- Early Childhood and Teacher Education Faculty

Instructor’s Resource Manual with Test Bank to accompany

Multicultural Education in a Pluralistic Society, 9/e Donna M. Gollnick National Council for the Accreditation of Teacher Education

Philip C. Chinn Instructor’s Manual Prepared by Terrence Harewood University of Indianapolis

Test Bank Prepared by Corey Marie Hall Florida State College at Jacksonville

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TABLE OF CONTENTS PREFACE .................................................................................................................................................... 6 PART ONE: CHAPTER OVERVIEWS AND ACTIVITIES .................................................... 7 CHAPTER 1: FOUNDATIONS OF MULTICULTURAL EDUCATION ............................... 8 KEY TERMS: CHAPTER 1 ......................................................................................................................... 8 SUGGESTED ACTIVITIES AND ASSIGNMENTS ...................................................................................... 12 Preliminary Learning Activities .....................................................................................................12 Learning Outcome Activities: Meeting All Students’ Needs ...............................................14 Learning Outcomes and PowerPoint Slides ..............................................................................17 Supplemental Activities .....................................................................................................................18 Reflect and Apply .................................................................................................................................19 Assessment of Learning .....................................................................................................................21 CHAPTER 2: ETHNICITY AND RACE ................................................................................. 22 KEY TERMS: CHAPTER 2 ...................................................................................................................... 22 SUGGESTED ACTIVITIES AND ASSIGNMENTS ...................................................................................... 24 Preliminary Learning Activities .....................................................................................................24 Learning Outcome Activities: Meeting All Students’ Needs ...............................................26 Learning Outcomes and PowerPoint Slides ..............................................................................29 Supplemental Activities .....................................................................................................................31 Reflect and Apply .................................................................................................................................32 Assessment of Learning .....................................................................................................................33 CHAPTER 3: CLASS AND SOCIOECONOMIC STATUS ................................................... 34 KEY TERMS: CHAPTER 3 ...................................................................................................................... 34 SUGGESTED ACTIVITIES AND ASSIGNMENTS ...................................................................................... 36 Preliminary Learning Activities .....................................................................................................36 Learning Outcome Activities: Meeting All Students’ Needs ...............................................38 Learning Outcomes and PowerPoint Slides ..............................................................................40 Supplemental Activities .....................................................................................................................42 Reflect and Apply .................................................................................................................................43 Assessment of Learning .....................................................................................................................44 CHAPTER 4: GENDER ............................................................................................................ 45 KEY TERMS: CHAPTER 4 ...................................................................................................................... 45 SUGGESTED ACTIVITIES AND ASSIGNMENTS ...................................................................................... 47 Preliminary Learning Activities .....................................................................................................47 Learning Outcome Activities: Meeting All Students’ Needs ...............................................49 Learning Outcomes and PowerPoint Slides ..............................................................................51 Supplemental Activities .....................................................................................................................52 Reflect and Apply .................................................................................................................................53 Assessment of Learning .....................................................................................................................54 CHAPTER 5: SEXUAL ORIENTATION................................................................................ 55

3 KEY TERMS: CHAPTER 5 ...................................................................................................................... 55 SUGGESTED ACTIVITIES AND ASSIGNMENTS ...................................................................................... 57 Preliminary Learning Activities .....................................................................................................57 Learning Outcome Activities: Meeting All Students’ Needs ...............................................58 Learning Outcomes and PowerPoint Slides ..............................................................................60 Supplemental Activities .....................................................................................................................61 Reflect and Apply .................................................................................................................................62 Assessment of Learning .....................................................................................................................63 CHAPTER 6: EXCEPTIONALITY.......................................................................................... 64 KEY TERMS: CHAPTER 6 ...................................................................................................................... 64 SUGGESTED ACTIVITIES AND ASSIGNMENTS ...................................................................................... 67 Preliminary Learning Activities .....................................................................................................67 Learning Outcome Activities: Meeting All Students’ Needs ...............................................69 Learning Outcomes and PowerPoint Slides ..............................................................................72 Supplemental Activities .....................................................................................................................74 Reflect and Apply .................................................................................................................................76 Assessment of Learning .....................................................................................................................77 CHAPTER 7: LANGUAGE ....................................................................................................... 78 KEY TERMS: CHAPTER 7 ...................................................................................................................... 78 SUGGESTED ACTIVITIES AND ASSIGNMENTS ...................................................................................... 81 Preliminary Learning Activities .....................................................................................................81 Learning Outcome Activities: Meeting All Students’ Needs ...............................................83 Learning Outcomes and PowerPoint Slides ..............................................................................86 Supplemental Activities .....................................................................................................................88 Reflect and Apply .................................................................................................................................89 Assessment of Learning .....................................................................................................................90 CHAPTER 8: RELIGION ......................................................................................................... 91 KEY TERMS: CHAPTER 8 ...................................................................................................................... 91 SUGGESTED ACTIVITIES AND ASSIGNMENTS ...................................................................................... 95 Preliminary Learning Activities .....................................................................................................95 Learning Outcome Activities: Meeting All Students’ Needs ...............................................97 Learning Outcomes and PowerPoint Slides ........................................................................... 100 Supplemental Activities .................................................................................................................. 102 Reflect and Apply .............................................................................................................................. 103 Assessment of Learning .................................................................................................................. 104 CHAPTER 9: GEOGRAPHY .................................................................................................. 105 KEY TERMS: CHAPTER 9 ....................................................................................................................105 SUGGESTED ACTIVITIES AND ASSIGNMENTS ....................................................................................107 Preliminary Learning Activities .................................................................................................. 107 Learning Outcome Activities: Meeting All Students’ Needs ............................................ 109 Learning Outcomes and PowerPoint Slides ........................................................................... 112 Supplemental Activities .................................................................................................................. 113

