Karen Donohoe
Standard 2
April 28, 2015
Standard 1 Advocacy for Social Justice
1)
Educators who embrace a social justice perspective are attentive to
inequalities associated with race, social class, gender, language, and other
social categories.
2)
They consciously look for alternatives to established educational
practices that support the learning, development, and academic achievement of
children whose backgrounds place them outside of the dominant culture.
3)
They employ multicultural, anti-racist, anti-bias educational practices
that foster deep engagement in learning and high academic achievement among all
of the nation’s children.
This
standard is important because of its focus on applying teaching strategies with
attention to students’ different background. This standard stresses the
importance of recognizing that not every student is the same and that all
people are different in different ways and teaching students about differences
in race, gender, class, and language. It is important to educate students on
these topics because in the diverse urban setting that they live in they should
be education about social justice. Educators need to pay attention to what they
are teaching when teaching to students of non-dominant cultures.
It is important for educators to supply
diverse material for the students so that they can educate themselves or feel
comfortable in the classroom. This is often done through literature within the
classroom. Educators can choose a read aloud or small group readings that educate
students on other cultures as well as making the resources available to each
students’ needs or preference.
I found an
article online that focuses on the lack of social justice through teaching of
history and it says, “Traditional
materials invite children into Columbus’s thoughts and dreams; he gets to
speak, claim land, and rename the ancient homelands of Native Americans, who
appear to have no rights. Implicit in many traditional accounts of history is
the notion that children should disregard the lives of women, working people,
and especially people of color—they’re led to view history and current events
from the standpoint of the dominant groups. By contrast, a social justice
curriculum must strive to include the lives of all those in our society, especially
the marginalized and dominated.”(Intro, xi) History is the easiest way to
incorporate social justice into the classroom. It provides real examples of
racism and discrimination, and is a great way to get an engaged, safe
conversation going with your classroom about social justice. This quote
highlights the racism within the education system that was happening not even
ten years ago within history textbooks. These books taught students that the
white people that came to America were good, pure and saved the world, lacking
to tell the many other sides of history. This article states the same
importance of this standard, educating all students, majority or minority, is
important to a well rounded classroom as well as a well rounded education.
Artifact 1A is a copy of a lesson
plan where I taught a lesson on North America. I knew that five out of the
twenty students were new to the country and that none of the other students had
had a social studies class before. This worked out to my advantage because I
was starting with no prior knowledge what so ever. I was able to teach the
simplicity of North America being formed by four different countries and work
on the students identifying those countries. There was a minority of students
who were not born in this country but the rest of the students where not able
to find themselves on a map of the United States so all students were starting
at the same knowledge level of North America. In this lesson I met standard 1.2
through my attention to the students who were not from this country. I spent
time with them previewing the material and vocabulary before I taught the
lesson to the entire class. I was able to preview the material providing these
students who are level one English Language Learners (ELL) the language skills
to be able to participate in the lesson. An alternative strategy that I used
for these students was to make a game out of finding countries on a blow up
globe. Through my attention to the minority students I did not ignore the
majority. I previewed the material with the ELL’s because the language was not
there for them to be able to participate in the lesson, where as the language
was there for the other students. I did similar activities during the whole
class lesson that I did with the ELL’s insuring that all students would
comprehend the material.
I believe that this is a standard
that I have not had a lot of practice in. I understand the importance of social
justice within all classrooms and plan to practice this within my own classroom
one day. I plan to have a wide variety of literature within my classroom that
reflects each student in a variety of domains. I also intend to teach the
importance of social justice through social studies. I want the students to be
able to learn life skills and life knowledge through their knowledge of the
past. History is such a powerful subject that students can learn from. It is
important for students to learn the mistakes of the past in order to prevent
them from happening in the future.
Introduction: Creating
Classrooms for equity and social Justice. Introduction.
Artifact 1A
Karen Donohoe
S.S. North
American Map
April 17, 2015
Objective: Students will be able to identify the
countries in North America when given a blank map of North America.
MA Curriculum
Frameworks: History/Social Studies (grade 4)
4.9- Regions of the Unites States: On a map of North America, locate the
current boundaries of the United Sates (including Alaska and Hawaii)…
4.17- Canada: On a map of North America locate Canada…
4.23- Mexico: On a map of North America, locate Mexico…
Accommodation/Differentiation
-Each table group
that has a level one ELL also has a native Spanish speaker in the group so they
can translate if needed. Students will be working on the “we do” puzzle in
their table groups.
-I have already
previewed a labeled map of North America with the level one ELL’s in their map
books. I have named countries and they had to point to where they were on the
map of North America.
-While students
will have time to work on their S.S. projects in the morning I will work with
the level ones on the rug. I will do a mini lesson with them so they will be
prepared for the whole class lesson in the afternoon.
-We will start
with looking at a labeled map of North America and I will have the students
find countries that I say out loud.
-The students will
each be given a puzzle of North America that they will put together using the
map in their map books as reference.
-We will then play
a game with the globe ball. We will take turns naming countries in North
America and throw the ball to a friend who has to then find the country that
was named.
-IEP / ELL
students have already seen and colored a labeled map of North America.
-I will be using manipulative
to help students who need a visual. (Puzzle)
-Word banks will
be used to help ELLs.
Vocabulary:
-Country:
An area of land that is controlled by its own government.
-Continent: a large piece of land that
makes up our globe.
-Ocean: A large body of salt water.
-Tropic of Cancer: The horizontal line
north of the equator
-Arctic Circle: imaginary circle drawn
around the North Pole, parallel to the equator, above the tropic of cancer.
-Equator: imaginary line splitting the world into northern and
southern hemispheres.
Procedure:
1. Students will come back from the bathroom
and come to their seats
2. I will project the objective on the board
we will read it as a class.
3. I will define vocabulary for the students
on the smart board. (Country, continent, ocean, tropic of cancer, arctic
circle)
4. I
will show a blank map of North America and label it. Showing the students where
the countries in North America are located.
5. I will give each table North America puzzle
pieces that they need to label and put together. Students will have t15 minutes
to do this.
6. When students are done they will complete
the North American Map Activity worksheet INDEPENDENTLY.
7. Instruct students that when they are done
with their activity they can fill out the blank map worksheet that will be on
the rug.
8. Students will be able to show what they
have learned by filling out a blank map of North America using a word bank.
(Assessment)
WORD BANK
CANADA
UNITED
STATES
GREENLAND
MEXICO
GUATAMALA
EL
SALVADOR
COSTA
RICA
PANAMA
BELIZE
HUNDORUS
NICUAGUA
CUBA
JAMAICA
HAITI
PUERTO
RICO
DOMINICAN
REPUBLIC
BAHAMAS
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