Welcome to Cultural Recognition and Sensitivity: Using the Natural Inquirer In Conservation

1. Welcome toCultural Recognition and Sensitivity: Using the Natural Inquirer In Conservation Education Session Five, Tuesday, October 30, 2007 Dr. Babs McDonald, Dr. Mike Mengak, Michelle Andrews

2. Week Five Objectives Participants will demonstrate their understanding of core fundamental learning techniques to be culturally sensitive.

3. Babs Faith Faith Becky Barbara with Ryan, Megan and Sean Sue Carlos Carlos

4. Katie Michelle Adam Vicki Erika

5. Penny Linda Joy Sharon Sharon

6. 1 in 10 schools are 'dropout factories'By NANCY ZUCKERBROD, AP Education Writer 15 minutes ago • WASHINGTON - It's a nickname no principal could be proud of: "Dropout Factory," a high school where no more than 60 percent of the students who start as freshmen make it to their senior year. That dubious distinction applies to more than one in 10 high schools across America. • The highest concentration of dropout factories is in large cities or high-poverty rural areas in the South and Southwest. Most have highproportions of minority students. These schools are tougher to turn around, because their students face challenges well beyond the academic ones — the need to work as well as go to school, for example, or a need for social services. • "Part of the problem we've had here is we live in a state that culturally and traditionally has not valued a high school education," said Jim Foster, a spokesman for South Carolina's Department of Education. He noted that South Carolina residents once could get good jobs in textile mills without a high school degree, but that those jobs are now much harder to come by. • Nationally, about 70 percent of U.S. students graduate on time with a regular diploma. For Hispanic and black students, the proportion drops to about half. • http://news.yahoo.com/s/ap/20071030/ap_on_re_us/dropout_factories

7. Implicit Cultural Sensitivity • Photographs • Regions • Topics • Learning techniques

8. Implicit Cultural Sensitivity Meet the Scientists

9. Dr. Ford “I like being a scientist because I love to read, write, and explore, and I have fun learning about our planet Earth and how it works.” Issue: Wildland Fire Edition Article: Time Will Tell: Does Wildfire Damage the Prarie?

10. Dr. Tysdal “I like being a scientist because I learned the building blocks of how things work in the natural world around us. And now I can figure out new things on my own, using those building blocks. I became interested in natural resources when I traveled new places and saw plants and rocks and rivers that were different than the ones at home. I wanted to know why.” Issue: Olympic Winter Games Article: Should Ditches be Graded? Testing Unpaved Roads with a Computer Program

11. Dr. Xiao “I enjoy working to discover the secrets of the natural environment, such as the interactions between water and the surrounding environment. My favorite experiences in science are when I find these secrets and then use them to improve our environment. With these discoveries, we can improve the quality of our lives and care for our natural resources. Future generations will benefit from our work.” Issue: Urban Forest Article: Good to the Last Drip: How Trees Help to Reduce Pollution  

12. Dr. Johnson “My most memorable research experience was conducting interviews with rural residents living near the Francis Marion National Forest and asking them about how urban development might change their community.” Issue: Spring 99 Edition Article: Lions and Tigers and Bears- Oh My! Understanding Wildland Visitation

13. Dr. Tarrant “My favorite science experience was swimming with dolphins and studying their habitat in the continental shelf at Kaikoura, New Zealand. This photograph shows the mountains of New Zealand, where I spend a lot of my time doing research.” Issue: Wilderness Benefits Article: Can You Hear Me Now? Using the Telephone to Discover Peoples' Opinions About Wilderness  

14. Dr. Hao “I like being a scientist because I want to understand the impact of human activities on the global environment.” Issue: Wildland Fire Article: Smoke and Mirrors: Detecting the Amount of Gases in Wildland Fire Smoke

15. Dr. Ortega “I grew up in southern California in a big city. My first biology job took me all the way to the wilds of Alaska. That convinced me that I was on the right career path. On the first day of work... We noticed a figure on the beach. As we got closer, we realized that it was a brown bear, standing on its back legs! We got the picture and turned around.” Issue: Invasive Species Article: Goll-ly! Don't Take a Knapweed!