4 Reflect and Apply .............................................................................................................................. 114 Assessment of Learning .................................................................................................................. 115 CHAPTER 10: THE YOUTH CULTURE............................................................................. 116 KEY TERMS: CHAPTER 10 ..................................................................................................................116 SUGGESTED ACTIVITIES AND ASSIGNMENTS ....................................................................................118 Preliminary Learning Activities .................................................................................................. 118 Learning Outcome Activities: Meeting All Students’ Needs ............................................ 119 Learning Outcomes and PowerPoint Slides ........................................................................... 120 Supplemental Activities .................................................................................................................. 121 Reflect and Apply .............................................................................................................................. 123 Assessment of Learning .................................................................................................................. 124 CHAPTER 11: EDUCATION THAT IS MULTICULTURAL ........................................... 125 KEY TERMS: CHAPTER 11 ..................................................................................................................125 SUGGESTED ACTIVITIES AND ASSIGNMENTS ....................................................................................127 Preliminary Learning Activities .................................................................................................. 127 Learning Outcome Activities: Meeting All Students’ Needs ............................................ 129 Learning Outcomes and PowerPoint Slides ........................................................................... 132 Supplemental Activities .................................................................................................................. 134 Reflect and Apply .............................................................................................................................. 135 Assessment of Learning .................................................................................................................. 136 PART TWO: CHAPTER ASSESSMENTS ........................................................................... 137 CHAPTER 1 TEST QUESTIONS ............................................................................................................138 Multiple Choice................................................................................................................................... 138 Short Answer ....................................................................................................................................... 143 CHAPTER 1 TEST ANSWERS ...............................................................................................................144 Multiple Choice................................................................................................................................... 144 Short Answer ....................................................................................................................................... 145 CHAPTER 2 TEST QUESTIONS ............................................................................................................146 Multiple Choice................................................................................................................................... 146 Short Answer ....................................................................................................................................... 151 CHAPTER 2 TEST ANSWERS ...............................................................................................................152 Multiple Choice................................................................................................................................... 152 Short Answer ....................................................................................................................................... 153 CHAPTER 3 TEST QUESTIONS ............................................................................................................154 Multiple Choice................................................................................................................................... 154 Short Answer ....................................................................................................................................... 159 CHAPTER 3 TEST ANSWERS ...............................................................................................................160 Multiple Choice................................................................................................................................... 160 Short Answer ....................................................................................................................................... 161 CHAPTER 4 TEST QUESTIONS ............................................................................................................162 Multiple Choice................................................................................................................................... 162 Short Answer ....................................................................................................................................... 167 CHAPTER 4 TEST ANSWERS ...............................................................................................................168

5 Multiple Choice................................................................................................................................... 168 Short Answer ....................................................................................................................................... 169 CHAPTER 5 TEST QUESTIONS ............................................................................................................170 Multiple Choice................................................................................................................................... 170 Short Answer ....................................................................................................................................... 175 CHAPTER 5 TEST ANSWERS ...............................................................................................................176 Multiple Choice................................................................................................................................... 176 Short Answer ....................................................................................................................................... 177 CHAPTER 6 TEST QUESTIONS ............................................................................................................178 Multiple Choice................................................................................................................................... 178 Short Answer ....................................................................................................................................... 183 CHAPTER 6 TEST ANSWERS ...............................................................................................................184 Multiple Choice................................................................................................................................... 184 Short Answer ....................................................................................................................................... 185 CHAPTER 7 TEST QUESTIONS ............................................................................................................186 Multiple Choice................................................................................................................................... 186 Short Answer ....................................................................................................................................... 191 CHAPTER 7 TEST ANSWERS ...............................................................................................................192 Multiple Choice................................................................................................................................... 192 Short Answer ....................................................................................................................................... 193 CHAPTER 8 TEST QUESTIONS ............................................................................................................194 Multiple Choice................................................................................................................................... 194 Short Answer ....................................................................................................................................... 199 CHAPTER 8 TEST ANSWERS ...............................................................................................................200 Multiple Choice................................................................................................................................... 200 Short Answer ....................................................................................................................................... 201 CHAPTER 9 TEST QUESTIONS ............................................................................................................202 Multiple Choice................................................................................................................................... 202 Short Answer ....................................................................................................................................... 207 CHAPTER 9 TEST ANSWERS ...............................................................................................................208 Multiple Choice................................................................................................................................... 208 Short Answer ....................................................................................................................................... 209 CHAPTER 10 TEST QUESTIONS..........................................................................................................211 Multiple Choice................................................................................................................................... 211 Short Answer ....................................................................................................................................... 216 CHAPTER 10 TEST ANSWERS ............................................................................................................217 Multiple Choice................................................................................................................................... 217 Short Answer ....................................................................................................................................... 218 CHAPTER 11 TEST QUESTIONS..........................................................................................................219 Multiple Choice................................................................................................................................... 219 Short Answer ....................................................................................................................................... 224 CHAPTER 11 TEST ANSWERS ............................................................................................................225 Multiple Choice................................................................................................................................... 225 Short Answer ....................................................................................................................................... 226

Preface This Instructor’s Manual is designed to support instructors in teaching important concepts from Multicultural Education in a Pluralistic Society 9th edition. It is divided into two parts. Part One contains a brief overview of each chapter as well as a set of suggested activities for each of the chapter’s learning outcomes. Part two includes a variety of assessments and scores for each chapter. Specific contents for each chapter include: 1. Chapter Overview—provides a brief and concise outline of the chapter’s main content. 2. Key Terms—highlight definitions for important concepts presented in each chapter. 3. Suggested Activities and Assignments—present a variety of teaching strategies designed to facilitate learning and model multicultural teaching. These activities and assignments are organized in the following ways: 

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Preliminary learning activities, which provide caveats and ideas for creating a classroom space where students feel safe to discuss sensitive issues presented in each chapter; activities for getting to know your learners; and activities for students to apply the information from the chapter to understanding their own cultural identity. Learning outcome activities have been designed to facilitate learning for each of the chapter’s learning outcomes. Activities use a variety of strategies to motivate diverse learners. Learning Outcomes and PowerPoint Slides highlight main ideas covered in each chapter and direct instructors to specific supplement PowerPoint slides where the content is covered. Supplemental activities include a variety of additional activities including portfolio activities that allow the students to apply what they are learning. Reflect and apply provides an opportunity for students to develop their skills in metacognition by reflecting about their own learning and emotional responses from each chapter.

4. Chapter Assessments—include a set of multiple choice and short answer test items for each chapter as well as the accompanying answer keys.

