Gina Spolar, Luke Blacquiere

Theme: Diversity

Grade level: 9th

Timeframe: 2 weeks

III. Curriculum Rationale

a. Rationale: Through studying native plants and their uses students will develop knowledge of plant identification and biology and an appreciation for the cultures who used these plants.

b. ESL Strategies:
1. Preteach Vocabulary
2. Reading Strategies: prereading assignments, during reading assignments, post reading assignments
3. Post objectives of Unit
4. Cooperative learning activities
5. Thematic Bulletin Board
6. Visuals
7. Use of technology

c. Integration of Learning English:
1. Through the concrete teaching of vocabulary with visuals and examples.
2. Using reading to reinforce learning.

d. Multicultural Concepts:

Esteem, Empathy and Equity

IV. Philosophy of Education

Multicultural education is imperative for successful and full student achievement. A multicultural education is student centered and builds from the students’ own experiences and perspectives. By doing this multicultural education teaches students more efficiently but is also builds students’ esteem, teaches the students empathy for people with different experiences and perspectives and demonstrates equity in the diversity of the microcosm of the classroom.
Mindset
Multicultural education must begin with the correct mindset of the educator. The United States used to be referred to as the melting pot. This label came from the presumption and expectation that everyone who entered the country would melt into the common and dominate American culture. This is referred to as assimilation theory. An underlying assumption of assimilation theory is that diversity is a deficiency. This is exactly opposite of the mindset that is inherent for multicultural education. In order to begin multicultural education the educator must value and place importance on diversity. Then in implementing multicultural education the educator must teach the value and importance of diversity. Valuing diversity if the groundwork for multicultural education.

Goals
In Multicultural Teaching multicultural education is defined as an inclusive teaching/learning process that engages all students in (1) developing a strong sense of self-esteem, (2) discovering empathy for persons of diverse cultural backgrounds, and (3) experiencing equitable opportunities to achieve to their fullest potential (Tiedt & Teidt, 2002). In this definition of multicultural education three goals are evident. These goals stem from the groundwork of valuing diversity and reinforce this concept. The goals are building and teaching esteem, empathy and equity. These goals are a good beginning point for the implementation of multicultural education.

V. Goals and Objectives

1. Identify needs and concerns universal to people of all cultures and compare interesting cultural variations.
2. Identify examples of stereotyped thinking and prejudice in real life and in literature.
3. Inquire multiculturally as they engage in broad thematic studies related to any field.
4. Participate in community and school affairs as informed, empathetic young citizens who know and care about other people and recognize the enriching effect of having many cultures represented in our population.

VI. Demographics

A Description of the Students and Their Community

Multicultural education must include everyone. In order for it to include everyone there must be knowledge of all the students and their community. The task of this paper is to describe the students and their community as a launching point in the goal of multicultural education. Because this paper is written during summer break, students will not be able to be specifically described. Rather a generalization of the students and their community will be given.

Description

In describing student I want to clarify the difference between describing and labeling. Describing as Walters and Keil (1996) define it is a means of assembling and communicating information about he attributes of people. This process of describing will assist in developing a multicultural curriculum. Labeling on the other hand refers to applying a name. Labeling presupposes knowledge where describing is the assembling and communication of knowledge. Labels such as Native American, Anglo and limited English proficiency will be used in this paper. These are not meant to presuppose knowledge but are used in the process of describing.
I am a teacher a Gallup Junior High School so the focus of description will be on the students at this school. First in describing the students at the junior high the website of the junior high was referenced. The website reports that seventy-four percent of the student population is Native American (Scott, 2004). From personal observation the majority of Native Americans are Navajo with a much smaller number being Zuni. Sixteen percent of the student population is Hispanic and ten percent Anglo (2004). Excluded from the website listing are African-American, Asian and Arab students who from personal observation make up a small number of the student population.
Languages used by the students and community include English, Navajo, Zuni, Spanish and others. At the junior high there are a significant number of students whose second language is English. Most students at the junior high are proficient in English but there are a number of students who have limited English proficiency. The primary language used at the junior high in instruction and non-structured discourse is English.
Social class refers to the perceived status in the society, closely linked with socioeconomic status (Tiedt & Tiedt, 2002). The social class of the students and community as based on wealth, education and occupation varies widely. According to the website greatschools.net who measures socioeconomic status according to the percentage of students receiving free or reduced price lunch fifty-eight percent of the students at the junior high receive this service as compared to the New Mexico State average of fifty-six percent (GreatSchools Inc., 2003). This indicates a lower economic status of more than half the student population. Education in the community varies from post-secondary graduate to non-high school graduate.
Other information, which is valuable in describing students, is the diverse groups to which they belong and beliefs they possess. Beliefs include but are not limited to Islam, Christianity, traditional Native American beliefs and the beliefs of the Native American Church. Groups to which students belong may include tribe, clan, sports teams and academic clubs.
Also important in describing the students are my own personal observations. Students love to laugh. They enjoy being challenged. They want to be known as individuals. To be acknowledged for something that makes them special or for something they did well is important to the students. At the same time as wanting to be recognized as individuals they want to fit in and be part of a group also. Students want someone to know and appreciate them.
Knowing the students is a step in providing a multicultural education. In writing this paper I realized I know a little about the students but I need to learn more in order to provide an effective multicultural education.
References
GreatSchool Inc. (2003). School Summary. Retrieved July 3, 2004, from http://www.greatschools.net/modperl/browse_school/nm/404

