of special interest to you? Why do you think they were significant? Has your view of yourself and/or beliefs about teaching changed in any way? How do you see these changes (if there have been some) connected to the course experience? Forum Participation (Post biography and participate in 10 discussions) The Forum will be employed as a forum for discussing issues of interest to the class through the web. Students are required to post their biography in the Forum (week 1) and participate each week in a Forum thread. Also, appropriate “NETIQUETTE” should be followed for all postings. Your forum posts are due by Midnight on Thursday of the week listed. The minimum length of your initial forum response is approximately 1 double spaced page (250 words). Your 2 responses to classmates’ postings are also due by Midnight on Sunday of the week listed and should be a minimum of 150 words (about a paragraph). Writing “I agree” or “you are right” does not meet the requirements of a thoughtful response to your classmates.

http://www.apa.org/

Grade Instruments Points

Weekly Assignments 110 Forums 100 Book Response Project 55 Meta Comment Paper 75 Tests 150 Total 500

Table of Contents

The success of this course depends on our ability to have read the assigned readings closely, to have thought carefully about the points raised or ignored by authors, and to bring to the group your questions and concerns about their theses and positions into the discussions groups. Prior to each class I will post Announcements and outline the focus of the subsequent session and direct your reading. Having prepared the readings prior to class ensures your productive participation. Classes will typically begin with a question I have posed the previous week. We should work to achieve conversational exchanges with each other through Forums and emails, constructively challenging each other to think broadly and critically about ideas or assertions posed by the readings. In all participation and assignments I am looking for evidence of:

• demonstration of substantial knowledge and higher order thinking and analytic skills and application of facts, concepts, terms, and processes learned/read/discussed;

• critical contemplation, i.e., "grapple" with issues and topics; • appropriate use of knowledge learned; • imaginative thinking and responses to challenges/problems/issues; • exploring underlying assumptions about the lifelong value of education and schooling; • clarity of expression and logical connection among ideas expressed; • writing that reflects precise and concise thinking; • excellent grammar, syntax, and spelling.

Policies Please see the Student Handbook to reference all University policies. Quick links to frequently asked question about policies are listed below.

Drop/Withdrawal Policy Plagiarism Policy Extension Process and Policy Disability Accommodations

http://www.apus.edu/student-handbook

http://www.apus.edu/student-handbook/withdrawal/index.htm

http://www.apus.edu/student-handbook/writing-standards/index.htm#Academic_Dishonesty

http://www.apus.edu/student-handbook/extension/index.htm

http://www.apus.edu/student-handbook/rights-responsibilities/index.htm#Disability_Accommodations

Citation and Reference Style Attention Please: Students will follow the American Psychological Association (APA) manual (6th edition) as the sole citation and reference style used in written work submitted as part of coursework to the University. Assignments completed in a narrative essay or composition format must follow the citation style cited in the APA manual (6th ed). See http://www.apastyle.org/ and http://www.apastyle.org/learn/tutorials/basics-tutorial.aspx Websites: Do not quote or paraphrase published sources, including assigned readings and Web-based sources, without explicit reference to the original work. Credit the source using APA style. Cutting and pasting from a website without citing the electronic source is plagiarism, as is taking phrases, sentences and/or paragraphs from textbooks without referencing the source. Documents/Files: When uploading assignments, make sure they are in doc, docx, or RTF format. Make sure to properly format papers (or PowerPoint) with a cover sheet. Use black 12 Times New Roman, Arial, or other appropriate font. Adhere to the essentials of Standard American English grammar, word choice, spelling, and punctuation and APA 6th edition. Plagiarism

Plagiarism is a serious violation of APUS’s code of academic conduct. The Student handbook explains specific policies and penalties. Here is the link to the policy:


Additionally, the School of Education offers further clarification. Specifically, all students in this course are to follow these guidelines:

• Do not quote or paraphrase published sources, including assigned readings and Web-based sources, without explicit reference to the original work. Credit the source using APA style. Cutting and pasting from a website without citing the electronic source is plagiarism, as is taking phrases, sentences and/or paragraphs from textbooks without referencing the source.

• Do not insert parts of class lectures, online modules, or tutorials, including examples, into your own work, without permission or citation. These are published by the instructors, who properly cite the sources of any externally published sources.

• Do not insert parts of previous students’ work or current students’ work into your own work, without permission and/or citation.