PART ONE: CHAPTER OVERVIEWS AND ACTIVITIES

CHAPTER 1: Foundations of Multicultural Education The opening chapter of the text sets the tone for, and introduces key concepts that will be explored further in the following chapters. Today’s teachers who have grown up in areas of the country where there is little racial, ethnic, linguistic or socioeconomic diversity can no longer assume that the schools they teach in will always be the same homogeneous schools with middle class students from the dominant culture. Rapid changes in the population and demographics of the United States, due in part to new immigration patterns and greater mobility among and between regions, is often first manifested and realized in the classroom. The student is introduced to several key concepts that provide the basic terminology and framework for understanding cultural diversity in the U.S. These concepts include: diversity, culture, multicultural and pluralistic education, acculturation, cultural identity, and varied approaches and perspectives related to working with and educating diverse populations, including assimilation, egalitarianism, and social justice education. The full list of concepts is included below. Students should be encouraged to read the opening vignette of this chapter (and of all chapters, as assigned), to consider and reflect on key ideas presented in the case and in the questions that follow. These vignettes serve as activators of key concepts that will be discussed in the chapter that follows. Key Terms: Chapter 1 (Also located in the Text Glossary)

Alienation—Estrangement or disconnected from oneself or others. Assimilation—Process by which groups adopt and change the dominant culture. Bi-cultural—The condition by which members of an oppressed group are forced to operate in the dominant culture at work and school, and in a different culture at home and in their community. Canon—The principles, rules, standards, values, or norms that guide a Western European education. Compensatory education—The provision of special services to students who have limited economic or educational advantages. Critical thinking—An effort to see an issue clearly and accurately to judge it fairly without a preset bias. Cultural borders—A boundary between groups based on cultural differences that may

9 limit an individual’s understanding of persons from a different cultural background. Cultural capital—Endowments such as academic competence, language competence, and wealth that provide an advantage to an individual, family, or group. Culture—Socially transmitted ways of thinking, believing, feeling, and acting within a group. These patterns are transmitted from one generation to the next. Cultural pluralism—The maintenance of cultures as parallel and equal to the dominant culture in a society. Curriculum—A sequence of courses offered by educational institutions. Democracy—A government in which power is vested in the people and exercised by them directly or indirectly through elected representatives. Discrimination—The arbitrary denial of the privileges and rewards of society to members of a group. Dispositions—Values, attitudes, and commitments that guide the work of teachers and other school professionals. Dominant group—The cultural group whose values and behaviors have been adopted by most institutions in society, such as schools. In the United States, it is the middle class, white, English-speaking, heterosexual Christian culture with its historical roots in Europe. Egalitarianism—A belief in social, political, and economic rights and privileges for all people. Enculturation—Process of acquiring the characteristics of a given culture and becoming competent in its language and ways of behaving and learning. Equality—State of being equal in that one cultural group is not inferior or superior to another and that all groups have access to the same benefits of society regardless of their group memberships. Ethnocentrism—View that one’s cultural group is superior to all others. Freedom—Not being unduly hampered or constrained in choice or action by others. Hidden curriculum—The unwritten and informal rules that guide the expected behaviors and attitudes of students in school. Immigration—To enter a country in which one was not born for the purpose of becoming a permanent resident.

10 Individualism—Dominant feature of western culture that stresses the rights, freedom, and importance of the individual over groups. Inequality—Marked distinctions in economic success, educational achievement, educational credentials, and power among groups of people. Involuntary immigrants—Immigrants who did not choose to emigrate from their native countries, but were forced to or conquered by the dominant group. Marginalization—Relegation to a position that is not part of the mainstream or accepted by most people. Meritocracy—A system based on the belief that an individual’s achievements are based on their own personal merits and hard work and that the people who achieve at the highest levels deserve the greatest social and financial rewards. Multicultural education—An educational concept that addresses cultural diversity and equity in schools. It incorporates the different cultural groups to which individuals belong, with an emphasis on the interaction of race, ethnicity, class, and gender in students’ lives. Multiculturalism—The condition in which different cultural groups can maintain their unique cultural identities while participating equally in the dominant culture. Otherness—Cultural groups that are different than our own. Prejudice—Negative attitudes about a group of people. Privilege—Advantages and power over others in society because of one’s socioeconomic status, race, native language, gender, or other group memberships. Proficiencies—Knowledge, skills, or dispositions that students or teachers acquire to meet standards. Racism—The belief that one race has inherent superiority over all others and thereby has the right to dominance. Sexism—The conscious or unconscious belief that men are superior to women that results in behavior and action to maintain the superior, powerful position of males in society and families. Social justice—A philosophy that expects citizens to provide for those persons in society who are not as advantaged as others. Socialization—Process of learning the social norms and expectations of the culture and society.

11 Stereotyped—Application of generalizations, many of which are inaccurate and negative, about a group without consideration of individual differences within the group. Structural assimilation—Assimilation of groups to the point that they share primary relationships, intermarry, and have equality with the dominant group. Subcultures—Groups within a society that are connected to cultural group memberships such as gender, sexual orientation, race, ethnicity, socioeconomic status, religion, exceptionalities, language, and age. Subsocieties—Groups within a society such as punk, gangs, skinheads, or hippies that have developed their own values, attitudes, and behaviors, which are different from the norm and often not acceptable to the dominant cultural group. Values—Qualities or principles that are considered desirable and important

12 Suggested Activities and Assignments Activities and assignments are organized into preliminary learning activities; learning outcome activities, which have been designed to facilitate learning for each of the chapter’s learning outcomes; supplemental activities, including a variety of portfolio activities, and an end-of chapter reflect and apply, metacognitive activity that will stimulate learners thinking about what and how they are learning. The opening vignettes of each chapter provide students with opportunities to reflect on scenarios related to the chapter content, within educational settings Preliminary Learning Activities In a course about multicultural education, it is critical to set the tone and guidelines for discussions that will help students feel a sense of safety in disclosing varied levels of personal information, beliefs, feelings, values, etc. The following activities may serve the purpose of activating students’ understanding of their own thoughts and feelings related to diversity, as well as increase their awareness of the need to be open to varied viewpoints and needs of others in order to create a learning community that is safe for sharing. After conducting any or all of these activities, ask students to draw parallels to how they might enter into these activities in their own classrooms, to establish a safe learning environment and sense of community among students. 1. Establishing Safety One of the first activities you may wish to consider is a small group exploration of what helps students (K-12 as well as college students, and people in general) feel safe in discussing sensitive topics related to identity, culture, race, gender, religion, socioeconomic status, disability, etc. After small group brainstorming, bring the class together as a large group to share responses and to determine, collectively, the specific behaviors, communication styles, and verbal and nonverbal cues that will help class members feel safe in discussions throughout the course. These can be written down and distributed to serve as a guide or reminder throughout the course. 2. Getting to know your learners Various identity formation models have described the college years as perhaps the most formative time when students explore and refine their identities. At the same time, many of the students have not thought about themselves in cultural terms. Building upon their exposure to multimedia technology, ask students to create a short video montage on animoto.com, which tells the story of who they are culturally. Students may register for a free educator account which gives them the ability to make five-minute videos. They may select images that are significant to them in telling the story of “Who am I” in cultural terms. As the instructor you may consider developing your own montage and showing it to students. Your educator account can accommodate up to 50 students. 3. Understanding Who We Are At the beginning of the first class, ask each student to describe who he or she is in one sentence. Explain that you do not seek their name, physical features, or a qualitative