Scott, J. (2004). School Demographics. Retrieved July 3, 2004, from http://gpj.gmcs.k12.nm.us/webpage1a.htm

Tiedt, P. L. & Tiedt I. M. (2002). Multicultural Teaching. Boston, MA: A Pearson Education Company.

Walters, D. R. & Keil, D. J. (1996). Vascular Plant Taxonomy (4th ed.) Dubuque, IA: Kendall/Hunt Publishing Company.


Description of Community

Our school, Gallup Junior High School, is located in Gallup, NM. Gallup is the largest American Indian center in the southwest. Our community is approximately 20,000 people and is surrounded by many different Indian reservations including Zuni, Acoma, Laguna, Navajo and Hopi. (Genuine Gallup website) The diversity of cultures also includes African Americans, Asian Americans, Anglo Americans and people from the Middle Eastern countries just to mention a few. There are many different recognized religions as well. The average income median in the Gallup areas is $39,197. Although unemployment in Gallup is high, comparatively to the reservation it is it much lower. It is very common for Native Americans to make their living selling traditional arts and crafts. Gallup is considered the hub for shopping and trading for all the surrounding reservations.
Description of School

As a third year teacher at the Gallup Junior High School, we serve most of the community’s students and many students whom travel by bus from the far outskirts of Gallup. By examining the demographics of our community it is easy to see why our school is so racially, culturally and socio-economically diverse. Our average population for 2003-2004 school year was 1600+ students. We are an 8th and 9th grade school and have over 100 staff. Based on the past year’s statistics our students are: 74% Native American, 16% Hispanic and 10% Anglo (Scott, 2004). From my own experiences there are also, as mentioned above, students of Asian, Middle Eastern, African, Russian, Italian and Czechoslovakian descent, which make up a small number in the population. The term Native American is used to describe all tribes but we generally see more Navajo students then any other tribe. Our classes are all culturally and racially mixed and equality is of high importance within our faculty. Although, as hard as teachers may try to prevent discrimination in class, it still goes on throughout the student body.

Conclusion

When taking into account what my students’ lives are like, I realize I know very little about them. Sometimes, as a teacher I forget that some students do not speak English well or that that they were not raised with the same a mannerism as I was and that leads to communication differences. From this paper I can see many obstacles that interfere with learning. Such as students that have to help with making the arts and crafts to sell in order to help support their family. Parents may also work nights and expect their older children to baby sit. In turn, these students come to school tired and have been on a bus for an hour or so. Many of our students are on free or reduced lunches due to low-income homes. What if these students only get that one or two meals a day? There are countless factors that play into getting a good education. I now realize that since each student comes from a different background, culture and economic background, each student is faced with different obstacles. Therefore, each student needs to be treated with the same respect but I need to further what I know about each student and try to accommodate them where I can yet still be fair.

References

Genuine Gallup (2003). Gallup Demographics. Retrieved July 8, 2004, from www.gallupnm.org

Scott, J. (2004). School Demographics. Retrieved July 8, 2004, from http://gpj.gmcs.k12.nm.us/webpage1a.htm

VII. Map of Theme














VIII. Teaching Ideas
Teaching esteem, empathy and equity may help equalize the problems that children face as they develop their own perspective of multiculturalism. Learning these three characteristics is fundamental for this perspective to grow in an open and positive manner. Helping students establish a strong sense of self-esteem will allow them to be comfortable as they are and learn to accept others and respect differences. This can be taught through honoring a student, praising what he/she has done well, accepting them for who they are etc. Help students discover empathy for all. This includes cultural diversities as well as students who have emotional, physical or learning disabilities. Using a cooperative group setting or partnering up students of different levels and abilities can help students relate and learn to accept all while learning from all. The third “E” is equity, which is defined by Webster’s Dictionary (1997) as “fairness or impartiality”. In order to teach this, the classroom must be an unbiased, non-racial setting. All students need to be treated the same and in turn, the students must treat each other with respect. Students need to learn equity for all people. All cultures need to be appreciated and for instance, have a day to learn about a certain culture’s food, traditions and language with guest speakers. Teaching equity in the classroom can help with esteem and empathy.