You are expected to use your own words to demonstrate your understanding of the content of this course. While it is appropriate to reference experts and outside resources, students should do so judiciously to avoid simply summarizing and paraphrasing what all other sources have stated about a given topic. Remember to always cite any work that is not your own intellectual


property. Failure to do so may result in failing an assignment and/or course; and ultimately may result in being removed from the program due to a violation of professional dispositions.

Late Assignments Students are expected to submit classroom assignments by the posted due date and to complete the course according to the published class schedule. As adults, students, and working professionals, I understand you must manage competing demands on your time. Should you need additional time to complete an assignment, please contact me before the due date so we can discuss the situation and determine an acceptable resolution. Submission of late assignments is unacceptable and may result in a 10% (per week late) deduction on assignments. Forums are considered weekly attendance and should be posted during the week as assigned. Netiquette Online universities promote the advancement of knowledge through positive and constructive debate – both inside and outside the classroom. Forums on the Internet, however, can occasionally degenerate into needless insults and “flaming.” Such activity and the loss of good manners are not acceptable in a university setting – basic academic rules of good behavior and proper “Netiquette” must persist. Remember that you are in a place for the rewards and excitement of learning which does not include descent to personal attacks or student attempts to stifle the Forum of others.

• Technology Limitations: While you should feel free to explore the full-range of creative composition in your formal papers, keep e-mail layouts simple. The Sakai classroom may not fully support MIME or HTML encoded messages, which means that bold face, italics, underlining, and a variety of color-coding or other visual effects will not translate in your e-mail messages.

• Humor Note: Despite the best of intentions, jokes and especially satire can easily get lost or taken seriously. If you feel the need for humor, you may wish to add “emoticons” to help alert your readers: ;-), : ),

Disclaimer Statement Course content may vary from the outline to meet the needs of this particular group.

16 Week Course Outline

Week Learning Objectives Readings Assignment Forums

1

Envision schools where teachers are caring culturally competent advocates for students from all ethnic, linguistic, socioeconomic, family, and personal backgrounds.

Think about the nation’s achievement gap in terms of a gap in students’ opportunities to thrive and reach their potential.

Learn when, why, and how multicultural education originated.

Clarify foundational principles of multicultural education: the theory of cultural pluralism; ideals of social justice and the end of racism, sexism, and other forms of oppression; affirmations of culture in the teaching and learning process; and visions of educational equity and excellence.

Understand the ethical foundations of multicultural education in terms of core values such as those presented in this book: acceptance and appreciation of cultural diversity, respect for human dignity and universal human rights, responsibility to a world community, and respect for the earth.

Examine the major dimensions of a comprehensive approach to multicultural education: equity pedagogy (focus on students), curriculum reform (focus on content), multicultural competence (focus on teachers), and social justice (focus on society).

Consider the case for multicultural education in terms of national goals for academic excellence, the needs of a culturally diverse society, survival in an interconnected world, and our nation’s democratic values.

Explain how multicultural schools differ from mono-cultural schools.

Encounter the critics of multicultural education and discuss areas of agreement and disagreement with their arguments.

Locate resources for further reflection, activity, and follow-up inquiry.

Bennett-Chapter 1

Essay Response Activity #1: What are the advantages and disadvantages of the core values suggested in this chapter? As you think about your own multicultural teaching, how might you revise them (if at all)? Explain.

Forum Introduction: Introduce yourself to your peers. Tell us who you are, what you do and your goals for taking this course. Let us know something fun! Module 1 Forum: Choose a position: Argue for or against multicultural education. Once you have made your initial argument, which must be at least 250 words and include your definition of multicultural education, respond to at least two peers.

Week Learning Objectives Readings Assignment Forum

2

Comprehend our need to address the nation’s “Achievement Gap” that is due to inequitable educational opportunities rooted in the legacy of racism and unfair socioeconomic conditions.

Examine the “nation’s report card” that provides a nationwide overview of academic attainment in the content areas by ethnic group, gender and class.

Think critically about the nation’s high school graduation and drop-out rate statistics.

Consider current theory and research about gender identity development and the implications for teaching and learning.

Recognize the need to affirm the human rights and personal safety of LGBT youth.

Rethink traditional gender-equity programs in schools.

Understand the importance of social class in the educational attainment of children and youth in our society.

Examine basic facts about poverty in America and its impact on children’s development and academic attainment.

Examine the socioeconomic differences among the seven largest Asian American groups as an example of intra-ethnic group diversity.

Describe conditions in low-income schools and the implications for teaching and learning.