13 description. Rather the sentence should reflect the single most important characteristic that distinguishes them, for example, "I am woman." Ask the students to keep what they have written for future reference throughout the semester. After the class lectures or discussions on manifestations of cultures and cultural identities, ask the students to take out the descriptive sentence written about them earlier and add to it, in relation to what they value, what languages they know, and how they would describe their identity. Invite students to share their responses, if they feel comfortable doing so. Have students save this for reflection and integration into their cultural autobiography (Portfolio Activity 1).

14 Learning Outcome Activities: Meeting All Students’ Needs 1. Prepare your classroom to accommodate a diverse population that will treat all students equitably. Activity: A variety of small group activities may be useful for reaching individual students. Some individuals may find opportunities to actively engage and collaborate with their peers to be beneficial. Ask students to form small groups and then discuss each of the following five statements: 

A focus on culture and cultural differences in school is bound to be counterproductive and only ultimately creates division amongst the students and staff.

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The purpose of schooling should be to help immigrants and other people of color assimilate to the mainstream culture as quickly as possible.

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Teachers and schools should focus exclusively on helping diverse students learn that at the core we are all alike.

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Teachers should accommodate diverse students by developing effective instructional strategies that draw on the cultural background and experiences of students and the community.

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Schools should promote ideals that allow different cultural groups to maintain their unique cultural identities while participating equally in the dominant culture.

2. Examine the role that culture plays in the lives of students and their families. Activity: Many students learn best when they are given an opportunity to think quietly about what they are learning. In some cultures students are socialized by their family to reflect and process information quietly. One activity you may wish to consider is having students generate an individual definition of the concept of culture and the role that family plays in transmitting culture. After each student creates their definition, assign them to small groups and ask them to share their responses with their group members. Encourage students to develop a consensus and record a group definition. Finally, engage students in a whole-class discussion on the definition of culture and its role based on the discussions from their small groups. This sets the stage for them to compare and contrast their definition with the one you will be using in class. This strategy may also be applied for other pertinent concepts in this chapter such as multicultural education, social justice, or cultural pluralism. 3. Consider whether cultural pluralism is a reasonable and achievable goal in the classroom. Activity: Assign students to form small groups of three or four and provide them with chart paper and markers. Ask students to develop a list of at least five advantages and

15 five disadvantages of cultural pluralism and then draw an image that reflects cultural pluralism versus assimilation. Each group should designate a spokesperson who will present their list and explain their image. Have individual members present to the whole class. 4. Recognize why the question “Who are my students?” is so important to effective instruction. Activity: The chapter notes that an answer to the question, “Who are my students?” is predicated upon an understanding of the various group memberships that serve to form students’ cultural identities. One way of developing this understanding is through an exploration of various generalized stylistic differences that may vary across cultures. The website, The Toolkit for Cross-Cultural Collaboration (http://www.awesomelibrary.org/multiculturaltoolkit.html) provides an excellent framework for students to explore such differences. Ask students to explore the site and research the general collaboration style preferences for two or three ethnic groups. 5. Prepare yourself to tackle the obstacles to social justice in order to create a just and equal classroom. Activity: As discussed in the chapter, perspectives on equality can impact an individual’s commitment to social justice. Meritocracy or the belief that people’s achievements are due to their own merits is one such ideology that can influence how individuals respond to students who are culturally different. The following activity is designed to help students explore their perspective on meritocracy. This kinesthetic activity may also be beneficial to students who learn best in this particular way. Meritocracy Forced Choice Activity Step 1: Place one of each of the following signs in the four corners around the room:    

STRONGLY AGREE AGREE STRONGLY DISAGREE DISAGREE

Step 2: Read the following statement to students (Pause To Reflect 1.2): “In each corner of the room there are four signs which indicate a level of agreement. As I read a statement, go to the corner of the room that you believe best expresses your perspective on that statement. Be prepared to justify your decision.” Step 3: Allow students time to explain reasoning behind their particular choices. 

The ablest and most meritorious, ambitious, hardworking, and talented individuals should acquire the most, achieve the most, and become society’s leaders.

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The individual is more important than the group.

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The U.S. economic system represents the interests of a privileged few, rather than those of the pluralistic majority.

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Huge disparities of income, wealth, and power should not exist in this country.

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It is the student’s responsibility to get as much out of school as possible.

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External conditions, such as racism and poverty, should be overcome by the individual.

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Students from all cultural groups can be academically successful.

6. Implement characteristics of multicultural education in the classroom. Activity: Some students learn better by doing. Given what they have learned about culture and multicultural education, it may be useful to engage students in a role-play where they try to persuade a group of parents of the importance of multicultural education. You might have one student students play the role of an irate parent who is opposed to the idea of multicultural education fearing that such a focus merely distracts from teaching the appropriate state standards.

17 Learning Outcomes and PowerPoint Slides The following concepts are presented in the chapter, and are delineated further in the PowerPoint slides enumerated in parentheses. This list of concepts should not be considered exhaustive, but rather an overview of the main ideas covered in the chapter. 1. Prepare your classroom to accommodate a diverse population that will treat all students equitably. 

Concept 1: Student diversity in schools requires educators to be able to educate people who are similar and different from them (CH. 1 PPT slides 4—5).

2. Examine the role that culture plays in the lives of students and their families. 

Concept 2: The degree to which we understanding how individuals are socialized is critical to understanding the thinking, values, and behaviors of ourselves and others (CH. 1 PPT slides 6—10).

3. Consider whether cultural pluralism is a reasonable and achievable goal in the classroom. 

Concept 3: There are multiple perspectives related to educating and working with individuals and groups from non-mainstream cultures in our society and in schools, including cultural pluralism, individualism and meritocracy, and equality and social justice (CH. 1 PPT slides 12 —23).

