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Multicultural Education

Multicultural Education. By megan delaney & david russell. Multicultural Fridays.

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Multicultural Education

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  1. Multicultural Education By megandelaney & davidrussell

  2. Multicultural Fridays Our unit focuses on incorporating elements of multicultural education into the curriculum. Our goal is for students to develop an understanding for their culture and the cultures of their classmates. We hope this unit will inspire students to expand their individuality and encourage them to take pride in their schoolwork by assigning work that engages the diverse cultures present in our classroom.

  3. Context • Burns Latino Studies Academy (Hartford, CT) • 5th grade • 20-25 students per class • 90 minute class periods • Classes will take place over the course of 5 consecutive Fridays

  4. Objectives • Students will learn more about their own personal history, as well as that of their peers • Students will build an appreciation for the benefits of growing up bilingual in a multicultural household  • Students will develop collaborative learning and research skills • Students will refine their ability to reflect thoughtfully in their writing 

  5. Burns Latino Studies Academy

  6. James Banks Multicultural Education

  7. Connecticut 5th Grade Guidelines • History • The study of events, documents, and people addressing the founding of the United States as a nation, with connections to Connecticut and local history, emphasizing how government works today, with the use of primary source materials • Reading • Synthesize using multiple strategies/multiple sources for new insight, e.g., Visualizing, Think-Aloud, Question-Answer Relationship, List-Group-Label. • Determine the importance of ideas (main ideas, details and themes) in text. • Talking • Pose questions, listen to the ideas of others, and contribute own information and ideas in group discussions. • Music • Students will listen to, describe and analyze music. • Students will evaluate music and music performances. • Comprehension • Understand the social and cultural perspective from which the author writes and how that contributes to the text. • Compare and contrast ideas, themes, and/or issues across texts, and across texts representing multicultural experiences. • Discuss and analyze how characters in text deal with conflicts of human experience, relating to real life situations.

  8. Students will be evaluated on… • Ability to reflect thoughtfully in their writing • Students will write reflections on the first and last day of the unit and will be evaluated on their progress over the course of the unit. • These evaluations will take into account grammar, spelling, comprehension, thoughtfulness, and ability to apply lesson material into writing • Participation in class discussions • Participation in class discussions • Are they actively engaged? Do they respond respectfully to their classmates ideas? Do they sit quietly and wait to be called on? Are they enthusiastic about their learning? (…etc.)

  9. Resources • Birdseye, Debbie Holsclaw, and Tom Birdseye. Under Our Skin: Kids Talk about Race. New York: Holiday House, 1997. Print. • www.elmuseo.org/emuseum • SankofaKuumba Performance Company • Guest speaker • Computer lab • Arts and crafts materials (poster board, markers, scissors, glue…etc.)

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