Accommodations for General Education Classrooms (ELED)
Advice_2_Future_Students_ex2
Advice to Students 1
Brainstorming Web - student examples
Class Ground Rules - examples
Code Switching
Communicating Between Cultures discussion sheet
Communicating Role Play
Compare Traditional-and-European_Values
Components of Sexual Identity
CP Brainstorm of interview questions
CP Interview Questions
CP Interview Questions - student example
Cultural Autobiography - instructions
Daily Census Family Dementia
Daily Census Homelessness
Defining Homophobia & Heterosexism (graphic organizer)
Disability Awareness Quiz
Diverse Associations Survey
Diverse Associations Survey - student example
Diverse Associations Survey worksheet
Diversity Story - student example 1
Diversity Story - student example 2
Drop-Off Area (photograph)
Elder Interview - student example (A) [Used by permission]
Elder Interview - student example (B) [Used by permission]
English Learners in Minnesota Report 2019
Expert Groups
Expert Groups: Cooperative Learning
Extra Credit Ideas
Family Portrait - student example
Fry Bread Intelligence Test
Grade Worksheet
Grounding Worksheet
Hate in America - graphic organizer
Hello, my relatives
Hijab in Spain worksheet
How do I fold my name tent?
Human Body Outline (worksheet)
Iceberg Metaphor for Culture
Impact of Class Discussions on Student Cultural Competence
Informed Consent for Background Check
In Good Hands (photograph)
Instructions for Elder Interview
Instructor's Closing Message
Interconnected Systems of Oppression
Keirsey Temperament Sorter
Life Values Inventory
Mankato Public Schools Demographic book 2020-21
Mapping the Muslim Population
Memory Loss: Activities
Microculture card sort
Microcultures - Top 8
Minnesota Language Survey
Mission Statement - student example
Multicultural Education for Exceptional Children
Nature vs Nurture - student example
Nature vs. Nurture (worksheet)
Personal Mission Statement
Photo Release Form
Professional Dispositions Self-Assessment
QUAD graphic organizer
Questions to Ask New Friends
Racial Autobiography Prompts from Pacific Educational Group
Self-Assessments Form
Self-Assessments Form - student example
Service Learning Reflection Process
Shadow of Hate organizer - student example
Sign-in Roster Template
Social Identities Portrait
Social Identities Portrait - student example
Standards Met
Storytelling with Persona Dolls by Julie Rotondo Bissen
Student Information Form
Student Information Form - student example
Test Your Knowledge of Poverty in America
Thank-you note - student example
Tower of Violence by Scott M. Fearing
Tower of Violence (graphic organizer)
Human Relations in a Multicultural Society (Instructor's Module Plans)
Overview
This material is a collection of modules developed for a specific course, Human Relations in a Multicultural Society. The modules are being updated, so check back occasionally to see the new materials. Experiential learning strategies embedded in the modules may be useful for other groups, too.
The modules are designed so learners can practice self-awareness and skills that are essential for living and working in a democratic and socially just society. Content, reflection, experiences, and discussion address issues of oppression and social justice related to race/ethnicity, gender, age, class, religion, disability, physical appearance, sexual orientation and nationality. Learners will come to understand groups that have been historically been excluded from the western power and decision-making. Participants will examine mainstream and alternative viewpoints for values, validity, and outcomes, in order to grow their investigative and critical thinking skills.
These modules are based on teaching with Multicultural Education in a Pluralistic Society (11th edition; 2021) by Donna M. Gollnick and Philip C. Chinn available from Pearson Publishing, Hoboken, NJ. Pearson has a test bank, instructor's manual, powerpoint presentations, and many online resources in MyLab.
Start Here!!
This material is a collection of modules developed for a specific course, Human Relations in a Multicultural Society. The modules are being updated, so check back occasionally to see the new materials. Experiential learning strategies embedded in the modules may be useful for other groups, too.
The modules are designed so learners can practice self-awareness and skills that are essential for living and working in a democratic and socially just society. Content, reflection, experiences, and discussion address issues of oppression and social justice related to race/ethnicity, gender, age, class, religion, disability, physical appearance, sexual orientation and nationality. Learners will come to understand groups that have been historically been excluded from the western power and decision-making. Participants will examine mainstream and alternative viewpoints for values, validity, and outcomes, in order to grow their investigative and critical thinking skills.
These modules are based on teaching with Multicultural Education in a Pluralistic Society (11th edition; 2021) by Donna M. Gollnick and Philip C. Chinn available from Pearson Publishing, Hoboken, NJ. Pearson has a test bank, instructor's manual, powerpoint presentations, and many online resources in MyLab. This is the table of contents:
- Foundations of Multicultural Education
- Race and Ethnicity
- Class and Socioeconomic Status
- Gender
- Sexual Orientation
- Exceptionality
- Language
- Religion
- Geography
- The Youth Culture
- Education That Is Multicultural
Theoretical Base and Course Objectives
Theoretical Base
This author's research since 2010 has suggested that the typical first- or second-year university student has reached the minimization orientation to cultural differences and similarities. This means that the students are likely to recognize the common humanity of all people and value tolerance of differences but likely over-estimate how much they are able to adapt their behavior to cultural differences. Their next developmental task is to consciously balance their successful focus on commonality with a deeper understanding of differences that do not easily “fit” into the familiar frameworks of commonalities.
ELE222w Human Relations in a Multicultural Society (3 credits)
Course Description
Students will learn and practice self-awareness and skills that are essential for living and working in a democratic and socially just society. Course content will address issues of oppression and social justice related to race/ethnicity, gender, age, class, religion, disability, physical appearance, sexual orientation and nationality. Outside of class, each student will complete 18 hours of Service-Learning field experience and 9 hours of Cultural Partnership. Discussion will address groups that have been historically been excluded from the western power and decision-making. Investigative and critical thinking skills where participants examine mainstream and alternative viewpoints for values, validity, and outcomes.
Course Objectives
- Know about cultural norms, values, oppressions, and contributions which groups experience in a multi-cultural society.
- Understand opportunities and challenges of diversity in a multicultural society.
- Explain the concepts that constitute cultural and group identities.
- Reflect on one’s own strengths, values, needs, and professional dispositions.
- Reflect on one’s own attitudes, concepts, and beliefs about diversity, bigotry, and racism.
- Develop engagement in one’s own cultural heritage and experiences.
- Develop a plan to enhance one’s own cultural competency.
- Develop and act on personal power in creating positive environments when collaborating with diverse groups.
- Improve academic communications skills (reading, writing, public speaking, and researching).
- Improve skills for personal communication in communities with different ideas and values (speaking and listening).
- Improve skills for responding to those with different ideas and values than yours (critical thinking, active listening, evaluating, synthesizing, and negotiating).
Examples of Assessments
- Discussion Board posts: Identify and reflect on examples of bias, discrimination, prejudice, and racism.
- Discussion Board posts: Identify and reflect on contributions and lifestyles of various racial, cultural, and economic groups in society.
- Cultural Autobiography: Identify and explore personal micro-cultures: Life & Family, Socioeconomic Status, Age & Generation, Sexual Orientation, Race, Ethnicity, Gender, Language, Religion/Spirituality, Exceptionalities, Special Needs, and Geography or Region. Describe the impact of each micro-culture on individual development and communication.
- Service Learning Reflection Project: Describe the service learning experience. Reflect on the connections that were established; how groups function, communicate and influence individuals; and how individuals influence groups. Describe the communication skills used during the experience. Give anecdotes, behaviors, and examples to enrich the reflection.
Standards of Effective Practice addressed by this material [for Minnesota teachers]
Subpart 4. Standard 3. Diverse Learners. A teacher must understand how students differ in their approaches to learning and create instructional opportunities that are adapted to students with diverse backgrounds and exceptionalities. The teacher must:
4D - understand how to recognize and deal with dehumanizing biases, discrimination, prejudices, and institutional and personal racism and sexism;
4F. - understand the contributions and lifestyles of the various racial, cultural, and economic groups in our society;
Subpart 6. Standard 5. Learning Environment. A teacher must be able to use an understanding of individual and group motivation and behavior to create learning environments that encourage positive social interaction, active engagement in learning, and self-motivation. The teacher must:
6B. - understand how social groups function and influence people, and how people influence groups;
Subpart 7. Standard 6. Communication. A teacher must be able to use knowledge of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom. The teacher must:
7B. - understand how cultural and gender differences can affect communication in the classroom;
7C. - understand the importance of nonverbal as well as verbal communication;
7D. - know effective verbal, nonverbal, and media communication techniques
Table of Contents
Start Here!
Theoretical Base and Course Objectives
Module 1: Introduction to the Course and Procedures
Module 2: Foundations of Culture [Self-assessments] Ch 1 in Gollnick and Chinn
Module 3: Family Ties: Family composition and cultural engagement
Module 4: A Sense of Place: Geography/region [Native American] Ch 9 in Gollnick and Chinn
Module 5: It’s Time to Talk: Race/ethnicity [European American] Ch 2 in Gollnick and Chinn
Module 6: Gender [Latinx American] Ch 4 in Gollnick and Chinn
Module 7: Sexual orientation Ch 5 in Gollnick and Chinn
Module 8: Language and communication [African American] Ch 7 in Gollnick and Chinn
Module 9: Religion/spirituality [Middle Eastern American] Ch 8 in Gollnick and Chinn
Module 10: Disability does not mean inability: Exceptionality and Ableism Ch 6 in Gollnick and Chinn
Module 11: Immigration/citizenship status [Asian American]
Module 12: Socioeconomic status: classism, income, wealth, & poverty Ch 3 in Gollnick and Chinn
Module 13: Generation and Age Cohort Ch 10 in Gollnick and Chinn
Module 14: Other, e.g., military, education, academics, sports, clubs
Module 15: Conclusion to the course
Addendum: Syllabus
Addendum: Explanation of Routines
Addendum: Glossary
Addendum: Welcome from the indigenous people of the region
Addendum: Diversity Story
Addendum: Cultural Autobiography
Addendum: Cultural Partnership
Addendum: Service Learning
Addendum: Resources for Classroom Teachers
Addendum: Dozens of Class Activities
Module 1: Introduction to the Course and Procedures
Class Procedures
Arrival
Attendance: sign-in
Distribute hand-outs
Beginning
Focus minute
Check-in table conversation
Each module
Diversity story
Microculture
Ethnic culture
Writing workshop
Announcements
Journal entry
Homework assignments
Closing
Exit slips (muddiest point, something I learned, thank you note,
1.1 Introduction to the module
This module assists students to understand the course goals and the instructor's approaches to teaching and learning.
1.2 Module Learning Objectives
- Get organized for the course.
- Develop a plan to engage in the course.
1.3 Key Terms
Culture: Beliefs, attitudes, values, norms, and behaviors shared by a group of people and passed to later generations. Culture is dynamic and changes over time.
Human relations: Relationships with or between people, particularly the treatment of people in a professional or community context.
Multicultural: Relating to or constituting several cultural or ethnic groups within a society. Patterns that are similar among various groups of people.
Pluralistic: A society or community in which people don't have to give up their cultural backgrounds and identifies in order to be a part of the group.
1.4 Materials and Spaces Needed
One for each student: file folders (empty), plain copy paper, Student Information forms, Consent forms for background checks, Photo Release Forms, Diverse Associations Survey, Grade Worksheets, tongue-depressor stick, 4x6" index card.
Materials for the class: computer and overhead projector, Advice from Past Students, Attendance Roster, Module Daily Census form, pencils, markers, crayons, camera, hand sanitizer, table sanitizer, textbook
1.5 Arrival and Daily Census
Each student signs Attendance Roster. Then, each student completes the module’s Daily Census:
City & State of Birth
1.6 Focus Minute - 1 minute of silence
1.7 Instructor's introduction (See Hello, my relatives attached)
1.8 Review Course Student Learning Outcomes
- Define concepts that constitute cultural and group identities.
- Know about culture norms, values, oppressions, and contributions which groups experience in a multi-cultural society.
- Understand opportunities and challenges of diversity in a multicultural society.
- Identify one’s own strengths, values, needs, and professional dispositions.
- Develop engagement in one’s own cultural heritage and experiences.
- Reflect on one’s own attitudes, concepts, and beliefs about diversity, bigotry, and racism.
- Develop a plan to enhance one’s own cultural competency.
- Improve personal communication skills for participating in communities with different ideas and values (speaking and listening).
- Improve skills for responding to others with different ideas and values (critical thinking, active listening, evaluating, synthesizing, and negotiating).
- Develop and act on personal power in creating positive environments when collaborating with diverse groups.
- Improve academic communications skills (reading, writing, public speaking, and researching).
1.9 Getting Organized
- Write last name on File folder
- Complete Student Information Form
- Complete Consent Form for SL background check
- Complete Consent Form for photographs
- Complete Diverse Associations Survey
- Make Name Tents
1.10 Show the textbook
Gollnick, D. M. & Chinn, P. (2021). Multicultural Education in a Pluralistic Society (11th ed.). New York, NY: Pearson, Inc.
1.11 Review major assignments see syllabus
1.12 Review grading scale
99-100 % =A+ 95-98 % =A 93-94 % =A- |
|
91-92 % =B+ 86-90 % =B 84-85 % =B- |
|
82-83 % =C+ 77-81 % =C 75-76 % =C- |
|
72-74 % =D+ 67-71 % =D 66 % =D- |
|
0 65% = F |
|
1.13 Questions and answers
Invite students to ask their questions about the course content or procedures.
1.14 Ground rules
Together, develop some ground rules or norms about behavior expectations for class. Here are some examples:
- Listen respectfully.
- Be willing to wrestle with challenging ideas.
- Distinguish between opinion and knowledge.
- Accept discomfort and ambiguity as necessary for growth.
For more ideas, see Guidelines for Classroom Interactions from the Center for Research on Learning and Teaching, University of Michigan, Ann Arbor, MI.
1.15 Diversity Story
Instructor shares about their family of origin and their social and economic microcultures.
1.16 Small Group Discussion
1. Do you have friends from a culture different from yours? Why or why not?
2. How much time have you spent to learn from someone from a different culture?
3. How comfortable are you in communicating with strangers from cultures different than yours?
4. Tell a story about something you learned from someone from a culture that is different from your own.
1.17 Advice from Previous Students
Each student receives a letter/note from a previous student with advice for how to be successful in this class. In small groups, students read the notes and choose the top 3 suggestions to share with the entire class.
1.18 Journal entry
Students complete these sentences:
- My personal goals for completing this course are: ______________________________
- My commitments to succeed in this course are: ________________________________
1.19 Announcements and homework for next module
- Read Chapter 1, Foundations of Multicultural Education, in the Gollnick and Chinn textbook.
- Watch the 17-minute video lecture for Chapter 1 Foundations of Multicultural Education.
- After reading the chapter, respond to questions in the discussion board: (1) . (2) .
- Complete the pre-instruction survey about levels of cultural awareness.
- Complete Intercultural Development Inventory with username and password provided by your instructor.
- Write 1 sentence about your culture.
1.20 Exit slips
Each student adds 4 pieces of information to their 4x6" index card: name, hometown, academic major, year in school.
References
Gollnick, D. M. & Chinn, P. (2021). Multicultural Education in a Pluralistic Society (11th ed.). New York, NY: Pearson.
Image credits
[1] Image courtesy of author.
Extension Activity #1: Cultural Artifacts
Before the beginning of class, invite students to bring an object from home that represents their culture. This idea has been featured in journals on pedagogy as an effective assignment for fostering interpersonal knowledge and setting the stage for interactions in a course (Lee, Williams, and Kilaberia, 2011). During class, students will write about the object (for example, describe it in detail; explicate its meaning; account for why they selected it and how it was associated with meaning in relation to some aspect of their cultural identity). Students then present their cultural artifacts to each other in small or whole-class groups.
Extension Activity #2
Watch the 23-minute videorecording, "Them & Us." A lesson plan is HERE. A Study Guide is HERE.
Resources Attached
Hello, my relatives
Class Ground Rules – examples
Advice to Students – student example
Student Information Form
Informed Consent for Background Check
Grade Worksheet
Photo Release Form
Diverse Associations Survey
Module 2: Foundations of Culture [Self-assessments] Ch 1 in Gollnick and Chinn
2.1 Introduction to the module
In the US, we have an idea that the individual is important. The US has one of the most individualistic cultures in the world. Americans are more likely to prioritize themselves over a group. They value independence and autonomy and personal choices and personal property.