4. Recognize why the question, “Who are my students?” is so important to effective instruction. 

Concept 4: There are primary cultural influences that constitute the “mainstream” or dominant culture of the United States and immigrants’ collective responses to the dominant culture (CH. 1 PPT slide 11).

5. Prepare yourself to tackle the obstacles to social justice in order to create a just and equal classroom. 

Concept 5: To be effective teachers must be aware of potential barriers that may inhibit students’ opportunity to learn and the administration of social justice, including prejudice, discrimination and privilege (CH. 1 PPT slides 12 —23).

6. Implement characteristics of multicultural education in the classroom. 

Concept 6: Multicultural Education offers guidance to educators on working with diverse students and families (CH. 1 PPT slide 5).

18 Supplemental Activities Students may be asked to complete the following activities to gain further depth of understanding of chapter content. Portfolio Activities: 1. Write a reflective paper that describes your cultural identity and the social and economic factors that have influenced your cultural identity. Refer to your inclass statement of “Who We Are” to get you started. Making it your own: Create a cultural autobiography that is a unique expression of your own personal and family history, talents, interests, and multiple intelligences. Create an autobiography that expresses who you are, your history, your family history, your values, your experiences, through the visual or electronic arts, through poetry, scrapbooking, songwriting, or other media. Interview family members and other significant individuals in your life. If possible, include this in your electronic portfolio. 2. Develop a lesson plan for the subject and level you plan to teach that presents the topic from multiple perspectives. Include a summary of the perspectives to be presented, why they were selected, and how the different perspectives strengthen the lesson. Making it your own: If you are currently teaching, use a lesson or unit plan you have already created, add ways for the children to personalize the activities, or add their own experiences into the lesson. For example, if teaching about nutrition and food choices, have the children not only discuss what types of foods they eat at home, but also where those meals originated (grandmother’s recipe; a meal for fancy occasions; a simple and quick meal with easy-to-find ingredients). Or, have students compile a chart of the different types of foods they eat, by food group, and compare those to the choices offered by food group in the school cafeteria. 3. Select one of the schools in which you are observing to develop a case study of the cultural norms prevalent in the community served by the school. Indicate the diversity of the community and the cultural norms that are reflected in the school. Teachers, parents, and students should be interviewed in developing the case study. In addition, your observations of students should inform your case. Making it your own: Find out specific demographic information of the community surrounding the school (percentages of ethnic and racial groups, number of faith institutions, types of faith institutions, location of such institutions, types of housing, median income, median housing prices, organizations, etc.). Are there patterns in the types of housing, location of faith institutions, and community organizations in relation to ethnic, racial, and socioeconomic data? What types of transportation are available, in which areas? What types of services are available for individuals with disabilities, refugees, recent immigrants, or individuals and communities speaking a language other than English? Given the community demographics, what might you suggest in terms of additional community resources?

19 Reflect and Apply It is essential that students are able to reflect on their own thinking and learning. The following reflection prompts may be used to help students reflect on their own cognitive and emotional responses as well as their learning from the chapter. Ask students to maintain a journal that documents their responses to the questions below. Tell students that they will be asked the same questions after each chapter. Finally, inform students that at the end of the semester they will review their entries, analyze their responses, and write a short paper identifying themes that emerged as well as strategies for furthering their learning. The focus of the reflection paper is to consider how they might apply this expanded understanding of themselves in their teaching and future learning.

1. What have I learned about myself as a learner from this chapter?

2. What have I learned about my emotional responses to learning?

3. What learning tasks did I respond to most easily from this chapter?

4. What learning tasks gave me the greatest difficulties?

5. What do I feel most dissatisfied with regarding my learning activities?

6. What do I know now that I didn’t know prior to reading this chapter?

7. What can I now do that I couldn’t do prior to reading this chapter?

8. What can I teach others to know or do that I couldn’t teach them prior to reading this chapter?

20

21 Assessment of Learning Chapter 1 sample formal test items and answer key can be found in Part 2 of this manual. As the instructor, you may decide to have students engage in performance-based assessments, collaborative assignments, or in-class work to assess their understanding of the foundational concepts presented in this chapter, in addition to, or instead of, the formal test items included in this manual.

Chapter 2: Ethnicity and Race This chapter is multifaceted. It begins with an examination of the ethnic and racial diversity in the United States at present, and the history of voluntary and involuntary immigration across time. The chapter also provides a lengthy discussion of past and present social and legal efforts to both curtail immigration and deny social and educational services to immigrants, as well as to protect the rights of culturally and linguistically diverse populations, particularly in relation to schooling. Developing a healthy ethnic and racial identity is crucial to academic success and the chapter presents valuable information on factors that contribute to such development. Many members of some ethnic groups often face barriers to educational and occupational success and form coalitions to combat such discrimination. The Civil Rights movement is one such effort and considerable coverage is given to the movement including the landmark Supreme Court decision in Brown versus Board of Education of Topeka, KS. The influences of hate groups, as well as efforts to promote positive intergroup relations through a targeted focus on multicultural education programs, are also presented. To help combat racism and facilitate more successful educational outcomes for all students, the chapter explores ways that teachers can make a difference through the affirmation of race and ethnicity in classrooms. Students should be encouraged to read the opening vignette of this chapter (and of all chapters, as assigned), to consider and reflect on key ideas presented in the case and in the questions that follow. These vignettes serve as activators of key concepts that will be discussed in the chapter that follows.

Key Terms: Chapter 2 (Also located in the Text Glossary)

Acculturation—Adoption of the dominant group’s cultural patterns by a new or oppressed group. Acting white—Taking on the behaviors, values, and attitudes of the dominant white culture when the individual is not a member of a European group. Adequate yearly progress (AYP)—A minimum level of improvement—measurable in terms of student performance—that school districts and schools must achieve within specific timeframes specified in the federal law No Child Left Behind. Afrocentric curriculum—Curriculum centered on or derived from Africa. Asylees—Individuals who travel to the United States from another country and ask for asylum or protection from being persecuted in their native country. Civil rights—The rights of personal liberty guaranteed by the 13th and 14th Amendments to the U.S. —Constitution and by acts of Congress.

