Social Justice & Zarrillo Chapter 7 Discussions Using case studies/vignettes to teach social studies
Freedom books paper due • Another look at social justice • Summary discussions: activity
Social Justice continued: Ethnic & Racial Identity & implications • What is an ethnic population? • According to Gollnick and Chin, 1990) “an ethnic population is a group of people classed according to common traits, customs, or social views”. • Traits may include- heritage, values, rituals • Heritage- inherited cultural models- housing, foods, family styles etc • Rituals- religion, medicine, sports, festivals etc.
Understanding Ethnic identity development • “Ethnicity is a powerful influence in determining individual and group identity. Children identify with their ethnic group or groups. This membership provides them with a sense of belonging.. Influences individual personalities, social skills & cognitive preferences” (p. 48, Sheets, 2005)
Why is it important to understand ethnic & racial identity? • Many teachers are unaware of how this influences student development • Many are hesitant to take action on observed variations in children • Some ignore or inadvertently suppress these differences • The RESULT: many children are left behind or fall between the cracks of our educational system • A need to understand racial diversity
Racial diversity • Race is the most common element of diversity. • Orlich, Harder etal. (2001) define race as “ a group of individuals who share certain physical or biological traits, particularly phenotype (skin color), body structure and facial features” p. 60 • They continue to state that people narrowly define race in terms of skin color, hair and eyes. • However, “members of a racial group do not have distinct experiences in society and common perceptions of it, and this is where racial differences impact school” p. 60.
Why the differences? • The differences in racial experiences are as a result of; • History- what has happened to a certain people through history- example- discriminations, stereotypes, slavery, denied education and resources. • Economics- is there equitable distribution of resources? Does everyone have equal access to resources? Why or why not? • Environment- Is the environment safe, does it have the resources? Are there high expectations?
Implications of Racial identify in the classroom • As teachers we have an obligation to • find the best methods and materials to achieve the best results for all. • Make adaptations to a curriculum that is inclusive of contributions of all peoples of the united states. • Create positive educational environments that help students develop POSITIVE SELF CONCEPTS ( Orlich & Harder etal. 2001).
Implications continued • Culture and ethnic identity influences learning styles- therefore teachers need to address Gardner's theory of multiple intelligence. At the same time avoid putting all children from a culture into “one shoe fits all”. • Culture and ethnic identity influences communication- use of gestures, verbal and non-verbal communication is dictated by culture. • Need to provide continuity- link between home and school- can be done by having resources that represent cultures in a positive manner, teacher-parent communication can minimize mixed messages for learners etc. • Use of cultural specific accommodations- to reach out to those economically disadvantaged, socially disadvantaged, or linguistically disadvantages.
Conclusion • “Culture does matter. Learning cannot take place in settings where students’ cultures are devalued and rejected”. There is a need to consider students’ identities when planning learning environments” (Nieto, 2000) p. 152 • Ladson-Billings asks: “ How can academic success and cultural success complement each other in settings where student alienation and hostility characterize the school experiences?”
Using art to teach difference • Finger painting- • Lesson: Alike & different • Make a hand print each to use a different color • Print on fabric provided • Each to write on the fabric- what makes differences a beautiful thing to celebrate
Using case studies & vignettes( 5 pts) to teach about diversity • Read the case provided/vignette • Answer the questions that follow • What is the case about? • How did the teacher respond? • Do you agree with how she responded? Why or why not? • How would you have responded & why? • What types of attitudes, knowledge& understanding do teachers need to enable children to process ethnic differences? • Develop your own vignette that you would use with 3-5th grade students to teach about diversity. Write three learning outcomes to go with your case.
Chapter 7Technology What is your understanding of technology? How can you use technology in the classroom
Integrating technology into the social studies curriculum • Fortunately for social studies teachers, many aspects of study in the content areas lend themselves to technology integration. Whether it be researching and creating spreadsheets with data, generating graphs or charts, or creating Web scavenger hunts, ideas abound for using technology in your social studies class today. Using your standards as a guide, modify any of the following ideas to fit your curriculum goals • http://www.glencoe.com/sec/teachingtoday/subject/integrating_tech_ss.phtml
Gathering Information • Monitor the students when they use the internet. • Explain to the students about cyber predators. • Describe the accuracy of information found on different web-sites.
Example abbreviated Use of Technology lesson • Lesson: American President's Gallery And Scavenger Hunt • Technology Used • Internet and graphic design software, such as Print Shop Method, or inspirational • Procedure • Assign a different president to each student. If you have a small class, you may have to double up, so that all presidents can be covered. • Each student should create a poster, including any information that you feel is appropriate for your grade level and course. If it is a middle school, you may want to include only ten items such as birthplace, years in office, spouse, important accomplishment, vice president, and so on.
Example technology lesson continued • Use a graphic design program to create signs and banners that include the facts they put together. Images of the presidents can be found by going to Google.com and clicking on the Images link. If you are teaching an AP US History class, you can include analysis, in addition to facts. • Hang the posters around the room, following a chronological order. • Once all posters are hung, distribute a set of scavenger hunt questions that requires students to walk around and find the answers from the posters. • Web Resources • The American Presidency by GrolierPOTUS (Presidents of the United States)The White HousePresidents USA • http://www.glencoe.com/sec/teachingtoday/subject/integrating_tech_ss.phtml
What are Virtual Field Trips? • A virtual field trip are great teaching tools for students. • They can explore many different places. • Museums • Science labs • Specific Countries/Continents • Historical Worldwide landmarks
CD-RomResources • Great format to store mass media • Photos • Videos • Graphs • Text • Sound files
Things students can do with a computer. • File sharing • Word processing • Create spreadsheets & databases • PowerPoint presentations • Concept mapping • E-mail correspondence • Gather information on specific topic via use of the internet.
Application & other • How do you intend to use technology in your classroom? • Examples? • How have I used technology as a teaching tool in this class? • Other: • 11/8- work on units (no class). • 11/13 Finish social justice: Video- Helping children understand prejudice- reflection& be sure to continue reading remaining parts of our text books/take notes • 11/15 Using Music to teacher social studies • Due: Music lesson & activity • Present a mini lesson to class 6-10 minutes