So, our consideration of cultural competence is going to begin with the individual and the individual’s family of origin. In this module, students will learn about themselves: learning style, life values, communication style, temperament type, and personal power. Some of these characteristics are attributable to learned culture. By learning about individual differences and similarities, students will practice respecting differences and similarities. In the following module, students will reflect about their families.
2.2 Module learning goals
- Define concepts that constitute cultural and group identities.
- Know about culture norms, values, oppressions, and contributions which groups experience in a multi-cultural society.
- Understand opportunities and challenges of diversity in a multicultural society.
- Develop engagement in one’s own cultural heritage and experiences.
- Develop a plan to enhance one’s own cultural competency.
- Improve personal communication skills for participating in communities with different ideas and values (speaking and listening).
- Improve skills for responding to others with different ideas and values (critical thinking, active listening, evaluating, synthesizing, and negotiating).
- Develop and act on personal power in creating positive environments when collaborating with diverse groups.
- Improve academic communications skills.
2.3 Key terms
Communication: The imparting or exchanging of information or news; the means of sending or receiving information, e.g., reading, writing, talking, listening.
Culture: The attitudes, habits, norms, beliefs, behaviors, customs, rituals, styles and artifacts that express a group’s adaptation to its environment; that is, ways that are shared by group members and passed to other generations.
Cultural competence: Skills to effectively interact in culturally appropriate ways in a particular circumstance.
Family of origin: The significant caretakers, siblings, and others with whom a child grows up. This family is the first social group to which a person belongs. Often this is a person’s biological or adoptive family.
Learning style: An individual’s preferred way to absorb, process, comprehend and retain information. The four key learning styles are: visual, auditory, tactile and kinesthetic.
Personal power: Strength, confidence, and competence that individuals gradually acquire in the course of their development. An attitude or state of mind rather than an attempt to maneuver or control others. It is based on competence, vision, positive personal qualities, and service.
Temperament: A configuration of observable personality traits, such as habits of communication, patterns of action, and sets of characteristic attitudes, values, and talents. It also encompasses personal needs, the kinds of contributions that individuals make in the workplace, and the roles they play in society. Keirsey (2021) describes four basic temperament types: Artisan, Guardian, Idealist, and Rational.
Values: Things that are important in the way one lives and works. They (should) determine priorities, and, deep down, they're probably the measures used to tell if life is turning out the way you want it to.
2.4 Homework to complete BEFORE entering into this module
- Read Chapter 1, Foundations of Multicultural Education, in the Gollnick and Chinn textbook.
- Watch the 17-minute video lecture for Chapter 1 Foundations of Multicultural Education.
- After reading the chapter, respond to questions in the discussion board: (1) How do you think that ethnicity, gender and religion interact in determining your cultural identity? Give examples; (2) Why is multicultural education important for people in the dominant cultures?
- Complete the pre-instruction survey about levels of cultural awareness.
- Complete Intercultural Development Inventory with username and password provided by your instructor.
- Write 1 sentence about yourself and your culture.
2.5 Materials and spaces needed
computer and overhead projector, attendance roster, Daily Census form, textbook, student work file folders, copies of handouts and worksheets, pencils, crayons, etc. Student work folders, attendance roster, markers, camera, Self-Assessment Worksheet for results of surveys and inventories, internet access and computer memory to process results of inventories.
2.6 Arrival and Daily Census
Each student signs attendance roster and places name tent in front of their seat. Then, each student completes the module’s Daily Census: List the people in your family and their birthdate/year.
As students arrive, each student reviews their Diverse Associations Survey (which should be in their work folder from the last module). On the newsprint poster, each student shades in a square to symbolize which groups they have rated either 0 or 1 on their surveys. The results are a graphic illustration of the lack of experience the students have with diverse groups. Individual results will be used to determine the each student's service learning placement.
2.7 Focus minute - 1 minute of silence
2.8 Introductions
Using the one sentence from homework, each student introduces themselves to the class members.
2.9 Video
Watch this 44-minute documentary of Hate in America, to consider the historical roots of bias and racism.
2.10 Self-assessments
Use these FREE online resources to think about value-free differences among people. As you complete each survey or inventory, record the results in the Self-Assessment Worksheet, add the description in your own words, and give an example of how you embody that trait.
- Keirsey Temperament Sorter
- SpeakStrong Inventory
- VARK Learning Style survey
- LifeValues Inventory
- Personal Power Profile
2.11 Theoretical basis for this course: Intercultural Development Continuumtm
Share the theoretical basis for this class: the Intercultural Development Continuum. Then, report the group profile generated by the IDI.
2.12 Compare and contrast cultures (part 1)
Students create a graphic organizer with 2 columns. Column 1 is the speaker’s culture. Column 2 is the student’s own culture. As they watch presentations, students will make notes about values, religion, music, food, friendships, etc. This will be part of the reflection near the end of the class meeting.
2.13 Diversity story: Scot Zellmer
Watch this 37-minute videorecording of Scot Zellmer talking about his culture, as an adult adopted into a Dakota family.
2.14 Compare and contrast cultures (part 2)
In small groups, each student shares one thing they have in common with Scot and one thing that is different between them and Scot.
2.15 Make a list of questions to use when interviewing a family elder
A significant part of a person’s journey toward engagement with their own culture is their understanding of their family history. The interview of a family elder is one step on the journey. After listening and watching to diversity stories, students will generate a list of questions to use when they interview their family elder. Here are some examples:
- How did your family get to [your current hometown]?
- What were people like in the community where you spent your childhood?
- How did our family change over the years?
- Who most influenced you and your values? How did they influence you? About which values?
- What religion did our family practice? Why? Where did our traditions come from?
- How did our family learn about people who were different than we were? What did we learn?
- What was the role of education in our family? Who was able to continue their education? Where and why?
2.16 Announcements and homework for next module
- Sign up for a class meeting in which you will share your own Diversity Story with the class members.
- Review the course syllabus in the Materials / Content section.
2.17 Exit slips
Each student adds 4 more pieces of information to their 4x6" index card: Keirsey Temperament, SpeakStrong communication style; VARK learning style; and major life values.
Write a thank you note to our guest speaker.
References
Brown, D., & Grace, R. K. (1996). LifeValues Inventory. Life Values Resources. https://www.monarchbha.com/wp-content/uploads/BHMT_CC_Life-Values_Inventory.pdf.
Church, A. T., Katigbak, M. S., Miramontes, L. G., del Prado, A. M., & Cabrera, H. F. (2007). Culture and the behavioural manifestations of traits: an application of the Act Frequency Approach. European Journal of Personality, 21(4), 389 - 417. https://doi.org/10.1002/per.631.
Gautrey, C. (2020, July 7). Your Personal Power Profile. Colin Gautrey’s Influence Blog. https://www.learntoinfluence.com/your-personal-power-profile/.
Gollnick, D. M. & Chinn, P. (2021). Multicultural Education in a Pluralistic Society (11th ed.). New York, NY: Pearson.
Guggenheim Productions. (1995). Shadow of Hate [documentary]. YouTube https://youtu.be/TZRKpnbjptM.
IDI LLC. Intercultural Development Inventory version 3. Baltimore, MD: IDI LLC.
Investigate TV. (2018, October 9). Hate in America [documentary]. YouTube https://youtu.be/xLuXfkZ8AZI.
Keirsey, D. (2021). Keirsey Temperament Sorter. The Keirsey Group. https://profile.keirsey.com/#/b2c/assessment/start.
Runion, M. (2018). SpeakStrong Communication Style Inventory. Cascade, CO: SpeakStrong. https://www.speakstrong.com/inventory/
VARK Learn Ltd. (2021). VARK Learning Style Questionnaire version 8.01. Christchurch, New Zealand: VARK Learn Ltd. https://vark-learn.com/the-vark-questionnaire/.
Image credits
[1] Image courtesy of author.
Extension Activity #1: TBD
Extension Activity #2: TBD
Resources Attached
Iceberg Metaphor for Culture
Shadow of Hate graphic organizer – blank
Shadow of Hate graphic organizer – student example
Self-Assessments Form – blank worksheet
Self-Assessments Form – student example
LifeValues Inventory
Keirsey Temperament Sorter
Module 3: Family Ties: Family composition and cultural engagement
3.1 Introduction to the module
‘Family of origin’ refers to the significant caretakers, siblings, and others with whom a child grows up. This family is the first social group to which a person belongs. Often this is a person’s biological or adoptive family. Early experiences influence how we see ourselves, others, and the world. There are other contextual influences on our family and on us as individuals, including class, social status, language, and religion, as well as other social and biological kinships. For example, you might have been raised by grandparents, an aunt or uncle, a family friend, or your parents. Families of origin can also include siblings, cousins, or anyone else who lives with you or anyone you define as family.
3.2 Module learning goals
- Define concepts that constitute cultural and group identities.
- Know about culture norms, values, oppressions, and contributions which groups experience in a multi-cultural society.
- Understand opportunities and challenges of diversity in a multicultural society.
- Develop engagement in one’s own cultural heritage and experiences.
- Develop a plan to enhance one’s own cultural competency.
- Improve personal communication skills for participating in communities with different ideas and values (speaking and listening).
- Improve skills for responding to others with different ideas and values (critical thinking, active listening, evaluating, synthesizing, and negotiating).
- Develop and act on personal power in creating positive environments when collaborating with diverse groups.
- Improve academic communications skills.
3.3 Key terms
Family of origin: The significant caretakers, siblings, and others with whom a child grows up. This family is the first social group to which a person belongs. Often this is a person’s biological or adoptive family.
3.4 Homework to complete BEFORE entering into this module
Read Chapter 9 in the Gollnick and Chinn textbookWatch the 17-minute video lecture for Chapter 9 GeographyAfter reading the text, respond to the questions on discussion board: (
3.5 Materials and spaces needed
computer and overhead projector, attendance roster, Daily Census form, textbook, student work file folders, copies of handouts and worksheets, pencils, crayons, etc.
3.6 Arrival and Daily Census
Each student signs attendance roster and places name tent in front of their seat. Then, each student completes the module’s Daily Census: TBD
3.7 Focus minute - 1 minute of silence
3.8 Compare and contrast cultures (part 1)
Students create a graphic organizer with 2 columns. Column 1 is Jon’s culture. Column 2 is the student’s own culture. As they watch presentations, students will make notes about values, religion, music, food, friendships, etc. This will be part of the reflection near the end of the class meeting.
3.9 Diversity story: European American culture
Watch the 29-minute video-recording of Jon Steele's description of his cultural background (Part 1).
Watch the 12-minute video-recording of Jon Steele's reflection about his cultural background (Part 2).
3.14 Compare and contrast cultures (part 2)
Students created a graphic organizer with 2 columns. Column 1 is Jon’s culture. Column 2 is the student’s own culture. As they watched presentations, students made notes about values, religion, music, food, friendships, etc. In small groups, each student shares one thing they have in common with Jon and one thing that is different between them and Jon.
3.15 More Discussion
- How did you get your name? What does it mean? What does it mean in your family?
- Who is in your family? Why do you consider them to be family?
- What do people see when they look at you? Are those things true or not? Why?
- Think back 3 generations to your great-grandparents. Who were your ancestors? Where were they? What were they doing? What language did they speak? What was their religion? How did your family get from where your great-grandparents lived to the place you were born?
- How old were you when you knew there were some people in the world who were ‘different’ than you? What happened? [religion, race/ethnicity, language, etc.]
3.15 Write your autobiography about your family of origin
Draw a picture of your family on one section of your work folder. Share your picture with other students in your small group.
3.16 Announcements and homework for next module
- Read Chapter 9 Geography in the Gollnick and Chinn textbook.
- Watch the 17-minute video lecture for Chapter 9 Geography.
- After reading the text, respond to the questions on discussion board: (1) Describe how the region in which you grew up (geographic region) helped determine your identity. (2) What impacts might a family’s moving from one school district to another have on their children?
- Complete the Fry Bread Intelligence (FBI) test.
3.17 Exit slips
Each student adds 4 more pieces of information to their 4x6" index card: childhood region; ethnic background; first language + additional languages; religion or spirituality
Write a thank you note to our guest speaker
References
Gollnick, D. M. & Chinn, P. (2021). Multicultural Education in a Pluralistic Society (11th ed.). New York, NY: Pearson.
Image credits
[1] Image courtesy of author.
Extension Activity #1: TBD
Extension Activity #2: TBD
Resources Attached
Family Portrait – student example
Social Identities Portrait
Social Identities Portrait – student example
Module 4: A Sense of Place: Geography/region [Native American] Ch 9 in Gollnick and Chinn
Notes on the Black Hawk State Park Pow Wow: The Pow-Wow was held annually on Labor Day Weekend in Black Hawk State Park, Rock Island, Illinois beginning in 1940. Sponsor was the Indian Pow-wow Council (a non-profit corporation). Documents within this collection indicate monies earned by this organization were used to help Native American Indians with college expenses.
Geography
- Region (e.g., Midwest, New England, Southwest, Europe, Africa, etc.)
- Location (e.g. urban, suburban, rural)
- Environment (e.g. mountains, desert, coast)
* = those micro-cultures that are immutable
** = the dominant subcultures
Notes re: Mahkato Wacipi
park clean-up, make learning kits for students in Grade 6.
Sites: buffalo in Minneopa State Park, Reconciliation Park,
Dance forms, drums, flint knapping, regalia, bone carving, dreamcatchers, beading, medicine bags with herbs, story of 38+2, raising teepees, Dakota language, reservation life
4.1 Introduction to the module
Place is important. Place is the “fusion of human and cultural landscape elements centered on the immediate experience of the world…[including] whole entities, syntheses of natural and man-made objects, activities and functions, and meanings given by intentions… Individual spirit relates and reflects in physical forms, and expresses in rituals and repeated activities which maintain peculiar properties of a place. Thus, personal experience is the essence of a Sense of place (Mohammad et al, 2013).”
So, people in different places in the world belong to different cultures. Each group of people shares beliefs and customs and transmits them to other generations. They pass along information and values about social groups, language, religion, history, daily life, art, government, the economy, etc. In order to successfully communicate and work together, we need to make a deep effort to put ourselves in the shoes of others. We must look beyond language to understand identity and deeply held beliefs.
4.2 Module learning goals
- Define concepts that constitute cultural and group identities.
- Know about culture norms, values, oppressions, and contributions which groups experience in a multi-cultural society.
- Understand opportunities and challenges of diversity in a multicultural society.
- Develop engagement in one’s own cultural heritage and experiences.
- Develop a plan to enhance one’s own cultural competency.
- Improve personal communication skills for participating in communities with different ideas and values (speaking and listening).
- Improve skills for responding to others with different ideas and values (critical thinking, active listening, evaluating, synthesizing, and negotiating).
- Develop and act on personal power in creating positive environments when collaborating with diverse groups.
- Improve academic communications skills.
4.3 Key terms
American Indians: A member of any of the indigenous peoples of North, Central, and South America, especially those indigenous to what is now the continental US.
Cultural diffusion: The spread of ideas, languages, and customs from one culture to another.
Culture: The way of life of a group of people who share similar beliefs and customs and who transmit them to other generations (social groups, language, religion, history, daily life, art, government, economic, etc.).
Environment: The surroundings or conditions in which a person, animal, or plant lives or operates, e.g., mountains, desert, coast. While the environment itself is not an element of culture, people develop cultural responses to their environment.
Globalization: A system that connects countries economically, politically, environmentally, and culturally through a global economy supported by free trade, international corporations, and worldwide labor markets.
Human geography: The study of the economic, social, and cultural systems that have evolved in a specific location of the world.
Indigenous people: Originating or occurring naturally in a particular place; native.
Location: The type of community and countryside, e.g., urban, rural, suburban, etc.
Migration: Movement to another place, often of a large group of people.
Native Americans: A member of any of the indigenous peoples of North, Central, and South America, especially those indigenous to what is now the continental US.
Region: An area or division, especially part of a country or the world, having definable characteristics but not always fixed boundaries, e.g., Midwest, New England, Southwest, Europe, Africa, etc.
4.4 Homework to complete BEFORE entering into this module
- Read Chapter 9 Geography in the Gollnick and Chinn textbook.
- Watch the 17-minute video lecture for Chapter 9 Geography.
- After reading the text, respond to the questions on discussion board: (1) Describe how the region in which you grew up (geographic region) helped determine your identity. (2) What impacts might a family’s moving from one school district to another have on their children?
