Geography (Human)

1. Geography (Human) Objective: Define Human Geography Define Physical Geography Hypothesize ways to use cultural content to help students relate to others and the world.

2. Geography Standards

3. Imagine… • You have two 3rd grade girls who come up to you with a conflict. One of the girls is white, the other is Native American (American Indian). The conflict is about a stolen hair clip. The white girl says: “She took it. And I know she is lying about it, because she won’t look me in the eye.” • What do you do?

4. 2 possible choices Ignore the comment Address the comment Explain to the child that in some American Indian cultures, looking in the eye is a sign of disrespect so she may be misreading the other student’s actions. What is the consequence of this action? • Although you know that in some American Indian cultures, looking at others straight in the eye can be a sign of disrespect, you don’t want to address the ethnicity of the child directly. • What is the consequence of this action?

5. Identity Bubbles • Make a bubble sheet on scratch paper as shown • http://www.tolerance.org/sites/default/files/documents/tt_multicultural_self.pdf • Put your name in the middle of the worksheet. • In each bubble write a part of your identity and the various aspects of “you-ness” that it informs. • My example • Finish • Find someone across the room ,whom you haven’t spoken much to, to share your bubbles.

6. Stereotype Card • Choose one identity bubble. • Think of a time, you have been confronted with a stereotype about that identity. • My example.

7. Stereotypes and Cultural Geography • We’ve just explored how within this room of Americans, we identify ourselves as many different things. • When we perpetuate stereotypes in our geography instruction, we treat people around the world as if they only belong to only one collective identity.

8. Unlearning Indian Stereotypes • For the next segment, we will specifically explore the problem of stereotypes when educating students about Native Americans. • We will then apply this to teaching about people all over the world. • Video • Article

9. Article Discussion • What were your thoughts? • How viable do these suggestions seem to you? • Other comments

10. Moving beyond the “Tourist Curriculum” • Foods • Religion • Famous Places • Customs • The “exotic” • How might focusing on the “tourist” curriculum perpetuate stereotypes? • Come up with one example in your group.

11. How to move beyond? • Activity

12. Other ideas… • Aboriginals of Australia • http://www.schools.nt.edu.au/walungurru/kip.htm • Problem based learning • Achievements to celebrate

13. Revisit Scenario… • How might you hope your students could resolve this conflict? • If they can’t, what types of activities could you do to help them make better decisions about interacting with others… After all, helping students to become informed decision makers is one of our main goals of SOCIAL STUDIES! 

14. Last thought…Culturally Responsive Teaching • The goal of multicultural teaching isn’t just to teach about multiculturalism… • The goal is to ensure that all students can participate equally in education. • Here are some important reflective questions to ask yourselves when teaching. • http://www.tolerance.org/sites/default/files/documents/tt_questions-3.pdf