Consider how peer groups influence the academic attainment of children and adolescents, and how ethnicity, gender, and class can make a difference.

Examine race, class, and gender inequities in special education.

Think about how the cultural clash that has impacted special education in some African American

Bennett Chapter 9

Essay Response #2

Compare and contrast racial disparities and gender inequities in special education.

communities might happen in their own schools with other groups of parents.


3

Understand that the demographics of K-12 classrooms in the United States are changing significantly and that the fastest-growing segment of students is English language learners.

Recognize that English language learners are not a homogenous group; instead, they differ in a range of ways, including cultural background, literacy abilities in English and their heritage language, levels of oral proficiency in English, background knowledge in academic content areas, and the amount of English spoken in their homes.

Develop an historical understanding of bilingual education in the United States with a focus on a chronology of key events.

Recognize the factors that affect language retention and language loss.

Realize the differences between transitional programs and maintenance or developmental programs for language learning.

Understand that language learning involves an integration of reading, writing, speaking, listening, and thinking and that this learning is best achieved when children use language for meaningful and authentic purposes in classrooms where risk-taking and making mistakes is encouraged.

Recognize the differences between basic interpersonal communication skills (BICS) and cognitive academic language proficiency (CALP).

Learn to debunk a set of common myths about English language learners.

Learn a set of guiding principles for teaching linguistically diverse students.

See how teachers can use culturally relevant approaches to support English language learners.

Learn ways that they, as teachers, can engage the support of students’ parents and family members to make curricular connections in school.

Understand that language is inseparable from issues of culture,

Bennett Chapter 10

Essay Response Assignment #3 Major Assignment: Book Response Project--Due Week 6

Which of the myths about English language learners in Table 10.2 do you think are most prevalent in society? What about in schools? Which are least prevalent? Explain.

history, identity, politics, and power.


4

See how teachers can create learning environments that are socio-culturally meaningful for all learners, especially immigrant youth, students of color, and low income children who have traditionally been misread, overlooked, or underestimated in our schools.

See the importance of both individual differences and cultural differences in the teaching and learning process.

Think about how, as teachers, they can use learning styles theory and research to promote academic success for all learners.

Explain how an affirmation of students’ learning styles helps teachers avoid ethnic group stereotypes.

Comprehend three representative and well-known approaches to identifying learning styles: modality preferences (individual profiles of learning strengths based on visual, auditory, written word, and physical activity approaches); need for structure (learn best with high, moderate, or little structure when learning new material); and the broad continuum of field-sensitive to field-independent learning (based on global to more discrete or linear modes of analysis in new learning situations).

Consider how culture influences learning styles and the examples of African American learners who are primarily “mainstream,” “minority,” or “Afrocultural” in their approach to learning and life in general.

Explain how teachers’ learning styles impact their teaching styles, especially their own.

Define and see the possibilities of culturally competent teaching.

Define and see the possibilities of funds of knowledge as a foundation for classroom instruction.

Consider Differentiated Instruction as an approach in classrooms where individual and/or cultural differences are numerous.

Identify resources for further reflection, activity, and follow-up inquiry.

Bennett Chpt. 8

Essay Response Activity #4

Our readings and lecture take the position that the teacher’s major goal is to foster the intellectual, social, and personal development of students to their highest potential. Furthermore, this position is based on the assumption that virtually all students are capable of learning, developing their potential, making contributions, and achieving academic success. Would you modify this goal or quality these assumptions in any way? Do you agree or disagree with these positions? Explain.


5

Assessment of Modules 1-4

Review Chpts. 1, 8, 9, 10

TEST ONE NONE


6

Clarify the concept of culture as a foundation for clearer thinking and discussion about one’s own cultural assumptions as well as mainstream culture. Think about their own cultural identity and basic assumptions that influence their perceptions and interactions with others. See how cultural conflicts can occur in schools through examples of miscommunication between teachers and refugee and/or immigrant parents and students who are now about 20 percent of our school age population. Examine the continuum of high and low context culture as a tool to clarify the underlying assumptions of mainstream culture, especially as it is manifested in school (called scholastic ethnicity). Understand why the concept of race in a dangerous myth and how it has become part of our cultural assumptions and practices. Consider the benefits and drawbacks of how the U.S. Census Bureau classifies the American population according to five races, as well as the newly added multiracial identity category. Explain the similarities and differences in conceptions of culture, race, ethnic group, and minority group. Contrast theories of cultural assimilation and cultural pluralism and think about their implications for teaching and learning. Examine three new theories related to cultural assimilation and pluralism that may better explain the immigrant experience in the twenty-first century (i.e., symbolic ethnicity, segmented assimilation, and racialized ethnicity). Learn about practical guidelines to understand cultural differences and avoid culture clash and conflict in the classroom. Locate resources for further reflection, activity, and follow-up inquiry.