- Complete the Fry Bread Intelligence (FBI) test.
4.5 Materials and spaces needed
computer and overhead projector, attendance roster, Daily Census form, textbook, student work file folders, copies of handouts and worksheets, pencils, crayons, etc.
4.6 Arrival and Daily Census
Each student signs attendance roster and places name tent in front of their seat. Then, each student completes the module’s Daily Census: number of states you have lived in; number of countries you have visited or lived in.
4.7 Focus minute - 1 minute of silence
4.8 Acknowledge the original indigenous peoples who lived in this region.
For information about the peoples who originally lived in a specific area, text a zipcode or city/state to (855) 917-5263 (active in March 2021). For guidelines to acknowledge the original indigenous people groups, see information HERE.
4.9 Watch “Raising the Tipi” (8 minutes) at the 2011 Mahkato Wacipi (PowWow).
4.10 Compare and contrast cultures (part 1)
Students create a graphic organizer with 3 columns. Column 1 is Native Dakota Culture. Column 2 is Minnesota Culture. Column 3 is the student’s own culture. As they watch presentations, students will make notes about values, religion, music, food, friendships, etc. This will be part of the reflection near the end of the class meeting.
4.11 Diversity story: Native Americans of Minnesota
Watch this 20-minute video-recording of a presentation by the MSU American Indian Student Association.
4.12 “How to Talk Minnesotan” (27 minutes)
Sometimes Minnesotans of European heritage are not sure that they have a culture. Watch this Public Television program, “How to Talk Minnesotan” and compare your culture with the Minnesota culture.
4.13 “America by the Numbers: Mainstream USA” (56 minutes)
Watch America by the Numbers: Mainstream, USA http://www.pbs.org/video/2365331457/ (about 56 minutes)
4.14 Compare and contrast cultures (part 2)
Students create a graphic organizer with 3 columns. Column 1 is Native Dakota Culture. Column 2 is Minnesota Culture. Column 3 is the student’s own culture. As they watch presentations, students will make notes about values, religion, music, food, friendships, etc. See the attachment “Compare Traditional-and-European_Values.”
4.15 Write your regional autobiography
In what region did you grow up? What were the migration patterns of that region?
Find community facts at https://data.census.gov/cedsci/profile?g=0100000US.
What types of cultures influenced that region? [indigenous groups; migration from other parts of North, Central, or South America; migration from Europe, Africa, or Asia]
How were you influenced by the culture of that region? [religion; food; health; politics; industry and commerce; rural/town/city/metro]
What are some cultural characteristics of the region in which you now live? [environment; economy; religion]
What are some influences of migration/immigration in the region you grew up? [ethnic diversity; economics; indigenous people]
In which region would you like to work? Why? What is the human geography of that region? [immigration; family cultures; global perspectives]
4.16 Class participation activities
- Register to vote at VOTE411.org
- Join the class in ENGAGE to create your extracurricular transcript
- Join the Facebook group page to network with each other
4.17 Journal entry
TBD
4.18 Announcements and homework for next module
- Read Chapter 2 in the Gollnick and Chinn textbook.
- Watch the 16-minute video lecture for Chapter 2 Race and Ethnicity
- After reading the chapter, respond to the questions on the bulletin board: (1) Why is race so important now in terms of social, economic, and political patterns? (2) What have you seen recently that people have been doing to combat racism? What do you think and how do you feel about those actions?
- Completion of pre-instruction quiz, …………………….
4.19 Exit slips
TBD
References
As/Is. (2016, February 3). I’m Native, But I’m Not… [video]. YouTube https://youtu.be/NCFPiFTZlHU.
Gollnick, D. M. & Chinn, P. (2021). Multicultural Education in a Pluralistic Society (11th ed.). New York, NY: Pearson.
Heutmaker, M. (2015). American Indian Student Association Presentation [video]. MediaSpace https://mediaspace.minnstate.edu/media/Diversity+storyA+American+Indian+Student+Association+presentation/1_zfzn1hgd.
Mohammad, N. M. N., Saruwono, M., Said, S. Y., & Hariri, W. A. H. W. (2013). A Sense of Place within the Landscape in Cultural Settings. Procedia - Social and Behavioral Sciences, 105(2013), 506–512. https://doi.org/10.1016/j.sbspro.2013.11.054.
Native Governance Center. (2019, October 22). A guide to Indigenous land acknowledgment. New Brighton, MN: Native Governance Center. https://nativegov.org/a-guide-to-indigenous-land-acknowledgment/.
Public Broadcasting Service. (2014). America by the Numbers: Mainstream USA [video]. PBS https://www.pbs.org/video/america-numbers-mainstream-usa/.
Sandell, E. J. (2011). Raising the Tipi [video]. MediaSpace https://mediaspace.minnstate.edu/media/Raising+the+Tipi/1_bldf7hhq.
Sinte Gleska University/Rosebud Sioux Reservation. [Sintegleskautube]. (1996). The Best Fry Bread [video]. YouTube https://youtu.be/gY3zla4dg-M.
Twin Cities Public Television. [TPT Originals]. (1992). How to Talk Minnesotan [video]. YouTube https://youtu.be/oiSzwoJr4-0.
Image credits
[1] Image courtesy of author.
Extension Activity #1: Learning a new culture: Play MAU!
Form a “fishbowl” seating arrangement, with about 6 students in a game circle around a table or counter-top and the remaining students outside the small circle. Those on the outside observe those in the inner circle.
The game forbids its players from explaining the rules, and new players are often informed that "the only rule you may be told is this one: There is no talking about Mau.” Part of the traditional experience of Mao is a new player being forced to learn some or all of the rules of the game through observation and trial and error. Thus, new players are not presented with a list of rules, as part of the game is to discover the rules through gameplay. The game’s goal is to be the first player to get rid of all the cards in their hand. A player who breaks a rule is penalized by being given an additional card from the deck. The person giving the penalty must state what the incorrect action was, without explaining the rule that was broken.
Extension Activity #2
(10 min) PowWow regalia ppt and PowWow video
(10 min) Teach us some words in Dakota language (Hello? Little sister? Big brother?)
Extension Activity #3
(5 min) Snacks (Maple candy?? Tea? Meat jerky?)
(5 min) Misconceptions about Native American people https://youtu.be/GHdW_LVfn28 (10 min) Compare traditional cultural values with European American values
Extension Activity #4
(30 min) Explain and teach beading
Resources Attached
Fry Bread Intelligence (FBI) Test
Compare Traditional-and-European_Values
Module 5: It's Time to Talk about Race and Ethnicity [European American] Ch 2 in Gollnick and Chinn
Race * -- invented by human beings; specified on census forms; used as a category in research
- Caucasian (Whites) **
- African American (Blacks)
- American Indian, Eskimo
- Asian / Pacific Islander
- Hispanic
- Other
* = those micro-cultures that are immutable
** = the dominant subcultures
Ethnicity *
- Western European **
- Central / Eastern European
- Asian
- African
- Latino
- Other
* = those micro-cultures that are immutable
** = the dominant subcultures
5.1 Introduction to the module
On Twitter 03/22/21: President Biden @POTUS "There are simply some core values and beliefs that should bring us together as Americans. One of them is standing together against racism — the ugly poison that has long haunted and plagued our nation. It’s up to all of us to give hate no safe harbor in America."
While I appreciate the statement, I'm thinking that racism is a very American value. It's embedded in American institutions and policies. It flows from generation to generation.
I want to be anti-racist, but my racism gets in the way.
5.2 Module learning goals
- Define concepts that constitute cultural and group identities.
- Know about culture norms, values, oppressions, and contributions which groups experience in a multi-cultural society.
- Understand opportunities and challenges of diversity in a multicultural society.
- Develop engagement in one’s own cultural heritage and experiences.
- Develop a plan to enhance one’s own cultural competency.
- Improve personal communication skills for participating in communities with different ideas and values (speaking and listening).
- Improve skills for responding to others with different ideas and values (critical thinking, active listening, evaluating, synthesizing, and negotiating).
- Develop and act on personal power in creating positive environments when collaborating with diverse groups.
- Improve academic communications skills.
5.3 Key terms
Anglo-conformity: Perception that the values, norms, and standards of the United States should be extensions of English culture, since the English were the dominant group during the colonial era when the new nation was emerging.
Anti-bias: Opposing or prohibiting unfair discrimination against people based on race, religion, etc. : preventing or counteracting bias
Bias: A preference or inclination that inhibits impartial judgment. May be implicit or explicit. May be favorable or unfavorable.
Ethnicity: Identification of an individual according to his or her national origin and/or distinctive cultural patterns.
Prejudice: A negative attitude toward a group or persons perceived to be members of that group; being predisposed to behave negatively toward members of a group.
Privilege: An invisible package of assets and advantages which may be counted on but remain invisible to groups of people who have such advantages. Examples include dominant culture groups, such as heterosexual males, whites, able-bodied persons, etc. The privileges may be dependent on ethnic group, geographical region, etc.
Race: A social concept with no scientific basis that categorizes people according to obvious physical differences such as skin color
Racism: The social categorization of human beings according to color, with one group establishing an artificial superiority to others; an attitude, action, or institutional structure that subordinates or limits a person on the basis of their race.
Stereotype: A positive or negative trait or traits ascribed to a certain group and to most members of that group.
Tolerance: Awareness of cultural differences without judging any culture as superior or inferior.
5.4 Homework to complete BEFORE entering into this module
- Read Chapter 2 Race and Ethnicity in the Gollnick and Chinn textbook.
- Watch the 16-minute video lecture for Chapter 2 Race and Ethnicity
- After reading the chapter, respond to the questions on the bulletin board: (1) Why is race so important now in terms of social, economic, and political patterns? (2) What have you seen recently that people have been doing to combat racism? What do you think and how do you feel about those actions?
- Completion of pre-instruction quiz (TBD)
5.5 Materials and spaces needed
computer and overhead projector, attendance roster, Daily Census form, textbook, student work file folders, copies of handouts and worksheets, pencils, crayons, etc.
5.6 Arrival and Daily Census
Each student signs attendance roster and places name tent in front of their seat. Then, each student completes the module’s Daily Census: TBD
5.7 Focus minute - 1 minute of silence
5.8 Personal Story
Instructor’s personal story of driving into Northern Arkansas (Harrison, AR).
5.9 Time to Talk?
Preparation: Write each question for discussion on a separate newsprint and place one sheet at each table. Divide the class into 4 groups. Groups discuss their responses and write notes or draw pictures on the newsprint to answer the question. After 6 minutes, the groups rotate to another table, until each group has responded to each question.
- What aspect of your racial or ethnic identity makes you most proud? Why?
- When was the first time you had an awareness about your own racial identity?
- What messages do you get daily about race? From whom?
- Have you ever experienced a situation where your own racial or ethnic identity seemed to contribute to a problem or an uncomfortable situation? What happened?
5.10 Racial and ethnic autobiography
Interesting to consider racial and ethnic background. Discuss in small groups: What is your own racial and ethnic background?
The Author: Many of my students do not know their own ethnic background, so I share something about mine.
What is my own racial and ethnic background? My general answer is “White” or “Caucasian,” but those are really not ethnic backgrounds and “race” is an invention. They are categories on the US Census intended to categorize people for purposes of grouping data and distributing resources. Sometimes, my answer is “European-American,” but that is a general geographic area of my ancestors. I have done a lot of work on Ancestry.com, and I have gotten results of my DNA test. My DNA matches with that of other people who lived in Germanic Europe, England and Wales, Northwestern Europe, and Norway. My DNA matches with that of other people who came from Europe and settled in the Northeastern and Pennsylvania areas of what is now the US.
So I have to look at specific people in my family tree to understand their ethnic backgrounds. And if I follow branches back and back and back about 1000 years, I find many, many ancestors who were of the Germanic tribes, grouped by common language structures. The term Anglo-Saxons causes many of us to think of Great Britain. However, even my ancestors in Great Britain had ancestors who arrived there from the Germanic tribal areas and were know, for example, as Angles and Saxons. Sixteen percent (16%) of the US population has German ancestry. This is the largest group named in the US – and yes, guess where the data came from: The US Census.
See a list of Germanic tribes in Wikipedia.
5.11 “Adam Ruins Suburbs”
Watch the 15-minute episode of “Adam Ruins Suburbs.”
5.12 Mapping Inequality
See if students can locate their hometown on Mapping Inequality. I (the author) found the street address of my childhood home in Davenport, Iowa. The lot was classified in 1936 as B2(c): Still desirable. However, that lot was right across the street from an area classified as C3: Definitely declining. In fact, none of this city was classified as "A: Desirable" in 1936. Redlining was so effective that, in 1966, there was only one Black pupil in the entire Sixth Grade class at Madison Elementary School.
5.13 Diversity Story
[guest speaker]
5.14 Reflection
In small groups, students write 5 big ideas they learned about redlining. In the past, generally, groups identified these 5 big ideas: (1) redlining; (2) Fair Housing Act; (3) racial covenants; (4) specific neighborhoods that were identified; and (5) inherited property wealth (or lack thereof).
5.15 Be anti-racist
In small groups, students brainstorm actions that can correct the inequities of redlining. Generally, groups identified resolutions such as: reinvest in redlined neighborhoods; educate people; study redlining in more communities.
Download for free the Checklist for Allies Against Racism. It details the specific behaviors that help support and affirm the work in the struggle against racism. The checklist identifies specific steps for individuals to take when they ask, What can I personally do about racism?
5.16 Journal entry
Each student writes several paragraphs for their own racial and ethnic autobiography.
5.17 Announcements and homework for next module
- Read Chapter 4 Gender in the Gollnick and Chinn textbook.
- Watch the 12-minute video lecture for Chapter 4 Gender.
- After reading the chapter, respond to these questions on the discussion board: (1) How are differences between genders determined culturally rather than biologically? (2) In your own words, what is meant by the term “gender diversity”?
- Completion of pre-instruction quiz TBD
5.18 Exit slips
Write one thing that you will do to work against racism.
References
Amplifying Black Voices MN. (2021, February 8). Microaggressions: Episode 2 [video]. YouTube https://youtu.be/zUjBUE57-Nk.
Gollnick, D. M. & Chinn, P. (2021). Multicultural Education in a Pluralistic Society (11th ed.). New York, NY: Pearson.
Learning Seed. (2004). Them & Us [video]. Chicago, IL: Learning Seed. https://www.learningseed.com/catalog/them-and-us
Digital Scholarship Lab. (2021). Mapping Inequality: Redlining in New Deal America. [website] Richmond, VA: University of Richmond https://dsl.richmond.edu/panorama/redlining/#loc=6/43.213/-99.47&text=intro.
Raible, J. (April, 2009). Checklist for Allies against Racism [monograph]. Lincoln, NB: University of Nebraska – Lincoln. https://johnraible.files.wordpress.com/2007/05/revised-2009-checklist-for-allies.pdf.
No B.S. (2017, October 6). Adam Ruins Suburbs [video]. YouTube https://youtu.be/gxXobjxPiN8.
Image credits
[1] Image courtesy of author.
Extension Activity #1
Find out about the Mapping Prejudice project. Students participate in online video training and actually join the project to enter information about racial covenants in the Twin Cities area of Minnesota. Students can participate in this project from anywhere in the world.
Extension Activity #2
Watch the 10-minute videorecording, "Who is getting expelled from preschools and why?" https://mediaspace.minnstate.edu/media/Who+Is+Being+Expelled+from+Preschools%2C+and+WhyF/1_ycuc4hrv
Extension Activity #3
Watch the 58-minute documentary, “Jim Crow of the North.”
“Roots of racial disparities are seen through a new lens in this film that explores the origins of housing segregation in the Minneapolis area. But the story also illustrates how African-American families and leaders resisted this insidious practice, and how Black people built community — within and despite — the red lines that these restrictive covenants created.”
Extension Activity #4
Watch “Microaggressions.” Microaggressions are defined as “the everyday, subtle, intentional — and oftentimes unintentional — interactions or behaviors that communicate some sort of bias toward historically marginalized groups,” according to Kevin Nadal, author, activist, and professor. This is Episode 2 of the four part video series, Amplifying Black Voices”, which was created to promote understanding, reflection, and conversation, as well as a willingness to examine the often uncomfortable topic of racism.