17. Implicit Cultural Sensitivity

18. Do You Know Who I Am?

19. I received a B.S. Summa Cum Laude from Virginia State College in 1936. In 1939 I received a Ph.D. in Physics from the University of Cincinnati. In 1944 I was a Research Assistant in Dr. Carl F. Cori's laboratory in St. Louis, MO, and thereafter worked with D.E. Green in the College of Physicians and Surgeons, Columbia University, New York. My parents were from Argentina. My name is: a. Herman Branson I received a Ph.D. in Biology-Physiology from Duke University in 1967. At the National Institutes of Health (NIH), I conducted studies in the genetics of detoxification enzymes, research that is aimed at shedding light on how the human body defends itself against poison. My name is: c. Luis F. Leloir My name is: c. Ida S. Owens

20. I became the first U.S. born Latino to win the Nobel Prize for Physics in 1968. I am the first female theoretical physicist to gain tenure at Harvard. My name is: a.Luis W. Alvarez My name is: b. Lisa Randall I received my Bachelor of Science from Howard University in 1923. After graduating in 1923, I was hired by Howard University as an assistant professor of zoology. In 1926, I received a Master of Science in Zoology from University of Chicago, where I was elected to Sigma Xi (the honor society for biosciences).I was the first black woman to conduct and publish research in my field and I was the first black woman to receive a doctoral degree in zoology from the University of Pennsylvania in 1940. My name is: a. Roger Arliner Young

21. I would hoard my lunch money to pay for homemade rocket parts. As a teenager in physics I built an instrument to measure gravity.I won the Nobel Prize in Physics 1997. My name is: c. St. Elmo Brady • My name is: a. Steven Chu I received a Bachelor of Science from Fisk University in 1908 and a Master of Science in Chemistry in 1914 from University of Illinois. I earned a Ph.D. in Chemistry from the University of Illinois in 1916, and I am the first African American to earn a Ph.D. in Chemistry. I was an engineer and the inventor of dynamite. I am a chemist. I also suffered from epilepsy. My name is: c. Alfred Nobel

22. I was the first African American to earn a doctorate degree from an American university, that being Yale, in Physics. My name is: a. Edward Alexander Bouchet In 1927I was responsible for the invention of a process for producing paints and stains from soybeans, for which three separate patents were issued. I received my B.S. from the Iowa Agricultural College in 1894 and a M.S. in 1896. My name is: b. George Washington Carver

23. In 1916 I graduated from Cambridge with a Bachelor of Science in Research. I made outstanding contributions to; analytical number theory, elliptic functions, continued fractions, and infinite series. My published and unpublished works have kept some of the best mathematical brains in the world busy to this day. • My name is: a. Chien Shiung Wu • My name is: a. Srinivasa Ramanujan I was asked to work on the "Manhattan Project", which was a confidential project that created the atomic bomb. Later in my life, some other physicists came to me with an idea (theory) of theirs, and asked me to help them. After performing many experiments, I helped to disprove a law of physics, but the physicists who came to me for help were the ones who received the Nobel Prize. I later received praise for my many works as an experimental physicist. http://www.futureeducation.net/BlackScientists/Scientists_1.asp

24. Graphic Organizer

25. Graphic Organizer

26. Wytosha

29. Cultural Literacy “Cultural literacy constitutes the only sure avenue of opportunity for disadvantaged children, the only reliable way of combating the social determinism that now condemns them to remain in the same social and educational condition as their parents.” Cultural Literacy, What Every American Needs To Know, E. D Hirsch, Jr.

30. Cultural Literacy abstract art Berlin Wall Caricature Don’t look a gift horse in the mouth Excalibur flappers Gandhi, Mahatma “Hickory, Dickory, Dock” introvert Jekyll, Dr

31. Kiev lobotomy maestro narcissism Old Glory pariah Qatar Rachel “The Secret Life of Walter Mitty” Tiffany glass ukulele vaudeville Watts riots xylem Yukon Territory Zeitgeist • The New Dictionary of Cultural Literacy, Third Edition. Edited by E.D. Hirsch, Jr., Joseph F. Kett, and James Trefil.

32. 5-7 minutes

33. Areas in Which Culture Conflict Occurs in Learning Environments: • Social Structures – unique ways of organizing people to participate in learning events • Cognitive Styles – analytical vs. holistic patterns • Non-Verbal Communication – expressing emotions, proximity to others • Verbal Communication – language, and “ways of talking” • Acculturation – the transition of adopting a new culture. • (side note, assimilation is not the same as acculturation) • Social Structures – were teams divided equally among students? • Cognitive Styles – did team have both styles analytical and holistic? • Non-Verbal Communication – is the team listening to all kinds of communication? • Verbal Communication – were people of different languages included in each team? • Acculturation – did students of different ethnicity response well to the teams? Pat Outcalt

34. VocabularyFacts to the Future, p. 49 Stress Test, Thinking about Science Find a variable Find a variable Measure it Measure it Look for some relationships Look for some relationships Analyze and report Analyze and report To the tune of “Are You Sleeping?” Sharon Waltrip

35. Carlos M Dominguez Cristobal

36. CORDIA SEBESTENA.Country have several trees,Orchids and many fernsRadiant flowersDay to day as a glorious giftInside our houses and schoolsAvailable to everyone.Sun looks the eventsEverybody is full of  happyBodies are radiantExamples of nature handsSay yes to lifeTotal loyalty to the treesElegant students smilesNow the project is completeAnother one will be the next.