Bennett- Chapter 2 Review Chpt. 10

Essay Response Activity #5 Major Assignment: Book Response Project

Consider the journal entry on page 37 that was written by a pre-service teacher in a multicultural education class. What are some of the points you agree with (if any)? List as many as you can. What major assumptions does the student make? What points do you disagree with (if any)? List as many as you can and briefly explain why.

Week Learning Objectives Readings Assignment Forum Think about prejudice reduction and the improvement of race Essay Response Identify a

7

relations as important and achievable goals for today’s teachers.

Consider contemporary racial incidents and racial attitudes among adults as a barometer of changing race relations in the United States today.

Clarify key terminology such as predilection, prejudice, discrimination, and racism as a foundation for critical thinking and discussion.

Define individual, institutional, and cultural racism; explain how these types of racism are similar and different; and see how each impacts educational attainment.

Learn about White Privilege and the possibilities for anti-racist teaching.

Think about ways they themselves are dominant or targeted based on their race or ethnicity, gender, religion, sexual orientation, socioeconomic status, age, and physical or mental ability.

Consider three theories of ethnic identity as tools to think about their own ethnic identity and the implications for teaching ethnically diverse students.

See how stereotypes are mental categories based on exaggerated and inaccurate generalization used to describe all members of a group; realize that stereotypes are a natural phenomenon in that all humans develop mental categories to help make sense of their complex environment; and consider how stereotypes contribute to group membership identity in both positive and (potentially) negative or dangerous ways.

Think about the origins of prejudice and negative stereotypes and how teachers can work to mediate and lessen them.

Learn some of the common misconceptions about African history and how curriculum distortions and inaccuracies about Africa contribute to racial prejudice, internalized racism among some African Americans, and stereotype vulnerability among many highly capable Black students.

See how stereotype vulnerability related to stereotypes about all identity groups (e.g., race, gender, dialect, dress, geographic region, hair color, and physical fitness) can impact student performance on knowledge and ability tests.

Think about individual attributes that are the best defense against prejudice and teaching strategies they could use to reduce racial/ethnic prejudice and stereotypes.

Locate resources for further reflection, activity, and follow-up inquiry.

Bennett Chapter 8

Activity #6

racial incident that has occurred in the community where you are teaching or living. Explain the incident and explain how you could use this as a “teachable moment” with the students in your schools. (Specify your grade level, i.e., early childhood, primary grades, upper elementary, middle or secondary school, or adult.)


8

Explain what it means to teach in a multicultural manner.

Use a multicultural curriculum development model to rethink the curriculum.

Implement the model’s six goals: to develop multiple historical perspectives, cultural consciousness, intercultural competence, state of the planet awareness, and social action skills; and to reduce racism and other forms of prejudice and discrimination.

Critically review examples of lessons for each of these goals.

Engage in an inquiry process that involves teachers and students in knowledge construction and curriculum transformation.

Prepare for future job interviews where multicultural competence is an important criterion for the position.

Locate selected resources for further inquiry and curriculum development.

Bennett Chapter 11


Discuss the relationship between the curriculum goals of multicultural education based on the learner, society, and the discipline.


9

Assess learning from Modules 6-8

Chapters 2, 3, 9, 11 TEST TWO

None


10

Use themes of immigration and the American Dream as a framework to examine the complexities of our culturally and racially diverse society, especially as they impact the nation’s schools. Create a conceptual framework based on the cultural assimilation⇔cultural pluralism continuum to study histories and immigration experiences across major ethnic groups in the United States. Use this framework to think about the choices facing immigrant and refugee youth in our schools today, e.g., to assimilate fully, to assimilate selectively, to develop a heightened sense of separate ethnic identity, etc. See how the classic and contemporary eras of immigration are alike and different in four areas: anti-immigrant attitudes and actions, national origins, major geographic settlement areas, and the degree to which the second and third generations assimilate into the mainstream society. Examine the diversity among early Anglo-European immigrants. Identify the origins of the White Anglo Saxon Protestant (WASP) core culture in the United States. Compare and contrast classic and contemporary European immigrant experiences, including the current example of Russian and Ukrainian refugees who are settling in Oregon.