Resources attached
Racial autobiography instructions
Module 6: Gender [Latinx American] Ch 4 in Gollnick and Chinn
D. Gender identity
- Male (XY) **
- Female (XX)
- Transgender
- Gender neutral
- Cisgender
- Non-binary
- Agender
- Pangender
- Genderqueer
- Two-spirit
- Other
* = those micro-cultures that are immutable
** = the dominant subcultures
6.1 Introduction to the module
This is the first of two modules that relate culture to sex, gender, and sexual orientation. In general terms, “sex” refers to the biological differences between males and females, such as the genitalia and genetic differences. “Gender” is more difficult to define, but it can refer to the role of a male or female in society, known as a gender role, or an individual’s concept of themselves, or gender identity.
Gender tends to denote the social and cultural role of each sex within a given society. Rather than being purely assigned by genetics, as sex differences generally are, people develop their gender roles in response to their environment, including family interactions, the media, peers, and education. Sometimes, a person’s genetically assigned sex does not line up with their gender identity. These individuals might refer to themselves as transgender, non-binary, or gender-nonconforming.
6.2 Module learning goals
- Define concepts that constitute cultural and group identities.
- Know about culture norms, values, oppressions, and contributions which groups experience in a multi-cultural society.
- Understand opportunities and challenges of diversity in a multicultural society.
- Develop engagement in one’s own cultural heritage and experiences.
- Develop a plan to enhance one’s own cultural competency.
- Improve personal communication skills for participating in communities with different ideas and values (speaking and listening).
- Improve skills for responding to others with different ideas and values (critical thinking, active listening, evaluating, synthesizing, and negotiating).
- Develop and act on personal power in creating positive environments when collaborating with diverse groups.
- Improve academic communications skills.
6.3 Key terms
Use the poster of Gender-bread Person to illustrate definitions.
Agender: A person without any specific gender identity.
Bigender: A person whose sense of personal identity corresponds with two or more genders.
Cisgender: A person whose sense of personal identity and gender corresponds with their birth sex.
Female (XX): Of or denoting the sex that can bear offspring or produce eggs, distinguished biologically by the production of gametes (ova) which can be fertilized by male gametes.
Gender identity: A person’s self-concept of their own gender (regardless of biological sex) that may be the same as or different from the gender traditionally associated with their birth sex (male, female, intersex or others).
Gender neutral: A person who does not identify as he/him or she/her.
Genderfluid: A person whose gender identity frequently changes.
Genderqueer: A person with a specific gender that is not a binary gender.
Intersex: A general term used for a variety of situations in which .a person is born with reproductive or sexual anatomy that doesn't fit the boxes of “female” or “male.” Sometimes doctors do surgeries on intersex babies and children to make their bodies fit binary ideas of “male” or “female”
Male (XY): Of or denoting the sex that produces small, typically motile gametes, especially spermatozoa, with which a female may be fertilized or inseminated to produce offspring.
Non-binary: A term people use to describe genders that don't fall into one of these two categories, male or female.
Pangender: A person who feels that they cannot be labeled as female or male in gender. ... The term is meant by the queer community to be one that is inclusive and means "all genders."
Transgender: A person whose gender identity or gender expression does not conform to concepts conventionally associated with his or her biological gender
Two-spirit: Since 1990, used by some Indigenous North Americans to describe Native people in their communities who fulfill a traditional third-gender (or other gender variant) ceremonial and social role in their cultures.
6.4 Homework to complete BEFORE entering into this module
- Read Chapter 4 Gender in the Gollnick and Chinn textbook.
- Watch the 12-minute video lecture for Chapter 4 Gender.
- After reading the chapter, respond to these questions on the discussion board: (1) How are differences between sexes determined culturally rather than biologically? (2) In your own words, what is meant by the term “gender diversity”?
- Completion of pre-instruction quiz. TBD
6.5 Materials and spaces needed
computer and overhead projector, attendance roster, Daily Census form, textbook, student work file folders, copies of handouts and worksheets, pencils, crayons, etc.
6.6 Arrival and Daily Census
Each student signs attendance roster and places name tent in front of their seat. Then, each student completes the module’s Daily Census: I, or someone that I love, identifies as a gender other than the binary male or female. Yes / No
6.7 Focus minute - 1 minute of silence
6.8 Research & statistics (google)
- Male/female by age levels
- # female heads of households
- # single-parent families, blended families, etc.
- Impact of mothers or fathers on daughters
- Impact of mothers or fathers on sons
6.9 Discuss these scenarios (Dee, 1997).
1. Jennie was walking home from the convenience store and drinking a soda she had just bought. As she passed by a man at a pay phone, he said, "Nice legs!" Jennie ignored his comment, but as she continued walking, he followed her.
2. Sara was standing at her locker between classes. Her boyfriend, Matt, and a group of his friends approached her. She turned to say hi. Matt cornered her against the lockers, cupped her breast in his hand, and said, "Hey, baby, I'm looking forward to Friday night," as his friends looked on and laughed.
3. Lin had recently begun a new job. Since her first day at work, a number of her male coworkers had made comments about her appearance and inquired about her sexual experience. During a lunch break, one of them, Todd, put his hand on her leg and whispered, "I know what you're looking for" in her ear.
4. Stacie and Marie were best friends. Lately, Marie had become concerned about how Stacie's boyfriend was treating her. One day, Stacie showed up at school with a scrape on her face, near her eye. When Marie asked what had happened, Stacie said, "Oh, nothing."
5. Vanessa was quiet in school and didn't have many friends. It was rumored that she had an older boyfriend in another town. One day, the boys in her class surrounded her at lunch and were calling her a slut. Several girls from her class were sitting nearby.
6. Callie's older brother often had his friends over on the weekends, but they never talked to her. Sometimes she heard her name when they were talking loudly and laughing. One night she was trying to fall asleep when one of her brother's friends came into her bedroom and whispered her name. She could smell alcohol on his breath.
- What difference does it make in your culture that you are male/female/etc.?
- What are the expectations?
- How do others treat you?
- What is possible?
- What is not possible?
Uncover attitudes and concepts of gender roles and how their culture affects those attitudes. Consider stereotypes and attitudes that may be in conflict with other cultures' attitudes. The content and process of the discussion may depend on the level of acculturation, ethnic identity, and general developmental level.
6.10 Diversity Story
[guest speaker]
6.11 Watch one of these three video-recordings
"Good Friend, Bad Friend" 21-minute sketch.
"Party Cups" 10-minute sketch.
"Say What?!" 18-minute sketch.
6.12 Journal entry
TBD
6.13 Announcements and homework for next module
- Read chapter 5 of the Gollnick and Chinn textbook.
- Watch the video-recording based on chapter 5 of Gollnick and Chinn.
- After reading the chapter, complete the questions on the discussion board: (1) How are differences between sexes determined culturally rather than biologically? (2) What is meant by the term “sexual diversity”?
- Completion of pre-instruction quiz, Nature vs. Nurture, a survey about characteristics that are determined by nature (biology) or nurture (child-rearing).
6.14 Exit slips
TBD
Write a thank you note to the guest speaker.
References
Dee, C. (1997). The Girls' Guide to Life. Boston: Little, Brown and Company.
Gollnick, D. M. & Chinn, P. (2021). Multicultural Education in a Pluralistic Society (11th ed.). Pearson.
Women’s Center @ MSU. (2016a). Good Friend, Bad Friend [video]. MediaSpace https://mediaspace.minnstate.edu/media/%22Good+Friend%2C+Bad+Friend%22+P.E.A.C.E.+2017/0_lvz3eflx
Women’s Center @ MSU. (2016b). Party Cups [video]. MediaSpace https://mediaspace.minnstate.edu/media/%22Party+Cups%22+P.E.A.C.E.+2017/0_vr5f3ztc
Women’s Center @ MSU. (2016c). Say What? [video]. MediaSpace https://mediaspace.minnstate.edu/media/%22Say+WhatF%22+P.E.A.C.E.+2017/0_jnc2dawt
Image credits
[1] Image courtesy of author.
Resources attached
Human body outline
Drop-off area photo
In good hands photo
Module 7: Sexual Orientation Ch 5 in Gollnick and Chinn
Sexual orientation *
- Heterosexual **
- Homosexual
- Bisexual
- Allosexual
- Asexual
- Pansexual
* = those micro-cultures that are immutable
** = the dominant subcultures
7.1 Introduction to the module
This is the second of two modules that relate culture to sex, gender, and sexual orientation. In general terms, “sex” refers to the biological differences between males and females, such as the genitalia and genetic differences. Sexual orientation refers to one’s attraction to another person emotionally, physically, affectionately, romantically, sexually, erotically and/or spiritually.
7.2 Module learning goals
- Define concepts that constitute cultural and group identities around sexual orientation.
- Know about culture norms, values, oppressions, and contributions which groups experience in a multi-cultural society.
- Understand opportunities and challenges of diversity in a multicultural society.
- Develop engagement in one’s own cultural heritage and experiences.
- Improve personal communication skills for participating in communities with different ideas and values (speaking and listening).
- Improve skills for responding to others with different ideas and values (critical thinking, active listening, evaluating, synthesizing, and negotiating).
- Develop and act on personal power in creating positive environments when collaborating with diverse groups.
- Improve academic communications skills.
7.3 Key terms:
Gender Identity: A person’s self-concept of their own gender (regardless of biological sex) that may be the same as or different from the gender traditionally associated with their birth sex (male, female, intersex or others).
Heterosexism: the belief that heterosexuality is or should be the only acceptable sexual orientation. Heterosexual assumption and Heterosexual privilege are products of systematic heterosexism.
Heterosexual: A person who is romantically/sexually attracted to or involved with members of the opposite sex.
Homophobia: an irrational fear of homosexuals and homosexuality. Further defined as negative feelings, actions, or behaviors against people who either appear to be or who are homosexual.
Homosexual: A person who is romantically/sexually attracted to or involved with members of the same sex. See also: Gay and Lesbian.
Internalized homophobia: the belief among gay, lesbian, and bisexual people that the stereotypes and devaluation of LGB lives are accurate; is usually unacknowledged.
Pansexual: A person whose sexual desire or attraction is not limited to people of a particular gender identity or sexual orientation.
Sexual Orientation: Sexual orientation is an important aspect of an individual’s psychological, sexual and relational identity. It refers to one’s attraction to another person emotionally, physically, affectionately, romantically, sexually, erotically and/or spiritually. Those whose sexual orientation is to people of the opposite sex are called "heterosexual," those whose sexual orientation is to people of the same sex are called "homosexual" (or lesbian or gay) and those whose sexual orientation is to people of both sexes are called "bisexual."
Sexual Preference: Sexual preference is how a person likes to express their sexuality.
7.4 Homework to complete BEFORE entering into this module
- Read chapter 5 of the Gollnick and Chinn textbook.
- Watch the video-recording based on chapter 5 of Gollnick and Chinn.
- After reading the chapter, complete the questions on the discussion board: (1) In your own words, what is meant by the term “sexual diversity”? (2) What do you think could be done to dramatically reduce incidents of harassment against LGBTQ students in school settings?
- Completion of pre-instruction quiz, Nature vs. Nurture, a survey about characteristics that are determined by nature (biology) or nurture (child-rearing)
7.5 Materials and spaces needed
Attendance roster, Daily Census form, textbook, student work file folders, computer and projector, copies of handouts and worksheets and maps, pencils, crayons.
7.6 Arrival and Daily Census
Each student signs the Attendance Roster and places their Name Tent in front of their seat. Then, each student completes the module's Daily Census: I, or someone that I love, identifies as a member of the LGBTQ community. Yes / No
7.7 Focus minute - 1 minute of silence
7.8 Gender-bread definitions
Review the Gender-bread illustration
7.9 Tower of Violence
Review the Tower of Violence illustration
7.10 General Discussion
What are the expectations for characteristics of sexual orientation?
What is possible? What is not possible?
What difference does it make in your culture that you are heterosexual/homosexual/trans-sexual/etc.?
How do others treat you because of your sexual orientation?
Uncover attitudes and concepts of sexual orientation and how culture affects those attitudes. Consider stereotypes and attitudes that may be in conflict with other cultures' attitudes. The content and process of the discussion may depend on the level of acculturation, state of ethnic/racial identity, and general developmental level.
7.11 Diversity Story
[panel from LGBTQ Center]
7.12 Journal entry
TBD
7.13 Announcements and homework for next module
- Read Chapter 7 Language and Culture in the Gollnick and Chinn textbook.
- Watch the 16-minute video lecture for Chapter 7 Language and Culture.
- After reading the sections, post your responses to these questions on the discussion board: (1) Describe at least 3 benefits of being bilingual in the US. (2) Why is it important to be sensitive to non-verbal communication?
- Complete the SpeakStrong Inventory at http://www.speakstrong.com/inventory/ The is a 20-minute, 20-question instrument that helps individuals discover their communication type. This quiz will reveal one’s communication style and useful communication tips. Try not to think too hard -- just go with your first thought. Select the answers that fit you best, enter your e-mail address (optional; only if you want the results sent), and press the submit button.
7.14 Exit slips
TBD
Write a thank you note to the guest panel members.
References
Gollnick, D. M. & Chinn, P. (2021). Multicultural Education in a Pluralistic Society (11th ed.). New York, NY: Pearson.
Image credits
[1] Drawing and photo courtesy of author.
Attached resources
Tower of Violence (blank)
Tower of Violence by Scott M. Fearing
Nature vs Nurture survey (blank)
Nature vs Nurture survey (student example)
Interconnected Systems of Oppression
Defining Homophobia & Heterosexism (graphic organizer)
Components of Sexual Identity (graphic organizer)
Module 8: Language and communication [African American] Ch 7 in Gollnick and Chinn
Language
- Monolingual (e.g., English only**)
- Bilingual (fluent in 2 or more languages)
- ESL (English as a second language)
- Multilingual (fluent in more than two languages)
* = those micro-cultures that are immutable
** = the dominant subcultures
8.1 Introduction to the module
Communication in any language involves far more than just words. Much of what is conveyed in a spoken message is done so instinctively and unconsciously, using features such as intonation, emphasis, volume, pace, contact and non-verbal gestures.
Second-language speakers have great difficulty unlearning these aspects of language, and may even be unaware of such differences. This can result in communication problems even if they use the correct grammar and vocabulary, particularly when they feel under stress. This also applies to forms of English spoken by, for example, Caribbean or Indian communities, which are likely to employ different cultural features. In such cases, the language barrier may be more significant because it is not perceived as a barrier.
8.2 Module learning goals
- Understand opportunities and challenges of language diversity in a multi-cultural society.
- Develop engagement in one’s own cultural heritage and experiences.
- Improve personal communication skills for participating in communities with different ideas and values (speaking and listening).
- Improve skills for responding to others with different ideas and values (critical thinking, active listening, evaluating, synthesizing, and negotiating).
- Improve academic communications skills.
8.3 Key Terms:
Bilingual: (of a person or society) Speaking two languages.
Communication: The imparting or exchanging of information or news.
ELL: English language learner.
ESL: English as a second language.
Language: The principal method of human communication, consisting of words used in a structured and conventional way and conveyed by speech, writing, or gesture.
Monolingual: (e.g., English only) (of a person or society) Speaking only one language.
Multilingual: (of a person or society) Speaking more than two languages.
8.4 Homework to complete BEFORE entering into this module
- Read Chapter 7 Language and Culture in the Gollnick and Chinn textbook.
- Watch the 16-minute video lecture for Chapter 7 Language and Culture
- After reading the sections, post your responses to these questions on the discussion board: (1) Describe at least 3 benefits of being bilingual in the US. (2) Why is it important to be sensitive to non-verbal communication?
- Complete the SpeakStrong Inventory at http://www.speakstrong.com/inventory/ The is a 20-minute, 20-question instrument that helps individuals discover their communication type. This quiz will reveal one’s communication style and useful communication tips. Try not to think too hard -- just go with your first thought. Select the answers that fit you best, enter your e-mail address (optional; only if you want the results sent), and press the submit button.
8.5 Materials and spaces needed
Attendance roster, Daily Census form, textbook, student work file folders, computer and projector, fabric scarves for hijab, copies of worksheets and maps, pencils, crayons, variety of eyeglasses (one per person) with various designs or different lenses.
8.6 Arrival and Daily Census
Each student signs the Attendance Roster and places their Name Tent in front of their seat. Then, each student completes the module's Daily Census:
I am fluent only in English. Yes / No
I am fluent in two or more languages. Yes/ No
8.7 Focus minute - 1 minute of silence
8.8 Communication Styles
Students sit in groups according to their communication style, as identified by the SpeakStrong Inventory. Discuss: do they agree or disagree with the classification of their style?
