Social Justice

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Social Justice Zarrillo Chapter 7

• Discussions
• Using case studies/vignettes to teach social
  studies

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Freedom books paper due

• Another look at social justice
• Summary discussions activity

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Social Justice continued Ethnic Racial
Identity implications

• What is an ethnic population?
• According to Gollnick and Chin, 1990) an ethnic
  population is a group of people classed according
  to common traits, customs, or social views.
• Traits may include- heritage, values, rituals
• Heritage- inherited cultural models- housing,
  foods, family styles etc
• Rituals- religion, medicine, sports, festivals
  etc.

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Understanding Ethnic identity development

• Ethnicity is a powerful influence in determining
  individual and group identity. Children identify
  with their ethnic group or groups. This
  membership provides them with a sense of
  belonging.. Influences individual personalities,
  social skills cognitive preferences (p. 48,
  Sheets, 2005)

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Why is it important to understand ethnic racial
identity?

• Many teachers are unaware of how this influences
  student development
• Many are hesitant to take action on observed
  variations in children
• Some ignore or inadvertently suppress these
  differences
• The RESULT many children are left behind or fall
  between the cracks of our educational system
• A need to understand racial diversity

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Racial diversity

• Race is the most common element of diversity.
• Orlich, Harder etal. (2001) define race as a
  group of individuals who share certain physical
  or biological traits, particularly phenotype
  (skin color), body structure and facial features
  p. 60
• They continue to state that people narrowly
  define race in terms of skin color, hair and
  eyes.
• However, members of a racial group do not have
  distinct experiences in society and common
  perceptions of it, and this is where racial
  differences impact school p. 60.

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Why the differences?

• The differences in racial experiences are as a
  result of
• History- what has happened to a certain people
  through history- example- discriminations,
  stereotypes, slavery, denied education and
  resources.
• Economics- is there equitable distribution of
  resources? Does everyone have equal access to
  resources? Why or why not?
• Environment- Is the environment safe, does it
  have the resources? Are there high expectations?

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Implications of Racial identify in the classroom

• As teachers we have an obligation to
• find the best methods and materials to achieve
  the best results for all.
• Make adaptations to a curriculum that is
  inclusive of contributions of all peoples of the
  united states.
• Create positive educational environments that
  help students develop POSITIVE SELF CONCEPTS (
  Orlich Harder etal. 2001).

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Implications continued

• Culture and ethnic identity influences learning
  styles- therefore teachers need to address
  Gardner's theory of multiple intelligence. At the
  same time avoid putting all children from a
  culture into one shoe fits all.
• Culture and ethnic identity influences
  communication- use of gestures, verbal and
  non-verbal communication is dictated by culture.
• Need to provide continuity- link between home and
  school- can be done by having resources that
  represent cultures in a positive manner,
  teacher-parent communication can minimize mixed
  messages for learners etc.
• Use of cultural specific accommodations- to reach
  out to those economically disadvantaged, socially
  disadvantaged, or linguistically disadvantages.

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Conclusion

• Culture does matter. Learning cannot take place
  in settings where students cultures are devalued
  and rejected. There is a need to consider
  students identities when planning learning
  environments (Nieto, 2000) p. 152
• Ladson-Billings asks How can academic success
  and cultural success complement each other in
  settings where student alienation and hostility
  characterize the school experiences?

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Using art to teach difference

• Finger painting-
• Lesson Alike different
• Make a hand print each to use a different color
• Print on fabric provided
• Each to write on the fabric- what makes
  differences a beautiful thing to celebrate

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Using case studies vignettes( 5 pts) to teach
about diversity

• Read the case provided/vignette
• Answer the questions that follow
• What is the case about?
• How did the teacher respond?
• Do you agree with how she responded? Why or why
  not?
• How would you have responded why?
• What types of attitudes, knowledge understanding
  do teachers need to enable children to process
  ethnic differences?
• Develop your own vignette that you would use with
  3-5th grade students to teach about diversity.
  Write three learning outcomes to go with your
  case.

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Chapter 7Technology

• What is your understanding of technology?
• How can you use technology in the classroom

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Integrating technology into the social studies
curriculum

• Fortunately for social studies teachers, many
  aspects of study in the content areas lend
  themselves to technology integration. Whether it
  be researching and creating spreadsheets with
  data, generating graphs or charts, or creating
  Web scavenger hunts, ideas abound for using
  technology in your social studies class today.
  Using your standards as a guide, modify any of
  the following ideas to fit your curriculum goals
• http//www.glencoe.com/sec/teachingtoday/subject/i
  ntegrating_tech_ss.phtml

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Gathering Information

• Monitor the students when they use the internet.
• Explain to the students about cyber predators.
• Describe the accuracy of information found on
  different web-sites.

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Example abbreviated Use of Technology lesson

• Lesson American President's Gallery And
  Scavenger Hunt
• Technology Used
• Internet and graphic design software, such as
  Print Shop Method, or inspirational
• Procedure
• Assign a different president to each student. If
  you have a small class, you may have to double
  up, so that all presidents can be covered.
• Each student should create a poster, including
  any information that you feel is appropriate for
  your grade level and course. If it is a middle
  school, you may want to include only ten items
  such as birthplace, years in office, spouse,
  important accomplishment, vice president, and so
  on.

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Example technology lesson continued

• Use a graphic design program to create signs and
  banners that include the facts they put together.
  Images of the presidents can be found by going to
  Google.com and clicking on the Images link. If
  you are teaching an AP US History class, you can
  include analysis, in addition to facts.
• Hang the posters around the room, following a
  chronological order.
• Once all posters are hung, distribute a set of
  scavenger hunt questions that requires students
  to walk around and find the answers from the
  posters.
• Web Resources
• The American Presidency by GrolierPOTUS
  (Presidents of the United States)The White
  HousePresidents USA
• http//www.glencoe.com/sec/teachingtoday/subject/i
  ntegrating_tech_ss.phtml

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What are Virtual Field Trips?

• A virtual field trip are great teaching tools for
  students.
• They can explore many different places.
• Museums
• Science labs
• Specific Countries/Continents
• Historical Worldwide landmarks

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CD-RomResources

• Great format to store mass media
• Photos
• Videos
• Graphs
• Text
• Sound files

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Things students can do with a computer.

• File sharing
• Word processing
• Create spreadsheets databases
• PowerPoint presentations
• Concept mapping
• E-mail correspondence
• Gather information on specific topic via use of
  the internet.

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Application other

• How do you intend to use technology in your
  classroom?
• Examples?
• How have I used technology as a teaching tool in
  this class?
• Other
• 11/8- work on units (no class).
• 11/13 Finish social justice Video- Helping
  children understand prejudice- reflection be
  sure to continue reading remaining parts of our
  text books/take notes
• 11/15 Using Music to teacher social studies
• Due Music lesson   activity
• Present a mini lesson to class 6-10 minutes