37. Subsistence –Groceries from the Wild Subsistence –Groceries from the Wild Looking at Vocabulary, Collectivism, Previous Experience and Cognitive Styles Looking at Vocabulary, Collectivism, Previous Experience and Cognitive Styles Faith Duncan

38. Crabs anyone?

39. Vocabulary • Alaska Native Claims Information Act • Rural and urban settings • Seasonal round • Sharing and bartering

40. Collectivism • Design a fish camp • At the smokehouse • Sharing the products of the land

41. Previous Experience • Stories from the elders Cognitive Styles • Analytical Using math to figure catch • Aesthetic Recording your camp • Kinesthetic Stories in dance

42. Born To Be Wild To illustrate the article “Born to be Wild” in volume 5-number 1, a technique I would use to help relate the issues of deforestation and endangered species would be to play the game Web Of Life. Adam Dewitte

43. Born To Be Wild Introduction: In order to find out what species may become endangered or threatened in the future, scientists must look at the population “trends” of as many species as they can. Because animals are so restricted to certain “habitats”, or environments in which they will thrive, if the environment around them is destroyed or in danger, the species themselves will also be in danger. The following activity, Web of Life, is designed to show students that all animals and habitats are linked to each other, and if one species is gone, it will create a chain reaction that will cause other species and environments to fail in the future.

44. Materials: 1) 20 small, laminated cards that show pictures of animals that may be in a predator/prey relationship and restricted to certain habitats. For example: Painted Turtles are restricted to wetlands/ponds and will eat aquatic insects. Other ideas may include: snake/field mouse, red-tailed hawk/ cottontail rabbit or trout/caddisfly larvae. 2) 1 large ball of yarn 3) Hand-held holepunch 4) Scissors Born To Be Wild

45. Born To Be Wild Set-up: Cut out the pictures, have them laminated and use the hole-punch to put a hole on either of the top corners. Use a length of yard to tie to the pictures so they are able to hang around the student’s necks. Hold on to the remaining ball of yard for the activity.