Find the online resources of the state’s Department of Education with data about first languages of school pupils in the state. Each small group locates data about at least one school district represented by the members of that small group. List the languages of the pupils in that school district and share the list with the entire class.
8.9 “Communicating Between Cultures”
Watch the 28-minute video-recording of "Communicating between Cultures." Discuss the situations in the hand-out, which is based on the discussion guide for the video-recording.
The Parable
- What does the parable of Grassland have to do with communication between cultures?
- Imagine you are transported into Grassland as you are today, without built-in eyeglasses. How would you be received if your message were “It’s time to remove your glasses and see the world as it really is?” Why?
Fred and the Gardener
- Is Fred merely too quick to judge or is he prejudiced? Why?
- Why does the video show BOTH Fred and Jose wearing glasses?
Lee Knows Chinese Food
- Is this situation an example of ethnic discrimination? Why or why not?
Language at Work
- How do you feel in the presence of a conversation you do not understand? Why?
- Do you “feel” differently if you feel the conversation is ABOUT you? Why?
Direct vs. Indirect Communication
- How do you feel when people talk to you directly about a problem with you?
- How do you feel when people talk to someone else and expect them to solve their problem with you?
Kim Is Offered Help
- Is Mike giving Kim a “brush off” or is there a cultural misunderstanding here?
- Why does Kim seem hurt by the fact that Mike won’t help him at this time?
Frishta and Alex
- Should Alex have known NOT to offer Frishta a high five? Why or why not?
- What is the point of this situation so we don’t make a similar mistake?
8.10 Practice Communicating between Cultures
Select a group of 6 students to be in the middle of the classroom. Other students sit around the outside – known as a fishbowl exercise. The small group is to discuss what to do this weekend and group members communicate according to the instructions in the worksheet.
8.11 Code-Switching
Watch this 5-minute video-recording: TLAC Field Guide Format Matters Lemov [video]. https://youtu.be/J6AgzwH9iDc.
Lisa Delpit, author of Other People’s Children and many other thoughtful writings about race and education, makes the argument that our inclination to tip-toe around the standard-grammar issue is detrimental to our students. In her article, “Silenced Dialogue,” Delpit mentions that white teachers often hesitate to correct their students’ grammatical mistakes as if they are insulting their culture. The majority of black teachers and parents she has spoken to, however, advocate for Standard English to be taught in schools.
Code-switching, or the concurrent use of more than one language, is an important skill for everyone. We switch our language based on the situation in which we find ourselves. There is different language for peer groups, for a work environment, for an academic setting.
Discuss: Do you agree or disagree with the code-switching strategy? Why? What is in your experience to inform you about this situation?
8.12 Diversity Story
[guest speaker]
8.13 Journal entry
TBD
8.14 Announcements and homework for next module
- Read Chapter 8 Religion in the Gollnick and Chinn textbook.
- Watch this xx-minute video-recording about Religion. TBD
- After reading chapter, post your responses to these questions on the discussion board: (1) Explain your understanding of separation of church and state. (2) Do you think the USA is a religious country? Why or why not?
- Completion of pre-instruction assessment. TBD
8.15 Exit slips
Distribute the eyeglasses. Challenge students to describe the impact of their own “lenses” and how they perceive persons who are different than they are.
Write thank you notes to the guest speaker.
References
Gollnick, D. M. & Chinn, P. (2021). Multicultural Education in a Pluralistic Society (11th ed.). New York, NY: Pearson.
Learning Seed. (2004). Communicating between Cultures [video]. Chicago, IL: Learning Seed. https://learningseed.com
Learning Seed. (2004). Communicating between Cultures: Learning Guide. Chicago, IL: Learning Seed. https://ls-guides.s3.amazonaws.com/1277_Communicating_Between_Cultures_Guide.pdf
Mankato Area Public Schools. (2020). Mankato Area Public Schools Demographic Report 2020—2021 (p. 21). Mankato, MN: ISD 77 Mankato Area Public Schools. https://resources.finalsite.net/images/v1615918827/isd77org/e0w87117mvyiohugaf5y/Demographicbook20-21.pdf
Minnesota Department of Education. (2020). English Learner Education in Minnesota: Fall 2019 Report (p. 29). St. Paul, MN: Minnesota Department of Education. https://education.mn.gov/mde/dse/el/
Runion, M. (2018). SpeakStrong Communication Style Inventory [website]. http://www.speakstrong.com/inventory/
Wiley. (2012, January 6). TLAC Field Guide Format Matters Lemov 9781118116821 [video]. https://youtu.be/J6AgzwH9iDc.
Image credits
[1] Photo courtesy of author.
Attached resources
English Learners in Minnesota Report 2019
Mankato Public Schools Demographic Data 2020-2021
Minnesota Language Survey form
Communicating between Cultures role play
Communicating between Cultures discussion sheet
Code Switching
Module 9: Religion/spirituality [Middle Eastern American] Ch 8 in Gollnick and Chinn
Religion
- Christianity – Protestantism **
- Christianity – Catholicism
- Christianity – Other (e.g. Mormon, Jehovah’s Witness, Christian Scientist)
- Christianity – Eastern Orthodox
- Judaism – Orthodox
- Judaism – Reform
- Judaism – Conservative
- Islam – Sunni
- Islam – Shia
- Islam – Khariji
- Buddhism – Theravada (The School of the Elders)
- Buddhism – Mahayana (The Great Vehicle)
- Buddhism – Vajrayana (The Way of the Diamond)
- Hinduism – Vaishnavism
- Hinduism – Shaivism
- Hinduism – Shaktism
- Hinduism - Smartism
- Wicca
- Paganism – polytheism
- Other
* = those micro-cultures that are immutable
** = the dominant subcultures
Here are the questions posed by one group of students:
Is it rude for non-Muslims to say PBUH?
Are women wearing hijab more at risk for discrimination?
Where are the mosques in our city?
What's in the black box in Mecca?
Have practices over time drifted from the basic teachings?
Does the meaning of scripture change because of translation?
Note 'rules' of Christian denominations (e.g., nuns who wear habits; in the Wisconsin Lutheran Synod, women cannot hold office, teach, or vote; Southern Baptists women wear long skirts, button up their shirts, and females let their hair grow long).
9.1 Introduction to the module
As the Arrival activity for this module may reveal, many of the university students in the US are familiar with the Christian religion. So, for this module, we are looking more deeply at the faith and the geography of the “Muslim world.” This is adapted from a lesson plan by Fakhra Shah, Mission High School, San Francisco, CA.
9.2 Learning Objectives
- Define and explain the difference between an Arab and a Muslim.
- Locate Arabic speaking countries and understand the basic geography of the “Arab world.”
- Read maps in order to understand the presence of Christians in Arabic speaking countries and the large majority of Muslims outside of the “Arab world.”
- Explore the origins of world religions such as Islam by taking notes to this power point, answering questions, having discussions, and participating in think-pair-share.
- Deconstruct stereotypical images of Muslims and “others” from around the world by participating in a student-centered guessing game that would cause students to see that Muslims can be non-Arab.
- Analyze the meaning of Islamophobia and its effects on Muslims and others in western societies such as the U.S. and Europe.
- Discuss and explain the relationship of Islamophobia to oppression and its impact on life for Muslims and the Other.
- Draw connections between Islamophobia and civil rights violations of other marginalized groups and create a greater awareness and tolerance for difference by participating in this lesson and all of its activities.
9.3 Key Terms:
Arab: A member of a Semitic people, originally from the Arabian peninsula and neighboring territories, inhabiting much of the Middle East and North Africa.
Arabic: The Semitic language of the Arabs, spoken by some 150 million people throughout the Middle East and North Africa
Hijab: a head covering worn in public by some Muslim women; the religious code which governs the wearing of the hijab.
Islam: The religion of the Muslims, a monotheistic faith regarded as revealed through Muhammad as the Prophet of Allah.
Islamophobia: Intense dislike of or prejudice against Islam or Muslims, especially as a political force.
Muslim: A follower of the religion of Islam.
Xenophobia: Dislike of or prejudice against people from other countries.
9.4 Homework to complete BEFORE entering into this module
- Read Chapter 8 (Religion) in the Gollnick and Chinn textbook.
- Watch this xx-minute video-recording about Religion. TBD
- After reading the sections, post your responses to these questions on the discussion board: (1) Explain your understanding of separation of church and state. (2) Do you think the USA is a religious country? Why or why not?
- Completion of pre-instruction assessment. TBD
9.5 Materials needed
textbook, student work file folders, computer and projector, fabric scarves for hijab, copies of worksheets and maps, pencils, crayons, AGREE and DISAGREE posters.
9.6 Arrival
Each student signs the Attendance Roster and places their Name Tent in front of their seat. Then, each student completes the module's Daily Census:
I have a religious or spiritual faith. Yes / No
My religious or spiritual faith is Christian. Yes / No
9.7 Focus minute - 1 minute of silence
9.8 Forced Choice Activity: (Agree/Disagree)
In advance, the leader posts 2 papers on opposite walls of the room. One paper says “AGREE,” and the other says “DISAGREE.” Students begin in the center of the classroom. As the leader reads each statement, students decide whether they “Agree” or “Disagree” with the statement and move to the side of the room that is labeled with that choice. After each “choice,” students will be called upon to explain why they have chosen the side they are on. This will stir discussion and get students to critically think about how/why they think what they think (i.e. deconstruct stereotypical ideas, etc). Questions are:
- I know what Islamophobia is.
- All Muslims are Arab or Middle Eastern.
- All Muslims wear turbans.
- All Muslim women cover their heads.
- All Muslim men have beards.
- Groups other than Muslims suffer from Islamophobic prejudice and hate crimes.
9.9 Diversity story - Fakhra Shah, Mission High School, San Francisco, CA.
Read this story aloud: One of my students asked me if I wanted to try some of her food. I asked her what she was eating. With a lot of pride, she explained that she was eating pork, she explained that it was a staple of Filipino culture. I then thanked the student but explained that I don’t eat pork.
With great sincerity and shock, my student exclaimed: “What kind of people don’t eat pork?”
I then explained to her that most Muslims around the world do not eat pork. I shared with her that I am a Muslim, so I do not eat pork.
She responded with shock again: “What Ms. Shah! But you don’t look like a Muslim!”
So I asked her, “well, what does a Muslim look like?
(I ask students: What do you think she was talking about when she said this?)
The student then explained: “Well I thought Muslims looked like… and she pointed to a girl in the classroom, a girl from an Arab country who was traditionally dressed, covered from head to toe in black, with only her face showing.
This was the moment when I explained the following to my class:
There are over 1.5 billion Muslims in the world. With 7 billion people in the world, that means about 23% of the world’s population are Muslims.
Muslims are really diverse, some of us cover, some of us do not. Some of us pray five times a day others might not.
What’s most important here, is that not all of us are Arab. I am not Arab, my parents came to the U.S. in the 1970’s from Pakistan. I was born here, so I am an American Muslim.
9.10 Who are the Muslims?
Diversity story – Shajee Syed-Quadri
Watch the 5-minute video-recording, Students learn about Islam from their peers. https://youtu.be/hMHPifw7Q2A.
The religion of Islam:
- Founded in Arabia almost 1500 years ago.
- 1.5 billion Muslims in the world.
- People from many different cultures and traditions are Muslim.
Watch this video which explains the religion of Islam.
9.11 What is the Arab World? Prepare a K-W-L chart to see what students know.
What is the Arab world?
What is Islam?
Where did Islam originate?
If there is a country where Arabic is the official language, does that mean that all people who live there are Muslims?
Are Arabs and Muslims the same thing? Why/Why not? Explain.
Where are the majority of the Muslims in the world located?
9.12 Geography of the “Arab World” (Use pencils only!)
I will now show you the map, and you will see the countries that are part of the Arab world. Try to remember as many as you can so that you can fill in your map.
Does anything surprise you? What stood out to you?
9.13 Diversity story - Fatima
Watch 9-minute film about Fatima’s Hijab (Hiyab in Spanish)
https://www.youtube.com/watch?v=tbK8K0OV6KE A girl named Fatima is asked to remove her headscarf in order to attend school in Spain.
Students will answer questions on the attached worksheet and then share their answers with a partner and then the class. Watch 7-minute video and practice!!
9.14 Journal entry
TBD
9.15 Announcements and homework for next module
- Read Chapter 6 Disabilities in the Gollnick and Chinn textbook.
- Read the introductory chapters from the “Disability Etiquette” booklet. These sections are labeled “The Basics” and “Terminology Tips.”
- After reading the sections, post your responses to these questions on the discussion board: (1) Describe some of the needs of exceptional people. (2) Describe some of the opportunities that occur with providing full inclusion in education to all children with exceptionalities.
- Completion of Disability Awareness Quiz.
9.16 Exit slips
TBD
References
Gollnick, D. M. & Chinn, P. (2021). Multicultural Education in a Pluralistic Society (11th ed.). New York, NY: Pearson.
Bakhtash. (2005). Hiyab 2005 [video]. YouTube https://www.youtube.com/watch?v=tbK8K0OV6KE.
Not In Our Town. (2015, December 21). Students learn about Islam from their peers [video]. YouTube. https://youtu.be/hMHPifw7Q2A.
Sukaina. (2017, December 16). 5 easy hijab styles tutorial [video]. YouTube. https://youtu.be/pHb-29lQsXs.
TED. (2016, March 15). What it’s like to be Muslim in America: Dalia Mogahed [video]. https://youtu.be/wzkFoetp-_M
Image credits
[1] Photo courtesy of author.
[2] Chart (c) The Religion Teacher www.thereligionteacher.com
Resources
TBD
Module 10: Disabilities, Exceptionalities, and Ableism: Disability does not mean inability Ch 6 in Gollnick and Chinn
10.1 Introduction to the module
The US Census Bureau reports that approximately 56.7 million Americans have a disability. Anyone—with or without a disability—can learn to interact more effectively with people with disabilities. The Americans with Disabilities Act of 1990 was conceived with the goal of integrating people with disabilities into all aspects of life, particularly the workplace and the marketplace. Sensitivity toward people with disabilities is not only in the spirit of the ADA, it makes good educational sense. It can help expand educational practice and better serve all pupils. When teachers and co-workers use disability etiquette, pupils and staff members with disabilities feel more comfortable and work more productively. Practicing disability etiquette is an easy way to make people with disabilities feel welcome.
10.2 Module learning goals
Define concepts that constitute cultural and group identities around disabilities and exceptionalities.
- Know about culture norms, values, oppressions, and contributions which people with disabilities experience in a multi-cultural society.
- Understand opportunities and challenges of disabilities and exceptionalities in a multi-cultural society.
- Develop engagement in one’s own cultural heritage and experiences.
- Improve personal communication skills for participating in communities with different ideas and values (speaking and listening).
- Improve skills for responding to others with different ideas and values (critical thinking, active listening, evaluating, synthesizing, and negotiating)
- Develop and act on personal power in creating positive environments when collaborating with diverse groups.
- Improve academic communications skills.
10.3 Key terms
Accessible: In the case of a facility, readily usable by a particular individual; in the case of a program or activity, presented or provided in such a way that a particular individual can participate, with or without auxiliary aid(s); in the case of electronic resources, accessible with or without assistive computer technology.
Chronic illness (e.g., cancer, diabetes, heart disease): Conditions that last 1 year or more and require ongoing medical attention and/or limit activities of daily living.
Disability: Physical or mental impairment that substantially limits one or more major life activities; a record of such an impairment; or being regarded as having such an impairment (Americans with Disabilities Act of 1990).
Emotional illness: Psychological disorders characterized by irrational and uncontrollable fears, persistent anxiety, or extreme hostility.
Exceptionality: in educational programming refers to both disabilities and giftedness.
Gifted / talented / precocious: Performs at or shows the potential for performing at a remarkably high level of accomplishment when compared to others of the same age, experience or environment and who exhibits high-performance capability in an intellectual, creative or artistic area; possesses an unusual capacity for leadership; or excels in a specific academic field.
Mental illness: Any of various forms of psychosis or severe neurosis.
Non-disabled: Related to a person unaffected by disability, as physical, mental, health, emotional, or cognitive impairment. This micro-culture is immutable and the dominant subculture in most cultures.