23 Color blindness—Claim that one does not see a person’s race and treats everyone equally regardless of race. De facto segregation—Separation of people by race that occurs by the choice of the people involved. De jure segregation—State-mandated separation of people by race. Endogamy—Marriage within the same ethnic, cultural, or religious group. Ethnic group—Membership based on one’s national origin or the national origin of one’s ancestors when they immigrated to the United States. Indigenous—Population that is native to a country or region. In the United States, Native Americans, Hawaiians, and Alaska Natives are indigenous populations. Jim Crow laws—Legal restrictions on persons of color sharing public accommodations with whites. Miscegenation—Marriage between people of different races. Multiethnic curriculum—Curriculum that incorporates accurate and positive information about the history, experiences, contributions, and perspectives of the ethnic groups that comprise the U.S. population. Nativism—Policy favoring assimilated ethnic groups in a country over immigrants. Nordic race. Germanic people of northern Europe who are white with a tall stature, long head, light skin and hair, and blue eyes. Refugees—Persons recognized by the U.S. government as being persecuted or legitimately bearing persecution in their home country because of race, religion, nationality, or membership in a specific social or political group.

24 Suggested Activities and Assignments Activities and assignments are organized into preliminary learning activities; learning outcome activities, which have been designed to facilitate learning for each of the chapter’s learning outcomes; supplemental activities, including a variety of portfolio activities, and an end-of chapter reflect and apply, metacognitive activity that will stimulate learners thinking about what and how they are learning. The opening vignettes of each chapter provide students with opportunities to reflect on scenarios related to the chapter content, within educational settings Preliminary Learning Activities The following activities may serve the purpose of activating students’ understanding of the ethnic, racial, and immigrant diversity present within their own communities. These activities may also serve to deepen their understanding of their own ethnic and racial identity, begun through their cultural autobiography (Chapter One, Portfolio Activity). Particular attention can be paid to groups that may not readily identify as an “ethnic or racial group,” such as white students who may not have been raised in communities or families that recognized specific ethnic affiliation, or did not experience an understanding of their own community’s immigration history. After conducting any or all of these activities, ask students to draw parallels to how they might enter into these activities in their own classrooms, to broaden their own students’ identification with, and understanding of, the ethnic and racial diversity and history present in their own communities. When exploring ideas relative to race and ethnicity, many individuals and students may not feel comfortable or may respond defensively or have heightened sensitivity to, or fear of saying, comments that may be perceived as denoting racism. The following activities may be helpful for facilitating effective dialogs about the information in this chapter. 1. Establishing Safety Before beginning any class activities, you may wish to engage students in a discussion of behaviors and statements that will help contribute to feelings of emotional safety during these types of discussions (you may wish to remind them of the discussion held during the first day of class in relation to chapter 1). It should be pointed out that because these topics are typically taboo in our society, it makes entering into discussions about them, at least at first, potentially difficult. Care must be taken to support students in the level of participation at which they feel comfortable, and to not ask students of particular racial or ethnic backgrounds to represent their community or others from that same background. Activities for helping students to feel safe exploring these topics can be found at the Educational Exchange/Multicultural Pavilion website: http://www.edchange.org/multicultural/activityarch.html You may also wish to discuss with students the differences between individual acts of overt racism and discrimination and racism and discrimination that exists due to the

25 structures of society and institutions, that individuals take for granted as “the way things are” typically without further analysis of policies and practices that reinforce white dominance (“institutional racism”). The tendency for students to feel defensive during discussions on racism is a product of having lived in a society where such discussions are taboo. They should not be chastised or otherwise confronted with a negative reaction to their defensiveness, as this is common and a signal of their discomfort. Discuss our tendency to feel fear or discomfort when talking about racism with students, as well as the need to distinguish between individual, overt acts of racism (e.g., calling members of a particular ethnic group by a racial or ethnic slur, or over hate crimes), and situations that occur, often unrealized, due to policies and practices that are taken for granted. Great care must be taken on the part of the instructor to help students feel emotional safety and security by affirming their responses and helping them understand differences in motivation and intent. 2. Getting to know your learners As students continue to explore their identity during the college years, many of them are confronted with the challenge of understanding the importance of race and ethnicity to their self-concept. Racial identity is conceptualized in literature as a developmental process with students being at varying stages along a continuum. Where they are situated along this continuum is often related to the amount and level of complex thoughts they devote to their race and racial identity. For a beginning activity, ask students to bring to class some object or artifact that reflects their thinking about their racial identity. It could be something that they themselves create or something they have at home that represents either the amount of time or level by which they think about their race or racial identity. As a show and tell, have students briefly describe their objects and explain how it relates to their race and racial identity. As the instructor you should consider modeling this process by presenting your own object. 3. Understanding Who We Are After the class lectures or discussions on racial and ethnic identity, ask the students to take out the descriptive sentence written about themselves earlier and add to it, in relation to how they would describe their racial or ethnic identity. Ask each student to describe who he or she is racially or ethnically in a few sentences. Explain the description should reflect how they normally see themselves and perhaps a brief explanation as to why. For example, students might write, “I do not see myself through racial and ethnic categories. I see myself as being an American.” Invite students to share their responses, if they feel comfortable doing so. Have students save this for reflection and integration into their cultural autobiography (Chapter One, Portfolio Activity 1).

26 Learning Outcome Activities: Meeting All Students’ Needs 1. Identify patterns of immigration and immigration policy and their impact on the education of children of foreign-born families. Activity: As noted previously, a variety of small group activities may be useful for reaching individual students. Some individuals may find opportunities to actively engage and collaborate with their peers to be beneficial. For this activity, have individuals or small groups of students conduct an ethnic survey of the geographical area (for example, city, county, or several-county area) in which the college or university is located or of the geographical area in which they were raised or plan to teach. In addition to determining the ethnic composition of the area being surveyed, the following additional information could be collected:  Historical time line of immigration and migration to and from the area  Traditions (e.g., customs, foods, or clothing) and institutions (e.g., social clubs, churches, or social welfare agencies) that are still maintained by the ethnic groups  Political attitudes and activities of the various ethnic groups, including the ethnicity of the individuals in political power in the community  Housing patterns of the various ethnic groups (e.g., can patterns of segregation be determined or have families moved from rural areas to towns or from cities to suburbs?)  Socioeconomic status of ethnic groups in the area 2. Define ethnicity and describe how educational practices support or eliminate ethnic differences among students. Activity: Despite the relative familiarity students have with the concepts of race and ethnicity, many often struggle with developing a conceptual definition or delineating differences between the two terms. Ask students to do the following:  Without deferring to the textbook, on a sheet of paper define the term race and list as many racial groups as possible.  Define the term ethnicity and similarly list as many ethnic groups that come to mind.  Identify at least three key differences between the two concepts.  Form small groups and develop a group definition of each term as well as a common list of differences between the two terms. After about five minutes engage students in a whole-group discussion and a minilecture designed to build upon their current understanding and clear up any misconceptions they may have about the terms. This activity may be helpful for learners who prefer time to reflect on what they are learning, as well as any abstract learners who may prefer factual information logically presented by an expert. 3. Analyze the impact that the nation’s growing racial diversity will have on schools and students. Activity: A variety of metaphors such as the melting pot or the tossed salad bowl have