IX. Websites of Interest

www.angelfire.com/att/nativeherb/
www.pitt.edu/~cbw/herb.html
http://nmrareplants.unm.edu/
www.cantos.org/evergreen/weed.html
www.wnmu.org/academic/mat/tesol/dyes.html
Recipes

X. Lesson Plans

Title: Survival by Vegetation Date:

Grade Level: 9th grade Timeframe: 90 minutes

Standards: Understand the properties, structures and processes of living things and the interdependence of living things and their environments.

Objective: Students will differentiate between toxic and useful plants and be able to identify uses of local plants.

Multicultural Objective: Students will understand that cultures use local vegetation for medicinal purposes, food, and survival.

ESL Strategies: Use of technology
XI. Preteach vocabulary
Cooperative learning groups
Visuals
Use of pre and post reading assignments


Teacher: Student:
*Develop vocabulary list and hand to students to define as a class
&Ma Poultice
&Ma Infusion, tisane or tea
&Ma Decoction
&Ma Expressed juice
&Ma Edible
&Ma Noxious
&Ma Herbal
*Discuss 7 basic plants in the Northern New Mexico area that are used for medicinal purposes
*Computer lab: help students look at site www.arizonacactus.com/medicine.htm
*Develop 7 groups (with mixed ability levels and cultures) to explain project:
&Ma Develop presentation that includes
&Ma Where plant can be found
&Ma Draw a picture, label
&Ma Uses according to different cultures
&Ma How it is used
&Ma Find sites or resources and give several facts
&Ma Extra credit (due in 2 class days): Explain that as individuals the students will: bring in an example of any plant in the form it is used and explain.
*Journal entry: How do you think that cultures found uses for vegetation in their area? If you were a hunter-gatherer for a tribe, what would you chose to eat or use? How would you make that decision? Remember; the wrong decision could kill you and your tribe!

*Complete vocabulary using dictionaries, biology books and peers








*Take notes on plants

*Surf through website and begin to understand the 7 plants and uses

*Join assigned group and chose a plant
&Ma Start research using technology or other resources.
&Ma Do interview with elders or people familiar to plants
&Ma Find other cultures that may use plants and what they use them for.



&Ma Look for any plant in the area (use website for ideas) that can be used for medicinal or any purpose and explain to class. Bring in to class and prepare or show how to prepare.


*Journal about the given topic. Journal entry should be 2-3 paragraphs.

Assessment/Evaluation: Informal assessment-check on student’s progress and outcome by end of day. Need to have good understanding of assignment and some research done. Journal entries need to be complete and include some perspective from the day’s class objective.

Reinforcement/Enrichment: Reinforce idea that vegetation has many purposes
Enrichment: extra credit: find local vegetation and use to explain to class. Bring in example and present.



Materials: Vocabulary list
Dictionaries
Biology books and other resource books
Computers with Internet
Pre-selected groups
Drawing paper
Student journals
Student notebooks

Reflection: Before teacher presentation: Try to find a sample of each of the 7 basic plants to pass around and as visuals.

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Title: Labeling and Describing Fruit Date:

Grade Level: 9th Timeframe: 90 min.

Standards:
Understand the properties, structures and processes of living things an the interdependence of living things and their environment.

Objective:
Students will understand fruit nomenclature and be able to recognize the different parts of fruit allowing them to label the fruit according to the information provided.

Multicultural Objective:
Students will understand the difference between labeling and describing and stereotypes which result from labeling.

ESL Strategies:
Preteach Vocabulary
Post Objectives
Visuals
Cooperative learning activities

Teacher: Student:
-Instruct the students on parts of flower and parts of fruit. (Handout; see below)
-Show various fruits talk about their structure and parts
-Cut up fruit have determined student groups label the fruit according to nomenclature.
-Have the students eat the fruit taking notes on the different tastes
-Have the students fill out a demographic survey
-Lead discussion concerning the difference between a label and a description
-Have the students journal about the origin of stereotypes -Listen ask questions if anything is unclear

-Listen ask questions if anything is unclear

-Work cooperatively in labeling the fruit according to nomenclature

-Eat fruit take notes on the taste of each fruit
-Complete demographic survey

-Discuss the difference between label and description by drawing on the labeling and describing of the fruit
-Journal about the origination of stereotypes

Assessment/Evaluation:
Informal assessment of students labeling the fruit, assessment of the journal

Reinforcement/Enrichment:
Through the continuing study of plants and their uses knowledge of fruits will be reinforced.
Materials:
Fruit, knife, cutting board, handouts, overhead, student journals

Reflection:
Reflection will be completed after this lesson has been taught.
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Vocabulary List:

Fruit
Berry:

Pome:

Pepo:

Hesperidium:

Drupe:

Aggregate:

Multiple:

Follicle:

Legume:

Fruit Structure

Pericarp:

Mesocarp:

Endocarp:

Seed:

Locule:

Pedicel:
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See PDF attachment