Person-first language: The rule is to put the word “person” first, before the disability or condition, in order to emphasize that those being referred to are people first, not just diagnoses or disabilities. For example, “people with disabilities,” instead of “disabled people.”
Universal design: Designing programs, services, tools, and facilities so that they are useable, without modification, by the widest range of users possible, taking into account a variety of abilities and disabilities.
10.4 Homework to complete BEFORE entering into this module
Read Chapter 6 Disabilities in the Gollnick and Chinn textbook.
- Read the introductory chapters from the “Disability Etiquette” booklet. These sections are labeled “The Basics” and “Terminology Tips.”
- After reading the sections, post your responses to these questions on the discussion board: (1) Describe some of the needs of exceptional people. (2) Describe some of the opportunities that occur with providing full inclusion in education to all children with exceptionalities.
- Completion of Disability Awareness Quiz.
10.5 Materials needed
textbook, student work file folders, computer and projector, index cards (for questions), copies of “Disability Etiquette” booklet.
10.6 Arrival
Each student signs attendance sheet and places their name tent in front of their seat. Then, each student completes the module’s Daily Census:
I have a disability. Yes / No
Someone that I love has or has had a disability. Yes / No
10.7 Focus minute - 1 minute of silence
10.8 What Would You Do?
Watch this 8-minute video-recording of "What Would You Do?"
Discuss in small groups how you would react if you witnessed someone verbally harassing an employee with Down Syndrome.
10.9 Disability Etiquette – small group research (source unknown)
In their small groups, students engage in a round-robin discussion, continuing to share ideas until a point of saturation has been met and/or students have all spoken on their major takeaways from the reading.
- Ask students to open the “Disability Etiquette” booklet (either print or digital works).
- While in groups, students examine a section from the booklet and discuss major findings with their group members. Sections may be self-selected, teacher-selected, or randomly selected.
The following chapters can be covered by groups: People Who Use Wheelchairs or Other Mobility Devices, People Who Are Blind, People With Low Vision, People Who Are Deaf or Have a Hearing Loss, People With Speech Disabilities, Persons of Short Stature, People With Cerebral palsy, People With Tourette Syndrome, People Who Look Different, People With Hidden Disabilities, People With Epilepsy or Seizure Disorders, People With Multiple Chemical Sensitivity and Respiratory Disabilities, People With HIV and AIDS, People With Psychiatric Disabilities or Mental Illness, People With Developmental Disabilities People with Learning Disabilities, People with Traumatic (or Acquired) Brain Injury, People Who Use Service Animals, Autistic People.
- Members of each group read through their assigned section. Each group creates their own role-play experience in which they will teach their classmates the important information they learned.
10.11 Disability Etiquette – small group presentations
Each group has 3 to 5 minutes to present their role-play.
- After a group presents their work, students in the audience can ask questions to clarify or probe for further understanding of the proper etiquette or behavior presented.
10.12 Diversity stories
Watch a 3-minute video-recording of a KARE 11 report on a Mankato, MN student with special needs: https://youtu.be/xdeuivQYnas
10.13 Professional dispositions self-assessment
Complete the self-assessment of how you are showing Professional Dispositions during this course. Choose 2 dispositions on which you will focus during the remainder of the course.
10.14 Journal entry
Why is it important to understand disability etiquette, especially if you are able-bodied?
What was your biggest ah-ha moment with this lesson?
10.15 In summary
10.16 Announcements and homework for next module
Read “10 Myths About Immigration,”
- After reading, respond to these 2 questions on the discussion board: (1) xxxxxx. (2) xxxxxx
- Complete the 10-question practice US Citizenship Test.
10.17 Exit slips
Leaving this classroom, what immediate action will you take to ensure that you are engaging in proper disability etiquette?
Review
References
Gollnick, D. M., & Chinn, P. (1991). Multicultural Education for Exceptional Children (ERIC Digest #E498). Reston, VA: ERIC Clearinghouse on Handicapped and Gifted Children. https://www.ericdigests.org/pre-9220/exceptional.htm.
Gollnick, D. M. & Chinn, P. (2021). Multicultural Education in a Pluralistic Society (11th ed.). New York, NY: Pearson.
United Spinal Association. (2020). Disability Etiquette: Tips on interacting with people with disabilities. United Spinal Association. https://www.unitedspinal.org/pdf/DisabilityEtiquette.pdf
University of Washington. (2012). Glossary of Disability-Related Terms. https://www.washington.edu/doit/sites/default/files/atoms/files/Glossary_DRT_04_09_12.pdf.
USAToday. (2015, June 1). Boys’ reaction to bullying will melt your heart [video]. YouTube. https://youtu.be/xdeuivQYnas.
What would you do? (2016, June 18). Customer abuses employee with Down syndrome [video]. YouTube. https://youtu.be/B2rNcs27Dpg.
Image credits
[1] Image courtesy of author.
Module 11: Immigration/citizenship status [Asian American]
11.1 Introduction to the module
Activities in this module are adapted from Immigration Myths by Learning for Justice of the Southern Poverty Law Center https://www.learningforjustice.org/classroom-resources/lessons/immigration-myths. Students will deconstruct common myths about immigrants and the process of immigration in the United States.
The topic of immigration to the United States causes much debate. Unfortunately, frustration has caused some people to stereotype all immigrant populations. The focus here is on facing some common misconceptions about immigrants as a group. By connecting stereotypes to myths and then dispelling those myths, students will confront the lies that are the foundation of bigotry toward immigrants.
11.2 Module learning goals
- Define concepts that constitute cultural and group identities (immigrant, refugee, class).
- Know about culture norms, values, oppressions, and contributions which groups experience in a multi-cultural society.
- Understand opportunities and challenges of diversity in a multi-cultural society.
- Reflect on one’s own attitudes, concepts, and beliefs about diversity, bigotry, and racism.
- Improve personal communication skills for participating in communities with different ideas and values (speaking and listening).
11.3 Key terms
Citizen: a participatory member of a political community. Citizenship is gained by meeting the legal requirements of a national, state, or local government. A nation grants certain rights and privileges to its citizens.
Diversity: a variety or range of differences (e.g., race, religion, gender, sexual orientations, age)
Immigrant: a person who voluntarily moves to a country from somewhere else.
Oral history: information about the past that is passed down through stories and word of mouth.
Outsider: a person who does not belong or is not accepted as a part of a group.
Refugee: a person who flees for safety, especially to a foreign country, during times of political trouble, war or other danger.
11.4 Materials needed
Printed copies of “10 Myths About Immigration,” student work file folders, computer, projector, notebooks, newsprint chart paper and markers (at least six different colors), newspaper articles about immigration and citizenship, world map, small size stickers, timer
11.5 Homework to complete BEFORE entering into this module
- Read “10 Myths About Immigration,”
- After reading, respond to these 2 questions on the discussion board: (1) TBD. (2) TBD
- Complete the 10-question practice US Citizenship Test.
11.6 Arrival
Each student signs attendance sheet and places name tent in front of their assigned seat. For the module’s Daily Census, each student places stickers on the world map to indicate their ancestors’ countries of origin.
11.7 Focus minute - 1 minute of silence
11.8 Diversity stories
[guest speaker]
Select one 8-minute “Meet Young Immigrants” story video to share with students.
Ask students to take notes about the worries, struggles and successes they hear in the narrative. Discuss their responses with the whole group. Responses can be recorded on the board in three labeled columns: Worries – Struggles -- Successes
Next, ask students to share in their small group about a time when they felt worried, had to struggle or experienced success. Record responses on the board in the same kind of chart: Worries – Struggles -- Successes
11.9 Carousel activity
Note: Prepare six workstations around the room. Place a sheet of poster paper at each workstation. Write one of the immigration myths below on the top of the poster paper. Use each myth only once.
Workstation 1: Most immigrants are here illegally.
Workstation 2: It’s easy to enter the country legally. My ancestors did; why can’t immigrants today?
Workstation 3: Immigrants take good jobs from U.S. citizens.
Workstation 4: “The worst” people from other countries are coming to the United States and bringing crime and violence.
Workstation 5: Undocumented immigrants don’t pay taxes and burden the national economy.
Workstation 6: Banning immigrants and refugees from majority-Muslim countries will protect the US from terrorists.
To help with classroom management, time students during this activity. Divide the class into six groups, and number the groups 1 through 6. Give each group a different color marker.
Instructions to the students:
1) Your classroom has been divided into six separate workstations, each showcasing a different common myth about immigration. Go the workstation that matches your group’s number.
2) With your group, hypothesize why that myth is not accurate. Assign one person to record your responses on the newsprint. Complete the following information for that myth:
Where does this myth come from?
Who benefits from this myth?
Why is this myth untrue?
Why do people perpetuate this myth?
How can this myth be broken down?
3) Remain at this first workstation until given the next task. Then, smoothly and quickly move to the next workstation. Students now at workstation 1, move to 2, workstation 2 to 3, etc. Once there, write feedback on what the previous group answered and expand upon their responses. Groups have 3 minutes at each station.
4) Repeat step 3 (move stations, offer feedback, and expand upon responses). Repeat continuously until each group has a chance to offer feedback on all the myths.
5) Finally, return to each group’s original workstation to see what others had to say or add. Do group members agree with the feedback? Why or why not?
6) As a group, read the facts about the original specific myth in "Ten Myths About Immigration." In addition to what’s listed, why is the group’s workstation myth inaccurate?
11.10 Group presentations
Note: Call on each group to come up and present in front of the class. Take notes on the board as each group dispels a myth.
As a group, present your immigration myth chart to the rest of the class along with what you’ve learned. Start with a poll. Ask your classmates to raise their hands if they have ever heard of your immigration myth before. Then, share the reasons why that myth is untrue, using the feedback from the collective experience and from "Ten Myths About Immigration."
11.11 Journal entry
Now that you’ve learned about immigration and immigration myths, who else in your life might want to know about this? Think about at least three people in your life with whom you can share this new knowledge. In your journal, write down:
a) the person or people you plan to talk to about immigration myths and stereotypes;
b) what you plan to say to the person (feel free to copy some quotes directly from the article).
Be prepared to share with the class how the experience went.
11.12 Announcements
TBD
11.13 Exit slips
TBD
11.14 Homework for next module
- Readings in text
- Postings on discussion board
- Completion of pre-instruction quiz, e.g., nature vs. nurture.
References
CivicsQuestions.com. (2021). Practice US Citizenship Test. Accessed at https://civicsquestions.com/citizenship-test/.
Gollnick, D. M. & Chinn, P. (2021). Multicultural Education in a Pluralistic Society (11th ed.). New York, NY: Pearson.
John Humphrey Centre. (2010, October 28). A World Unknown: Immigrant Parent Experiences with the School System [video]. YouTube. https://youtu.be/4CQ61S10QrM.
Learning for Justice. (2021). Let’s Talk: Facilitating Critical Conversations with Students. Montgomery, AL: Southern Poverty Law Center. https://www.learningforjustice.org/magazine/publications/lets-talk
Learning for Justice. (2021). Supporting Students from Immigrant Families. Montgomery, AL: Southern Poverty Law Center. https://www.learningforjustice.org/moment/supporting-students-immigrant-families
Image credits
[1] Image courtesy of author.
Extension Activity 1
Create myth-busting posters to hang all around your school to help spread knowledge and prove immigration myths wrong. Include all the myths listed in "Ten Myths About Immigration."
Extension Activity 2
As a class, ask students to brainstorm an “Immigrant’s Bill of Rights” that outlines how people new to the United States should be welcomed and treated. Ask students to draw from their own families’ experiences in creating the list. Select the best responses and have each of the above groups create a poster illustrating their ideas and place them in the school or community.
Extension Activity 3
As a class, read and discuss the four myths listed in "Ten Myths About Immigration" that were not covered during the carousel activity. They are:
- Today’s immigrants don’t want to learn English.
- The United States is being overrun by immigrants like never before.
- We can stop undocumented immigrants coming to the United States by building a wall along the border with Mexico.
- Refugees are not screened before entering the United States.
Extension Activity 4
Watch the 9-minute video-recording, "A World Unknown: Immigrant Parent Experiences with the School System." Have students spend a few minutes reflecting on these questions:
- What are your feelings about the images?
- What does it remind you of?
- What can you learn from hearing a personal story?
- How can you learn more about other people?
- How are people similar and different from you?
Then, invite students to share their thoughts.
Resources
Module 12: Socioeconomic status, classism, income, wealth, and poverty Ch 3 in Gollnick and Chinn
Class (socioeconomic status)
- Underclass – below poverty level, homeless
- Working class - lower middle class, blue collar
- Middle class – white collar and low-level managerial / administrative **
- Upper middle class – professionals, high-level managerial / administrative
- Upper class – professionals, top-level managerial / administrative, inherited wealth and social status
* = those micro-cultures that are immutable
** = the dominant subcultures
12.1 Introduction to the module
This lesson was adapted from “Lessons in Poverty,” four lessons from Learning for Justice, Southern Poverty Law Center, in Montgomery, AL. Accessed from: Poverty and Unemployment: Exploring the Connections . There are two overarching goals in this series. First, poverty is systemic, rooted in economics, politics and discrimination. Second, poverty, far from being random, disproportionately affects Americans who have traditionally experienced oppression—African Americans, Latinos, immigrants and children.
This lesson helps students understand the connections between poverty and unemployment. Students participate in a game of musical chairs that simulates the job market, helping them see that one reason for poverty is that there are not enough livable-wage jobs for everyone who wants one. Then they explore other factors that also contribute to poverty—education and geography, for example—that are part of the legacy of discrimination in the US. African Americans and Hispanics are more likely to be unemployed, and more likely to live in poverty, than white or Asian Americans.
12.2 Module learning goals
- Know about culture norms, values, oppressions, and contributions which groups experience in a multi-cultural society.
- Understand opportunities and challenges of diversity in a multicultural society.
- Improve personal communication skills for participating in communities with different ideas and values (speaking and listening).
- Improve skills for responding to others with different ideas and values (critical thinking, active listening, evaluating, synthesizing, and negotiating).
- Recognize the factors that result in more people seeking living-wage jobs than there are living-wage jobs available.
- Understand that unemployment and poverty have disproportionately affected members of diverse racial and ethnic communities, both before and during the current recession.
- Reflect on the reasons that unemployment and poverty disproportionately affect members of diverse racial and ethnic communities.
12.3 Key terms
Socioeconomic status: the social standing or class of an individual or group. It is often measured as a combination of education, income, and occupation.
Upper class: 19% of all American adults, earn a median income of about $190,000 per year.
Middle class: 52% of all American adults (professional careers, own property), earn a median income of about $78,000 per year.
Lower class: 29% of all American adults (working class, do not own property), earn a median income of about $26,000 per year.
Low-income: at 2 x the annual income considered for poor individuals or families.
$59,934 for a family of five including three children.
$50,930 for a family of four including two children.
$40,462 for a family of three including two children.
Poor: A family or an individual is considered poor if their household earnings fell below, in 2018:
$29,967 for a family of five including three children.
$25,465 for a family of four including two children.
$20,231 for a family of three including two children.
12.4 Materials and spaces needed
Space, chairs, and music to play during the game of musical chairs.
Performance Task: A Few Facts about Jobs from Learning for Justice, SPLC (2017).
Unemployment and Poverty by Race and Ethnicity from Learning for Justice, SPLC (2017).
12.5 Homework to complete BEFORE entering into this module
- Readings in Gollnick and Chinn text chapter 3 Class and Socioeconomic Status
- Watch the 16-minute video lecture for Chapter 3 Class and Socioeconomic Status.
- After reading chapter 3, respond to these questions on the discussion board: (1) How do you think that class and race interact to maintain inequities in society and in schools? (2) What role does education play in maintaining the SES of the population?
- Complete Test Your Knowledge of Poverty in America.
12.6 Arrival
Each student signs Attendance Roster and places their Name Tent in front of their assigned seat. Each student completes the module’s Daily Census: TBD
While I was growing up, my family was in which socioeconomic class: (a) upper class with income of $100,000 per year and up; (b) middle class with income of $26,000 to $99,999 per year; (c) lower class with income less than $26,000 per year.