27 been used to define the ways by which schools should address racial and ethnic diversity. Many people believe it would be best if members of various racial or ethnic groups just give up their culture and meld into a common “American culture” like the ingredients in a melting pot. Others argue that schools should promote pluralism and facilitate the blending of various racial and ethnic groups into the US culture, yet allow them to maintain their essential charter as with a tossed salad. As U.S. schools become increasingly diverse, ask students to generate their own metaphor that portray how they believe schools should address this increasing diversity. In addition, ask students to draw an illustration that depicts the impact this diversity will have on schools and students. Tell students that their artistic ability is not important, but that this exercise is designed to have them present their thinking using a different modality. Finally, have students form small groups and compare their metaphors and illustrations. 4. Infer how the civil rights movement has impacted education. Activity: Despite the significance of the Civil Rights movement to the U.S. national identity many students know relatively little about the events or important actors beyond Dr. Martin Luther King, Jr. and Rosa Parks. Have students form small groups and have each group conduct a brief Internet search on one of the following topics:       

The six distinct cases that formed the basis for the amalgamated Brown v. Board of Education of Topeka, KS case. The Children’s Crusade The Teacher’s March (Selma, Alabama). Ruby Bridges The sit-in movement Freedom summer Any other event during the civil rights movement involving students, teachers, or schools.

Ask students to prepare their major findings and post them on chart paper. Hang the chart paper on the wall at various points throughout the classroom. Ask one member from each group to remain by the chart to explain the findings while the others circulate around the room to observe the various stations. Allow the students who remained time to walk around the room and explain to each other what they learned as they approach each station. Engage class in a whole-class discussion on how they believe the Civil rights movement impacted education. Present an overview to the students using PowerPoint or Prezi.com. 5. Evaluate the results of continuing racial and ethnic discrimination on communities and students. Activity: Because it is a common human condition to prefer people who we are most similar to, or who we have the most in common with, many individuals often have unconscious biases about members of their out-group. Teachers who are unaware of these biases may unfairly discriminate against students from diverse racial or ethnic groups.

28 This activity allows students to become aware of their own biases and provides them an opportunity to eliminate such beliefs. Ask students to do the following:  Take out a black ink pen and a blank sheet of paper. (Provide a pen if students don’t have a black ink one). Do not write your names on the paper!  Write down the ethnic group you are most uncomfortable with and state the reason why.  Once completed, crumble the paper and place it in the garbage bag (which the instructor provides).  Ask students to form small groups of threes or fours.  Circulate the bag and have each student grab one of piece of “garbage.”  Ask each person to read their statement to the group and as a group discuss their reactions.  Have each group trade their statements and repeat the process three or four times depending upon the size of the class. Lead a large group discussion in which students describe their impressions of the activity. Ask students to think about the impact on students if teachers shared these impressions about students and their ethnic groups. This activity may be useful for many types of learners as it incorporates multiple modalities. It also often evokes strong emotions and taps into the affective domain of learning. 6. Develop strategies for affirming race and ethnicity in the classroom. Activity: Some students thrive when given an opportunity to apply what they are learning to their future career. Having an opportunity to work on relevant and meaningful tasks often serve to activate student curiosity as well as engage their critical thinking skills. Ask students to develop an action plan in responding to the statement, “Given what I now know about race, ethnicity and the experiences of racial and ethnically diverse students in our schools, I am now committed to...”

29 Learning Outcomes and PowerPoint Slides The following concepts are presented in the chapter, and are delineated further in the PowerPoint slides enumerated in parentheses. This list of concepts should not be considered exhaustive, but rather an overview of the main ideas covered in the chapter. 1. Identify patterns of immigration and immigration policy and their impact on the education of children of foreign-born families. 

Concept 1: The United States has a wealth of diversity in terms of demographics related to race and ethnicity (CH. 2 PPT slide 2).



Concept 2: Different ethnic groups immigrated for different reasons, and have settled within different parts of the United States at various points in time. The history of immigration includes laws and efforts to exclude particular ethnic groups from legal immigration and/or from participation in society and governmental social services (CH. 2 PPT slides 3—5).



Concept 3: The changing demographics will mean that teachers will have to think creatively about how to meet the needs of students from increasingly diverse backgrounds (PPT slides 6 — 7).

2. Define ethnicity and describe how educational practices support or eliminate ethnic differences among students. 

Concept 4: Ethnicity, race, and identity are related, but not identical concepts. How these influences manifest themselves in individuals and communities, and how these identities influence intergroup relations, varies by levels of access to economic and sociopolitical resources (CH. 2 PPT slides 8—10).

3. Analyze the impact that the nation’s growing racial diversity will have on schools and students. 

Concept 5: Teachers in diverse environments must understand the influence of cultural, racial, and ethnic identity on schooling practices and learning, and seek to adopt practices that infuse multicultural education/equity principles into the curricula (CH. 2 PPT slides 11—14).

4. Infer how the civil rights movement has impacted education. 

Concept 6: Members of historically marginalized groups have longed struggled to gain their rights in the US. The modern civil rights movement is one contemporary example and has direct implications for education and schooling in today’s society (CH. 2 PPT slides 15—17).

30 5. Evaluate the results of continuing racial and ethnic discrimination on communities and students. 

Concept 7: At the core of the educational struggle is the stratification caused by differential levels of access to prestige, power, and privilege based on culture, ethnicity, and race. Teachers need to be aware of the factors that cause intergroup conflict and develop the requisite skills to work with individuals from diverse groups (CH. 2 PPT slides 18—20).

6. Develop strategies for affirming race and ethnicity in classroom. 

Concept 8: Because students’ race and ethnicity can impact how they are perceived, teachers cannot afford to take a “color-blind” approach to students. Teachers must develop an awareness of the cultural experiences of students, affirm cultural diversity, and confront any personal or other barriers that may impact students’ opportunities for educational success (CH. 2 PPT slides 21—27).