46. Activity: The students will stand in a circle, wearing the different animal cards around their necks. Inform the students that, because all animals are dependant of each other, if one species were to fail, it could form a chain reaction to the rest. One student (or the teacher) will hold the ball of yarn and explain to the class what animal they have and what they would eat or what would eat them, out of the circle of animals in front of them. When they figure it out, they will throw the ball to that animal, allowing the yarn to stretch between them and tighten. This will continue, as the yarn literally forms a huge “web” in the center of the circle. When everyone has had a turn, the ball of yarn will stop at one person. Explain to the group that as one animal may become extinct or threatened, it will affect the rest of the food chain. At this point you will ask one of the students to sit, while still holding the yarn, to represent an animal that has suddenly become extinct. Ask the class what other animals out of the circle would be affected if this one animal became extinct. When they figure this out, they too will sit, still holding the yarn. The web will begin to lean and become distorted as more kids must sit. As a conclusion, ask the kids which habitats were becoming affected the most, wetlands, grasslands, and so on. Born To Be Wild Introduction: In order to find out what species may become endangered or threatened in the future, scientists must look at the population “trends” of as many species as they can. Because animals are so restricted to certain “habitats”, or environments in which they will thrive, if the environment around them is destroyed or in danger, the species themselves will also be in danger. The following activity, Web of Life, is designed to show students that all animals and habitats are linked to each other, and if one species is gone, it will create a chain reaction that will cause other species and environments to fail in the future. Materials: 1) 20 small, laminated cards that show pictures of animals that may be in a predator/prey relationship and restricted to certain habitats. For example: Painted Turtles are restricted to wetlands/ponds and will eat aquatic insects. Other ideas may include: snake/field mouse, red-tailed hawk/ cottontail rabbit or trout/caddisfly larvae. 2) 1 large ball of yarn 3) Hand-held holepunch 4) Scissors Set-up: Cut out the pictures, have them laminated and use the hole-punch to put a hole on either of the top corners. Use a length of yard to tie to the pictures so they are able to hang around the student’s necks. Hold on to the remaining ball of yard for the activity. Activity: The students will stand in a circle, wearing the different animal cards around their necks. Inform the students that, because all animals are dependant of each other, if one species were to fail, it could form a chain reaction to the rest. One student (or the teacher) will hold the ball of yarn and explain to the class what animal they have and what they would eat or what would eat them, out of the circle of animals in front of them. When they figure it out, they will throw the ball to that animal, allowing the yarn to stretch between them and tighten. This will continue, as the yarn literally forms a huge “web” in the center of the circle. When everyone has had a turn, the ball of yarn will stop at one person. Explain to the group that as one animal may become extinct or threatened, it will affect the rest of the food chain. At this point you will ask one of the students to sit, while still holding the yarn, to represent an animal that has suddenly become extinct. Ask the class what other animals out of the circle would be affected if this one animal became extinct. When they figure this out, they too will sit, still holding the yarn. The web will begin to lean and become distorted as more kids must sit. As a conclusion, ask the kids which habitats were becoming affected the most, wetlands, grasslands, and so on. Introduction: In order to find out what species may become endangered or threatened in the future, scientists must look at the population “trends” of as many species as they can. Because animals are so restricted to certain “habitats”, or environments in which they will thrive, if the environment around them is destroyed or in danger, the species themselves will also be in danger. The following activity, Web of Life, is designed to show students that all animals and habitats are linked to each other, and if one species is gone, it will create a chain reaction that will cause other species and environments to fail in the future. Materials: 1) 20 small, laminated cards that show pictures of animals that may be in a predator/prey relationship and restricted to certain habitats. For example: Painted Turtles are restricted to wetlands/ponds and will eat aquatic insects. Other ideas may include: snake/field mouse, red-tailed hawk/ cottontail rabbit or trout/caddisfly larvae. 2) 1 large ball of yarn 3) Hand-held holepunch 4) Scissors Set-up: Cut out the pictures, have them laminated and use the hole-punch to put a hole on either of the top corners. Use a length of yard to tie to the pictures so they are able to hang around the student’s necks. Hold on to the remaining ball of yard for the activity. Activity: The students will stand in a circle, wearing the different animal cards around their necks. Inform the students that, because all animals are dependant of each other, if one species were to fail, it could form a chain reaction to the rest. One student (or the teacher) will hold the ball of yarn and explain to the class what animal they have and what they would eat or what would eat them, out of the circle of animals in front of them. When they figure it out, they will throw the ball to that animal, allowing the yarn to stretch between them and tighten. This will continue, as the yarn literally forms a huge “web” in the center of the circle. When everyone has had a turn, the ball of yarn will stop at one person. Explain to the group that as one animal may become extinct or threatened, it will affect the rest of the food chain. At this point you will ask one of the students to sit, while still holding the yarn, to represent an animal that has suddenly become extinct. Ask the class what other animals out of the circle would be affected if this one animal became extinct. When they figure this out, they too will sit, still holding the yarn. The web will begin to lean and become distorted as more kids must sit. As a conclusion, ask the kids which habitats were becoming affected the most, wetlands, grasslands, and so on.

47. Appreciating Our Similarities and Differences! Tell us three things about your family’s history Vicki Arthur

48. Cognitive styles Babs

49. CHORUS: De-Da, da, da (snap, snap) De-da, da, da (snap, snap) Da, da, da, da, Da, da, da, da, Da, da , da, da (snap snap) They’re creepy and they’re kooky, Mysterious and spooky And all together ooky, NOCTURNAL ANIMALS! You hardly ever see’um Except in a museum They really are a “scree-um” NOCTURNAL ANIMALS! They’re only out at night When they give you a fright Always just out of sight NOCTURNAL ANIMALS! They’re full of adaptations Like bats’ echolocation and owls’ stealth predation NOCTURNAL ANIMALS! NEAT! SWEET! PETITE! Nocturnal AnimalsSung to the tune from Addams Family Linda Hauser

50. Past research on people’s use of parks was only looked by caucasian users Are their people of other ethnicities that use the park? Researchers conducted another survey, to include other ethnic users People often forget to include things they are not familiar with What are the things that different users like to do in the park? Findings Implications Method All people liked to do some of the same things. The big difference was caucasians tended to visit by themselves or with one other person. See graphs for a good way to compare the differences Introduction Knowing who uses your park can influence how you manage it. If you don’t manage it for the people who use it, they will stop coming, or unintentionally cause damage by their actions. The user groups were Black, Latino & Asian Americans. They were asked the same questions by interviewers of the same ethnicity. In the past, researchers focused on what caucasian users liked to do in the park. In order to provide opportunities for more park users, the three main ethnic user groups were surveyed Sue Baker