12.7 Focus minute - 1 minute of silence
12.8 Poverty and unemployment
Use this lesson plan adapted from Learning for Justice. (2017). Poverty and unemployment: Exploring the connections. Montgomery, AL: Southern Poverty Law Center. Accessed from: Poverty and Unemployment: Exploring the Connections
To build an understanding of the current climate of poverty and income inequality in the United States, students will glance through the statistical information provided by the United States Census Bureau (2016). To access this document, please refer to the following link: https://www.census.gov/content/dam/Census/library/publications/2017/demo/P60-259.pdf.
12.9 The musical chairs of unemployment
1. Begin your exploration of unemployment in the US with a game of musical chairs. (Note: Have students set up chairs in a circle. Make sure that there are two fewer chairs than there are people. Bring music to play for the game.) In case you don’t remember how to play, here’s a reminder: When the music starts, walk around the outside of the circle. As long as the music is playing, keep walking. When the music stops, sit down as quickly as you can.
2. Return the chairs to their usual position, sit down and debrief the activity with a class discussion based on these questions:
- Why couldn’t everyone sit down when the music stopped?
- Think of the game as representing the job market in the United States. If the chairs symbolize jobs and the players symbolize job seekers, what can you say about the job market in the United States?
3. Musical chairs is a game, so some people win and some people lose. But in the job market, why do some people lose? With a partner or small team, complete the performance task: A Few Facts About Jobs (see handout).
4. Now that you have a better understanding about why unemployment exists, think about which people are most affected by it. Unemployment doesn’t affect everyone equally. Some people have a harder time getting work than others. Think back to your game of musical chairs. Imagine that some of the players started the game in the far corner of the room, quite a distance away from the chairs, and that they had their shoelaces tied together. What would have happened to those people when the music stopped?
Let’s go back to musical chairs as an analogy for the job market. With a partner, discuss who you think the people with their shoelaces tied together represent. In other words, which job seekers do you think have the most trouble finding a job? Why do you think they have such a hard time? Have pairs share their ideas, and make a class list of your hypotheses.
5. Study Table 1, Unemployment Rates by Race and Ethnicity, and answer the questions so that you’re sure you have read the data correctly. When you look at unemployment among different race and ethnic groups, what do you notice? Among which groups of people is the unemployment rate highest? How does this compare to your class’s hypotheses? Then study Table 2, and answer the questions. How do poverty rates compare to unemployment rates? Which groups are most affected by poverty?
6. Unemployment and poverty disproportionately affect members of non-dominant groups—that is, groups that have historically been oppressed. But it’s important to know that although you may often hear myths that people who live in poverty are lazy, individuals are rarely responsible for their own unemployment and poverty. Think about the student with the shoelaces tied together. Think about the shoelaces as representing obstacles that make it difficult for some people to get jobs. What are some of the obstacles that the shoelaces represent? What are the factors that prevent some people from getting better jobs? And why don’t people simply untie the laces?
The reasons that higher percentages of people in non-dominant groups suffer from unemployment and poverty are social and political—not individual. Think about what that means. With a partner, write down a social or political cause of poverty. Share your “cause” with other pairs of students, making your way around the classroom. Then, as a class, make a list of questions you still have about why poverty is not an individual problem, but a social and political problem.
12.10 Diversity Story
[guest speaker]
12.11 Journal entry
- What is cyclical unemployment? How is unemployment during a recession different from persistent unemployment?
- How are poverty and unemployment connected?
- How are poverty and discrimination connected?
- What groups are most likely to experience unemployment and poverty in the United States? Why?
12.12 Announcements
TBD
12.13 Exit slip
TBD
12.14 Homework for next module
- Readings in Gollnick and Chinn text Chapter 10 Generation.
- Watch the 18-minute video lecture for Chapter 10 Generation.
- After reading Chapter 10, respond to these questions on the discussion board: (1) Describe how Gen Y is different than Gen Z. (2) How do you think homelessness would impact youth?
References
Beegle, D. (2021). Test Your Knowledge of Poverty in America. Tigard, OR: Communication Across Barriers. Accessed from: https://justfaith.org/wp-content/uploads/2018/05/Poverty-Quiz.pdf.
Gollnick, D. M. & Chinn, P. (2021). Multicultural Education in a Pluralistic Society (11th ed.). New York, NY: Pearson.
Learning for Justice. (2017). Poverty and unemployment: Exploring the connections. Montgomery, AL: Southern Poverty Law Center. Accessed from: Poverty and Unemployment: Exploring the Connections.
Semega, J.L.; Fontenot, K.R., & Kollar, M.A. (2016). Income and poverty in the United States in 2016. United States Census Bureau. Accessed from https://www.census.gov/content/dam/Census/library/publications/2017/demo/P60-259.pdf.
Image credits
[1] Image by Nick Youngson - http://www.nyphotographic.com/ Used under license Creative Commons 3 - CC BY-SA 3.0
Resources
Test your knowledge of poverty
Module 13: Generation and Age Cohort Ch 10 in Gollnick and Chinn
13.1 Introduction to the module
This class module is about understanding cultural and group identities related to age cohorts in a multi-cultural society. This micro-culture is immutable (i.e., it does notchange). Discussion will explore norms, values, oppressions, and contributions which various generational groups experience in a multi-cultural society. Guest speakers may pose some of the opportunities and challenges of specific age cohorts, such as young adults or senior citizens. Activities are provided for two cohorts, including homeless youth and senior citizens with dementia.
Note: Instructors may choose to discuss just one or two age cohorts as micro-cultures, due to time or other limitations. The author has taught with each one of the activities in this module at one time or another, however, it’s unlikely that all activities can be included in any single module.
13.2 Module learning goals
Define concepts that constitute cultural and group identities.
- Know about culture norms, values, oppressions, and contributions which groups experience in a multi-cultural society.
- Understand opportunities and challenges of diversity in a multicultural society.
13.3 Key terms
Adolescence: 12 – 19 years old
Early adulthood: 20 – 35 years old; the dominant cohort in the US.
Midlife: 35 – 50 years old
Mature adulthood: 50 – 65 years old
Late adulthood: 65 – 80 years old
Aged: > 80 years old
Baby Boomers were born between 1946 and 1964. In 2021, they are between 57-75 years old, and there are ~ 71.6 million in the U.S.
Gen X was born between 1965 and 1979/80. In 2021, Gen X is between 41-56 years old and ~ 65.2 million in the U.S.
Gen Y, or Millennials, were born between 1981 and 1994/6. In 2021, Gen Y is between 25 and 40 years old (~ 73 million in the U.S.).
Gen Y.1 = 25-29 years old (~ 31 million people in the U.S.).
Gen Y.2 = 29-39 (~ 42 million people in the U.S.).
Gen Z is the newest generation, born between 1997 and 2012/15. In 2021, Gen Z is between 6 and 24 years old (~ 68 million in the U.S.).
13.4 Homework to complete BEFORE entering into this module
Readings in Gollnick and Chinn text Chapter 10 Generation.
Watch the 18-minute video lecture for Chapter 10 Generation.
After reading chapter 10, respond to these questions on the discussion board: (1) Describe how Gen Y is different than Gen Z. (2) How do you think homelessness would impact youth?
13.5 Attendance roster and daily census
Each student signs Attendance Roster and places their name tent in front of their assigned seat. Each student completes the module’s daily census:
I have been homeless at some point in my life. Yes / No
Someone that I love has or has had dementia. Yes / No
13.6 Focus minute - 1 minute of silence
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
13.7 Gen Z
Small groups brainstorm characteristics that make their generation unique. Check their lists with the Marist Mindset List (formerly the Beloit College Mindset List).
13.8 Diversity story: Homeless youth
Instructor shares story of homelessness at age 6 years.
Watch the 7-minute video of Catching Youth at a Crossroads.
13.9 Training for service learning with homeless youth and families
Watch the 7-minute video of My Job at the Homeless Shelter.
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
13.10 Baby Boomers and Aging adults
In pairs, students interview each other with the Mini-Mental State test (Folstein et al, 1975).
13.11 Diversity story: Aging adults with dementia
Instructor shares story about family members with dementia.
Watch the 4-minute video of Creating a Culture of Compassion for Dementia Patients.
13.12 Training for service learning with aging adults with memory loss
Watch about half of the 40-minute video of How to Talk with Someone with Dementia.
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
13.13 Journal entry
TBD
13.14 Announcements and homework for next meeting
Postings on discussion board to respond to this question: How did this class help you develop your own attitudes, concepts, and beliefs about diversity, bigotry, and racism?
Completion of post-instruction assessment. (Note: The author was using the Intercultural Development Inventory.)
13.15 Exit slip
Complete these 3 statements.
Something that I learned today is …
Something about today that I will use in the future …
A question that I still have is …
References
Families and Friends of Morningside Ministries. (2018, September 28). I’m Still in Here! Come and Find Me! How to Talk with Someone with Dementia [video]. YouTube. https://youtu.be/ilickabmjww.
Folstein, M. F., Folstein, S. E., & McHugh, P. R. (1975). Mini-mental state: A practical method for grading the cognitive state of patients for the clinician. Journal of Psychiatric Research, 12(3), 189-198. doi: 10.1016/0022-3956(75)90026-6.
Ford, Hannah. [Hannah Ford]. (2015, November 22). My Job at the Homeless Shelter [video]. YouTube. https://youtu.be/gsXrIluW1SI.
Gollnick, D. M. & Chinn, P. (2021). Multicultural Education in a Pluralistic Society (11th ed.). New York, NY: Pearson.
Lutheran Social Service of Minnesota. (2015, September 28). Catching Youth at a Crossroads [video]. YouTube. https://youtu.be/oIfGPdCt0_Y.
University of Derby. (2015, July 10). Creating a Culture of Compassion for Dementia Patients [video]. YouTube. https://youtu.be/QIYY4nNHkXo
Zurhellen, T. (2021). Mindset List. [website]. https://www.marist.edu/mindset-list.
Image credits
[1] Photo courtesy of author.
Resources
Module 14: Other, e.g., academics, military, education, sports, clubs (under construction)
14.1 Introduction to the module
14.2 Module learning goals
14.3 Key terms
14.4 Homework to complete BEFORE entering into this module
- Readings in text
- Postings on discussion board
- Completion of pre-instruction quiz, e.g., nature vs. nurture.
14.5 Other microcultures
- Military
- Education
- Sports
- Clubs
14.6 Arrival
Each student signs attendance sheet and places name tent in front of their seat.
14.7 Focus minute - 1 minute of silence
14.8 Diversity story
[guest speaker]
14.9 xxxx
14.10 xxxxxx
14.11 Journal entry
TBD
14.12 Announcements
TBD
14.13 Exit slips
Write a thank you note to our guest speaker.
Write a letter with advice to students who take this course next semester.
14.14 Homework for next module
- Readings in text
- Postings on discussion board
- Completion of pre-instruction quiz, e.g., nature vs. nurture.
References
Gollnick, D. M. & Chinn, P. (2021). Multicultural Education in a Pluralistic Society (11th ed.). New York, NY: Pearson.
Image credits
[1] Image courtesy of Pixaby. No license or attribution required.
Resources
Module 15: Conclusion to the Course
15.1 Introduction to the module
This class module is all about reflecting on and celebrating the successful learning of the semester.
15.2 Module learning goals
Reflect on one’s own attitudes, concepts, and beliefs about diversity, bigotry, and racism.
Develop a plan to enhance one’s own cultural competency.
- Improve academic communications skills (reading, writing, public speaking, and researching).
15.3 Key terms
Personal mission statement: One sentence that defines who you are as a person and identifies your purpose, whether that's at work or simply in life. The statement explains how you aim to pursue that purpose and why it matters so much to you. See definition HERE.
15.4 Homework to complete BEFORE entering into this module
Postings on discussion board to respond to this question: How did this class help you develop your own attitudes, concepts, and beliefs about diversity, bigotry, and racism?
- Completion of post-instruction assessment. (Note: The author was using the Intercultural Development Inventory.)
15.5 Attendance roster and daily census
Each student signs Attendance Roster and completes the Daily Census: TBD
Each student places name tent in front of their assigned seat.
15.6 Focus minute - 1 minute of silence
15.7 Emphasize success during the semester
Emphasize the learning objectives for the course and celebrate that the students completed these objectives.
In small groups, students brainstorm a list of all the teaching and learning strategies that they experienced for this course. (There may be more than 100!) Then review the course learning objectives and ask the small groups to discuss and make notes about which class learning strategies helped them meet each learning objective.
If students took a post-instruction assessment, such as the IDI, provide an overview of the group's achievements now, again to emphasize what they learned and accomplished.
15.8 Course record-keeping
Have students enter information on ENGAGE to document their Cultural Partnership, their Service Learning, and any special extra credit events that they attended. Instructions for entering this information is in this 4-minute video-recording HERE.
Students use their Grade Worksheets (which should be in their class work folders) to estimate the grade that they think they earned for the course.
Invite students to keep their class work folders (with collection of materials, name tents, etc.) as a portfolio of their work for this semester. If they do not want to keep their folders, suggest you might want them. (These become examples of student work and potentially course evaluation data.)
15.9 Advice to future students
Give the students time to write letters with guidance to future students. This has several purposes: (1) The instructor learns how students experienced the classes. (2) Students reflect personally on significant learning. (3) Students develop a sense of empowerment as they can give a 'seasoned' perspective to future students. (4) Students reflect on how their decisions during the class impacted their learning and success within the course.
See The Scholarly Teacher by Alexandra Babino and Jacqueline Riley HERE.
15.10 Life mission statement
Teach students the value of a life mission statement (provides direction in what to say 'yes' or 'no' to; provides evidence of life success; etc.). Here is a recipe for a Mission Statement:
3 verbs you are good at (e.g., teach, lead, inspire, organize)]
+ the audience on whose behalf you are motivated to work (e.g., people in transition, children with disabilities, etc.)]
+ the results that you need to see in order to be happy, satisfied, and effective (e.g., hope for the future, academic success, etc.)].
My example: "My mission is to teach, organize, and host people in transition, so they control their own resources, make their own decisions, and have hope for the future."
Invite volunteers to read their mission statements out loud.
See The Path: Creating your mission statement for work and for life by Laurie Beth Jones, 1996, Hachette Books, New York, NY.
15.11 Journal entry
Name two ways you may enhance your own cultural competency in the future.
15.12 Announcements
Instructor makes final remarks and gives instructions for exit slips.
15.13 Exit slips
Respond to this question: Name 1 or 2 things that made the difference for you in this class to improve your own cultural competence. Describe why or how you think these things made the difference.
Also turn in your Grade Worksheet to provide evidence for the grade that you think you earned in this course.
References
Babino, A., & Riley, J. (2020, December 10). Recast Student Reflection with Letters to Future Students. The Scholarly Teacher. https://www.scholarlyteacher.com/post/recast-student-reflection-with-letters-to-future-students
Beauchamp, C. (2015). Reflection in teacher education: issues emerging from a review of current literature. Reflective Practice, 16(1), 123-141.
Gollnick, D. M. & Chinn, P. (2021). Multicultural Education in a Pluralistic Society (11th ed.). New York, NY: Pearson.
Hartog, M. (2017). Educating the reflective educator: a social perspective. In M. Reynolds and R. Vince (Eds.). Organizing reflection (pp. 170-185). London, UK: Routledge.
Jones, L. B. (1996). The Path: Creating your mission statement for work and for life. New York, NY: Hachette Books.
Reynolds, M., & Vince, R. (2017). An introduction in M. Reynolds and R. Vince (Eds.). Organizing reflection (pp. 1-14). London, UK: Routledge.
Image credits
[1] Photo courtesy of author.
References
Mission Statement
Advice to future students - example 2
Impact of Class Discussions on ...
Personal Mission Statement ...
Instructor's Closing Message
Addendum: Syllabus
Addendum: Syllabus
Addendum: Explanation of Routines
Routines are used to keep classes running smoothly, to provide a welcoming atmosphere for students and guests, and to collect feedback from students. Here are some descriptions of the routines that I use.
Name Tents
Name Tents help instructor, students, and guests to know each student is an individual. Using a piece of colored paper or card stock, make a mountain fold and two more folds to create a base and two sides. Make four 1/2-inch cuts along the base from the edges. Print name on the 2 sides of the tent that will show (front and back). On the side of the paper opposite the names, students make an empty table of five columns and 4 rows. The class will use this table during early weeks of the course.
Upon arrival, each student places their name tent in front of their place at the table. After the class meeting, each student places their name tent in their work folder.