Bennett Chapter 4

Essay Response Activity #8 Meta Comment Paper-Due Week 16

How do you assess the impact of two major immigration laws of the twentieth century, the 1924 Johnson-Reed (National Origins) Act (established national quotas favoring pre-1890 nations of origin) and the 1965 Immigration and Nationality Act Amendments (ended racial and national quotas, established

Compare and contrast classic and contemporary Jewish immigrant experiences, the only ethnic group that immigrated to the United States in large numbers during both eras. Clarify the differences among Orthodox, Conservative, and Reform Judaism. Differentiate between anti-Semitism and racism.

preferences for exceptional professional qualifications, and set up family reunification preferences)? Which has had a greater impact on society and schools in the United States? Is it fair to call the first racist and name the second the epitome of the American Dream? Explain.


11

Think about westward expansion from American Indian perspectives. Examine the dramatic swings in U.S. Federal Indian Policy over the past three centuries and how government policy impacts American Indian communities today. Clarify potential areas of cultural conflict due to differing worldviews among Native Peoples and mainstream society. Differentiate three phases of African American history: enslavement; emancipation, sharecropping, and tenancy; and the northern migration and second emancipation (the civil rights movement). Consider themes of African American resistance and liberation in the face of slavery and the Jim Crow era (“separate but equal” laws). Compare and contrast the process of cultural assimilation, cultural pluralism, colonialism, and cultural suppression among Anglo-European Americans, Jewish Americans, American Indians, and African Americans. Think about implications in these histories for the achievement gap in schools across the country today. Think about implications for their own classroom teaching and transformation of the basic curriculum. Identify resources for further reflection, activity, and follow-up inquiry.

Bennett Chapter 5


Is it always necessary that members of an ethnic group “trade off” some aspects of their traditional culture? Why or why not? How does the "trade off" or lack of "trade off" influence the student's educational experience?


Identify basic demographics of the pan-ethnic group known as Latinos.

Bennett


Discuss the current events

12 Examine the different origins and experiences of Puerto Ricans, Cubans, Dominicans, and Mexican Americans. Compare and contrast the process of cultural assimilation, cultural pluralism, and colonialism among these groups. Be better informed about immigration issues along the United States–Mexican border, and the push-pull forces associated with changing laws and enforcement practices over the past hundred years. Identify the similarities and differences associated with the major waves of immigration from Mexico: 1900–1930; the Bracero Program and encouragement of undocumented workers, 1942–1964; and post-bracero immigration into the present. Become better informed about injustices experienced by migrant farm workers in the United States, especially school-age children. Think about implications in these histories for the achievement gap in schools across the country today. Think about implications for their own classroom teaching and transformation of the basic curriculum. Identify resources for further reflection, activity, and follow-up inquiry.

Chapter 6 related to illegal immigrants in the United States and the impact these events are having on educational practices.


13

Identify basic demographics of the pan-ethnic group known as Asian Americans. Examine similarities and differences in the origins and experiences of Chinese Americans, Japanese Americans, Filipino Americans, and Asian Indian Americans during the classic and contemporary immigration eras. Compare and contrast the above similarities and differences with the origins and contemporary experiences of Korean Americans and the major waves of immigrants and refugees from Vietnam. Highlight similarities and differences in the origins and immigrant experiences of Muslims in the United States, including African American Muslims and Arab Americans. Examine Muslim American religious practices and beliefs, as well as how they are often misperceived and stereotyped. Gain an overview of Arab American languages, religions, contributions, stereotypes, and challenges in contemporary society. Think about implications in these demographics and histories for the achievement gap in schools across the country today. Think about implications for their own classroom teaching and transformation of the basic curriculum. Identify resources for further reflection, activity, and follow-up inquiry.

Bennett Chapter 7


Today we are experiencing the largest influx of immigrant and refugee children since the turn of the last century, and our student population is over 40 percent students of color. How will this impact your classroom teaching and how can the goals, dimensions, and core values of multicultural education help you and other teachers be successful in reaching all

students?


14

This module is the assessment for modules 10-13.

Bennett Chapters 4-7

TEST THREE None


15

Read A Framework for Understanding Poverty by Ruby Payne OR a student selected book approved by the professor that discusses issues of student poverty and education.

Reflect on the readings and synthesize readings in terms of learning from the other readings in this course.

Create a written report.

Student Selected

Book Response Paper

None


16 Complete the Meta Comment Paper None Meta Comment

Paper

None

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