Attendance Rosters and Daily Census
For in-person classes, I use Attendance Rosters. There is a separate roster for each class's meeting. If students do not sign in as they arrive in the classroom, they are considered to be absent. Sample sign-in rosters are available from Vertex42. The template attached to this section is by Jon Wittwer, updated 6/2/2020.
The Daily Census gives a snapshot of class information about the module topic. It's a way to find out how common some topics are among members of the class. This information may be used later during discussions.
As students arrive, they sign the Attendance Roster and complete the Daily Census.
Student Work Folders
Table Groups
Maintaining assigned table groups helps students get acquainted in-depth with just a few other students. They build trust that helps them participate more in the difficult conversations. Occasionally, mix up the groups for specific activities or specific reasons (e.g., shared service learning placements, shared or different learning styles).
Daily Agenda
I post a Daily Agenda on newsprint. This helps students know what's coming and it helps me (the instructor) remember what's happening next! It's also a place to post any special announcements for the day.
Focus Minute
The Focus Minute is a grounding strategy for the beginning of each class meeting that helps participants to direct their attention to the class. It is basically a way to direct students to focus on something other than the things that have been going on in their lives. You may also think of grounding as centering, distracting, creating a safe place, or healthy detachment. I implement a Focus MInute after all students seem to have signed in. I introduce the idea by saying a few things:
- The Focus Minute is to help us pay attention to the class meeting.
- There is nothing religious or spiritual about this silent minute.
- Either close your eyes or direct your gaze toward something neutral, rather than a person.
- The instructor will keep track of the 60 seconds.
More information about the Focus Minute may be found on the Grounding Worksheet attached.
Sensory Squeegy Balls
Collect or make sensory, squeegy balls for students during tests, speeches, presentations, reading out loud, etc. Keep a bucket of stress -educing items in the front of the class and instruct students to get up and retrieve one before the test, speech, or other event/activity. Here is why these work to promote positive classroom behaviors. Here are some stress ball DIY instructions.
Mindmaps or Webs
Mindmaps are useful strategies to organize thoughts and concepts. Use it to brainstorm, organize ideas, plan projects, and more. This course uses Mindmaps specifically for students to organize their autobiographies. They can quickly create a structure for their writing assignment or class presentation and then create a document outline and write! Free and useful software is available from Mindup There are documents in this section with a ‘blank’ Mindmap and with a student example of a Mindmap.
Chimes, Wood Blocks or Bells
The chimes, wood blocks, or bells are useful as a classroom management tool that gets the students' attention within 5 seconds.
Line up by ...
To mix the group up a bit for discussions, have them get into line according to various characteristics (e.g., birth month and day, height, commuting distance from campus). To make it challenging, have them line up in silence.
Persona Dolls
Sometimes, instructors have difficulty finding speakers or panels or videos for specific microcultures. Sometimes, instructors just want to provoke students to have empathy with certain microaggressions. Persona dolls can help. Think of the American Girl dolls: each within an historic context and with a back story. The Persona Dolls for this purpose are like just another member of the class. Their characteristics remain constant. Their life experiences unfold just like those of the real students in the classroom. These ingredients help the children connect to the dolls and make them and the stories they tell much more powerful. See the attachment for some ideas.
Exit Tickets
An Exit Ticket is a great way to end a class meeting. It might provide feedback to the instructor about the class; require some synthesis of the meeting's content; or pose a question requiring some application of what was learned in the lesson. I also use Exit Tickets as a way to have students write more, because, for me, this is a writing intensive course. So I have two basic kinds of Exit Tickets: Thank-You Notes and Minute Papers.
Thank-You Notes. Each student or a small group of students write a note of appreciation to the guest speakers or class visitors. They should include at least 4 elements: (1) say thank you; (2) tell about something new that they learned from the speaker; (3) tell about an idea that they will use in their lives; and (4) mention a question that they still have about the topic. Students sign their names to the notes. The instructor collects the notes, reviews them for appropriate language, and sends the notes to the guest.
Minute Papers. This is a student-centered reflection strategy to help students discover their own meaning in relation to concepts covered in class and to build instructor-student rapport. The papers respond to an instructor-posed question, such as "What was the most important concept you learned in class today?" Students sign their names to the papers. See some examples for prompts at ON COURSE. For example, in response to the prompt: (1) I learned that … and (2) A question I still have is …, one student wrote: “(1) I thought Henry Ford was a good guy for inventing the ford vehicles, but he was a racist. (2) I would like to know if anyone that lynched the boys was ever punished for their actions.” The instructor collects the papers and may use them in other prompts during the course.
Quizzes
There are 2 quizzes during the semester. They have objective questions (e.g., multiple choice, true false, ordering/sequencing). They test students' knowledge from the textbook. This is the objective summative assessment of knowledge for the course.
Addendum: Glossary
Culture: beliefs, values, behaviors, traditions shared by a group of people and passed on to others
Microcultures: special groups with own languages, rules, expectations, region, etc.
Multiculturalism: equal attention to the co-existence of diverse cultures (religions, ethnic groups) each with their own patterns of thought, values, and communication styles
Pluralism: 2 or more groups exist
Stereotype: fixed or oversimplified image of a particular person or group or thing
Diversity: inclusion of different sorts of persons
Bias: prejudice against or for a group
Explicit: conscious
Implicit: unconscious
Race: a myth; a recent human invention; about culture, not biology
Racism: a reality; also a human invention; about attitude and belief and behavior
Prejudice:
Intercultural competence:
Addendum: Welcome from the indigenous people of the region
insert here
For information about the peoples who originally lived in a specific area, text a zipcode or city/state to (855) 917-5263 (active in March 2021). For guidelines to acknowledge the original indigenous people groups, see information HERE.
Addendum: Diversity Story
See an example of Lauren's diversity story HERE. Photos for her diversity story are HERE.
James Abotsi from Ghana
Watch this 40-minute videorecording in which James Abotsi, international student at MSU, tells you about his home culture in Ghana.
Learning Objectives:
- Identify one’s own strengths, values, needs, and professional dispositions.
- Develop engagement in one’s own cultural heritage and experiences.
Read Arn’s diversity story.
Arn Chorn-Pond escaped from Cambodia and came to the United States as a child after most of his family was killed by the Khmer Rouge. In his story, Arn describes how he felt invisible as he struggled to adjust to a vastly different society and. He urges us to recognize that "everyone has a story."
Arn explains that in school, “I was sitting next to a boy. . . They didn’t notice that I have a story to share. I didn’t know that he has a story to share either, so we didn’t share.”
How much do you know about the people you go to school or work with? Are there some who you do not know much about?
Why do you think Arn believes that it is important to know each other’s stories? How does sharing stories help to create community?
Why did Arn’s teacher think it was so important for him to share his story? What power did Arn discover when he first spoke about his experiences?
How was Arn able to turn his story into a force for change? What enabled him to reach out to others?
Develop your own diversity story:
Develop and share your own diversity story. Our diversity story can connect us with many other aspects people are keeping under the surface. Describe at least 6 microcultures that are important to your life.
A good story has a compelling who, what, where, when, why beginning building up to a climax or change in the middle with a resolution at the conclusion. This is a recipe we learned in middle school English class that we often forget as adults.
When have you felt the sting of exclusion? How did adversity in any form shape you as a human being?
Have you had an encounter with someone from a different culture, background, or orientation that has influenced you? This person may be a mentor, friend, manager, high-potential performer, customer, or partner. Has that experience altered your leadership style in any way?
Addendum: Cultural Autobiography
One of the first steps in cultural competence is to understand and engage in your own culture. This project will lead you through integrating your own experiences into an autobiography. It’s all about you! This is your opportunity to reflect on your cultural background and how your behaviors and attitudes have been influenced by your heritage, experiences, and cultural orientation. Your reflection should focus on aspects of your identity that have had a significant influence on your development.
Goals for this project include:
Foster a sense of connection and attachment to your primary cultural groups.
Describe your behavior in core aspects as a member of a cultural community.
Increase ‘self-awareness’ of your own, unique experiences around cultural differences and commonalities.
Analyze the degree to which you feel connected to your own cultural community.
Practice your written, academic communication skills.
Steps:
Interview an “elder” from your family with a minimum of 10 questions about their own cultural heritage.
After you complete the interview, type a paper called a transcript: a word-for-word version of the questions and answers from the interview. Upload the interview transcript to the assignment dropbox.
Research the microcultures within the culture of your family of origin.
After the interview and research, write an academic paper about the context of your family and community background. (Minimum 8 pages). The paper should address a minimum of six microculture topics such as: ethnicity and race; class and socioeconomic status; gender; sexual orientation; exceptionalities; language; religion; geography and region; age and generation. Other topics might include history and traditions; education values; military service; communication norms and behaviors; etc.
Addendum: Cultural Partnership
Watch the 3-minute videorecording with Erika's reflection on the long-term impact of her Cultural Partnership experience during this class
Watch this 27-minute videorecording of "How to Talk Minnesotan" to learn about Minnesota language and culture.
Addendum: Service Learning
Complete the Diverse Associations Survey (aka Map) to reflect on your life experiences with diversity.
Watch the 3-minute videorecording with Patrick's reflection on the long-term impact of his Service Learning experience at the Mahkato Wacipi (PowWow 2010).
Addendum: Resources for Classroom Teachers
The Science Museum of Minnesota https://new.smm.org/learn/blog/race-and-racism
Learning for Justice (formerly Teaching Tolerance) https://www.learningforjustice.org/
Facing History and Ourselves https://www.facinghistory.org/
Harvard Implicit Bias Tests https://implicit.harvard.edu/implicit/takeatest.html
Minnesota Literacy Council https://www.literacymn.org/educator-resources
Babino, A., & Riley, J. (2020, December 10). Recast Student Reflection with Letters to Future Students. The Scholarly Teacher. https://www.scholarlyteacher.com/post/recast-student-reflection-with-letters-to-future-students
Beauchamp, C. (2015). Reflection in teacher education: issues emerging from a review of current literature. Reflective Practice, 16(1), 123-141.
Hartog, M. (2017). Educating the reflective educator: a social perspective. In M. Reynolds and R. Vince (Eds.). Organizing reflection (pp. 170-185). London, UK: Routledge.
Jones, L. B. (1996). The Path: Creating your mission statement for work and for life New York, NY: Hachette Books.
Reynolds, M., & Vince, R. (2017). An introduction in M. Reynolds and R. Vince (Eds.). Organizing reflection (pp. 1-14). London, UK: Routledge.
Addendum: Dozens of Class Activities
List of as many activities as I can remember that are part of the class:
- IDI as pre- and post-instruction assessment, Hammer
- Individual debrief with IDI profile & developmental plan, Hammer
- Lecture: the Intercultural Development Continuum, Hammer
- Iceberg metaphor for culture
- Service Learning (selection, interview, reflection paper)
- Cultural Partner (selection, interview, reflection paper)
- Cultural Autobiography (selection, interview, reflection paper)
- Textbook: Gollnick and Chinn
- Discussion posts in reponse to prompts based on the textbook. Here is a Sample Rubric for scoring discussion posts.
- Collaborative note-taking: Use a collaborative document to create a collection of complete notes: (1) review concepts in depth; (2) keeps notes in instructor's view for corrections; and (3) provides accessibility for students who have note-taking issues.
- Diversity stories (by class members)
- Lecture: microcultures
- Lecture: microaggressions
- Lecture: be an ally
- Lecture: ancestry and dna and region of childhood
- Guest speaker: person/s from the region's indigenous culture to welcome the students to their land
- Guest speaker: European American male to talk about privilege and to let European American students know they have cultures, too.
- Guest speaker: African American to discuss reality of racism
- Guest speaker: Asian American
- Guest speaker: Latinx American
- Guest speaker: about newcomers, new immigrants
- Guest speaker: about elderly with memory loss
- Guest speaker: about homeless youth and adults
- Guest speaker: international student presentation about home culture
- Guest speaker: about military culture (with MREs and cadences)
- Women's Center: Presentation and role play
- Veteran's Center: Presentation
- Panel: students with disabilities
- Panel: Greek Life
- Panel: students who identify as LGBTQ
- Panel: students from Muslim Student Association
- Panel: students from Hmong American Student Association
- Campus scavenger hunt (to find indications of racism, sexism, able-ism)
- Synapse circle (ball toss)
- Concentric circle conversation
- Four corners
- Expert Groups
- -isms in the news
- Portfolio collections - students collect and share work they are proud of.
- Journaling
- Resume (create resume entries according to projects completed in class)
- Graffiti board
- Name tents
- Take a Census (of certain characteristics of the class members or the academic program or the university or the community)
- Analyze video recordings: see, think, wonder
- Analyze video recordings: crop it
- Town hall (to get diverse perspectives)
- Focus minute
- Attendance sign-in sheet
- Mou card game
- The Shadow of Hate documentary
- Jim Crow of the North documentary
- Communicating Between Cultures video
- Them & Us video
- How to Talk Minnesotan PBS program
- What Would You Do? television program episode with harassment of bagger who has Down syndrome.
- Adam Ruins Suburbs (about redlining)
- Mapping Prejudice (actually review property deeds for racial covenants)
- Self-assessments (KTS, LifeValues, SpeakStrong, etc.)
- Exit slips
- Compare/contrast the guest's culture with one's own culture
- Thank you notes
- Journal entries
- Fishbowl discussion
- Jigsaw discussion
- Think - Pair - Share
- Role play
- Blogging
- World Cafe -
- Process-Oriented Guided Inquiry Learning (POGIL) - a classroom technique that teaches content and process skills through teamwork. Rotate group assignments of Manager, Recorder/Note-taker, Reporter/Spokesperson, Analyst.
- Wiki combination of learning
- Kahoot! survey or discussion prompts
- Portfolio of learning products
- Examples of assignments from past semesters
- FAQs about a topic
- Peer review of work products
- Course syllabus
- Practice interviewing other students in the class
- "Stand Up" if you identify with the list of characteristics (If you're teaching online, have participants turn on their cameras or choose a response sticker if they fit that characteristic)
- What's In Your Backpack? selection of privileges
- Register to vote at VOTE411.org
- Diverse Associations Survey and tally board
- Social Identities Survey
- Index cards to track characteristics
- Family composition (drawing stick-figures to illustrate family)
- Family journeys (Hmong pan dau & draw my own)
- Pinterest - make a collection that relates to this course
- LTE - write a letter to the editor
- Mission statements
- Definitions
- The Tower of Violence
- Genderbread Person outline
- "Nurture vs Nature" survey (related to gender and sexual orientation)
- Disability Awareness quiz (related to disabilities)
- Fry Bread Intelligence quiz (for native culture)
- Internet Scavenger Hunt
- Implicit Bias Tests (Harvard University) https://implicit.harvard.edu/implicit/takeatest.html
- Debate (e.g., sports team names; oil pipelines; etc.)
- Advice from students in past semesters
- Visit with Writing Center tutor
- Visit with Honors Program adviser
- Visit with College Recruitment and Retention adviser
- Small groups assigned by certain characteristics (e.g., learning styles, type of service learning placement, etc.)
- Read aloud a children's book that relates to the topic
- Teach back: each student learns something about the topic and teaches the info to their small group or the entire class
- Post the course objectives and refer to it when it relates to the topic
- Student work folders
- Graphic organizers to direct students to take notes or organize ideas in specific ways (e.g., mindmap, compare/contrast, etc.) See a QUAD organizer attached below.
- Agree / Disagree: students are directed to stand at either end of the classroom to indicate if they agree or disagree with a statement read by the instructor
- Infographic: small groups research and create infographic about a topic
- T-shirt Day: everyone wears a t-shirt with a design that illustrates something about their culture.
Addendum: Anecdotes
Stories/Anecdotes
- Teaching Dale to put on his own coat.
- CHSM ECFE toddler-parent interaction - little poops.
- SJBC children's ministry course - importance of choices
- Magadan discipline = punishment, usually with belts
- ASL sign for discipline is the same sign as spanking.
- Know your apple. Know your rock.
- Looking over the fence at a ball game.
- Thawing the turkey, with a colander on top.
- Band-aids on the hurt, but on the same place to be equal.
- KKK road sponsorship sign near Harrison, Arkansas.
- Eeenie, meenie, minie, moe.
- Build your own family (Nara and Vera)
- How I learned to be on time (hitchhiking)
- Camp Fire Girls blue beads on halloweens
- "Eat like a lady!"
- homeless at 7 years old; 6 different states; 23 different homes or apartments
- Coke - Pop - Soda
- enough Russian language to get in trouble