31 Supplemental Activities Students may be asked to complete the following activities to gain further depth of understanding of chapter content. Volunteer Experiential Activities: Assign students to work in an educational setting or community agency with students or young adults who are from different ethnic backgrounds than the student. This activity should include the structured opportunity for students to describe and discuss their experiences. A seminar format is helpful in allowing students to share and in providing positive feedback. This activity should also extend over a period of time so that students will have time to interact with members of other ethnic groups and to develop their own patterns of interaction. Brief encounters can be very superficial, providing few learning experiences. Research and Resources: A wealth of resources related to Jim Crow laws, including educational materials, can be found at the PBS website: http://www.pbs.org/wnet/jimcrow/resources.html. Have students research these, as well as other educational resources, related to teaching about specific ethnic and racial groups. Have students create a resource file with electronic and media resources and lessons to share with their students. Portfolio Activities: 1. Develop a lesson that reflects an integrative approach to incorporating multiethnic content. The lesson should be for the subject and level (for example, elementary or secondary) that you plan to teach. 2.

As you observe schools, record practices in classrooms, the halls, the cafeteria, extracurricular activities, and the main office that might be perceived as racist by persons of color. Write a paper for your portfolio that describes these practices, why they could be considered racist, and how the school could change them.

3.

Analyze the performance of students on required standardized scores in one or more of the schools you are observing. Discuss the results based on the race or ethnicity of students in the school and indicate your conclusions. (Note: Schools are required by the federal legislation, No Child Left Behind, to disaggregate data by race and ethnicity.)

32 Reflect and Apply It is essential that students are able to reflect on their own thinking and learning. The following reflection prompts may be used to help students reflect on their own cognitive and emotional responses as well as their learning from the chapter. Ask students to maintain a journal that documents their responses to the questions below. Tell students that they will be asked the same questions after each chapter. Finally, inform students that at the end of the semester they will review their entries, analyze their responses, and write a short paper identifying themes that emerged as well as strategies for furthering their learning. The focus of the reflection paper is to consider how they might apply this expanded understanding of themselves in their teaching and future learning.

1. What have I learned about myself as a learner from this chapter?

2. What have I learned about my emotional responses to learning?

3. What learning tasks did I respond to most easily from this chapter?

4. What learning tasks gave me the greatest difficulties?

5. What do I feel most dissatisfied with regarding my learning activities?

6. What do I know now that I didn’t know prior to reading this chapter?

7. What can I now do that I couldn’t do prior to reading this chapter?

8. What can I teach others to know or do that I couldn’t teach them prior to reading this chapter?

33 Assessment of Learning Chapter 2 sample formal test items and answer key can be found in Part 2 of this manual. As the instructor, you may decide to have students engage in performance-based assessments, collaborative assignments, or in-class work to assess their understanding of the foundational concepts presented in this chapter, in addition to, or instead of, the formal test items included in this manual.

Chapter 3: Class and Socioeconomic Status The social class of an individual is one of the most defining variables influencing behavior. At times ethnicity binds individuals together, but in some instances, social class is the overriding variable, which determines neighborhood, friendships, schools, and daily behavior. In this chapter we will examine class structure, social stratification, and socioeconomic status. In the latter we will address income, wealth, occupation, education, and power. In addition we will look at class differences, income inequality, the interaction between class with race and ethnicity, gender, and age. The chapter ends with an examination of the educational implications of class and socioeconomic status, addressing important considerations for teaching for equality Of critical importance when discussing the concepts in this chapter is to be mindful of negative attributions students may make concerning individuals, families, and communities from low-income or poverty backgrounds. Those working in educational institutions are often highly susceptible to “blaming the victim” in relation to low-income children; that is, many educators often view children from these backgrounds as “not having” the supports, resources, background, etc. necessary to succeed. This results in self-fulfilling prophecy of educational failure. Rather than blaming and negatively stereotyping these families, communities, and children, encourage your students to view them as having great potential, and to view themselves as educators whose role it is to build resiliency and excitement for learning, capitalizing on the skills, knowledge, and experiences the children and families do bring to the environment. Students should be encouraged to read the opening vignette of this chapter (and of all chapters, as assigned), to consider and reflect on key ideas presented in the case and in the questions that follow. These vignettes serve as activators of key concepts that will be discussed in the chapter that follows. Key Terms: Chapter 3 (Also located in the Text Glossary) Authenticity—Relates the curriculum and activities to real-world applications with meaning in the lives of students. Authoritarian—The concentration of power in one figure, usually the teacher or principal in schools. Blue-collar—Jobs or workers characterized by manual labor that is usually mechanical and routine. Class—A group sharing the same economic and social status. Classism—The view that one’s class level (e.g., middle class or upper class) makes one superior to members of classes perceived below one’s own. Income—Amount of money earned in wages or salaries.

35

McKinney-Vento Homeless Assistance Act—The federal legislation that outlined the education rights and protections for homeless children and youth. Median income—The number of persons, families, or households who earn more than this income is the same as the number who earn less than this income. Middle class—Group whose members earn annual incomes that allow them to have a standard of living that includes owning a home and car. Members are blue-collar workers, white-collar workers, professionals, and managers. Net worth—Amount of money remaining if all owned property was converted to cash and all debts were paid. Self-fulfilling prophecy—A teacher’s prediction of a student’s academic achievement that becomes true as the student progresses through the education process. These projects are often based on socioeconomic, social, and cultural factors that lead to placement in an academic track which may or may not match his or her academic potential. Social stratification—Ranking of persons and families based on specific characteristics such as income, education, occupation, wealth, and power. Socioeconomic status—Composite of the economic status of families or persons on the basis of occupation, educational attainment, income, and wealth. Upper class—Group whose members earn the highest annual incomes and have the greatest wealth. Upper middle class—Group whose members are the affluent middle class who are highly educated professionals, managers, and administrators. Wealth—Accumulated money and property such as stocks, homes, and cars that can be turned into money. White-collar—Jobs or workers characterized by non-manual labor in offices, retail stores, and sales. Working class—Group whose members hold manual jobs that do not generally require postsecondary education, except for the more skilled jobs.

36 Suggested Activities and Assignments Activities and assignments are organized into preliminary learning activities; learning outcome activities, which have been designed to facilitate learning for each of the chapter’s learning outcomes; supplemental activities, including a variety of portfolio activities, and an end-of chapter reflect and apply, metacognitive activity that will stimulate learners thinking about what and how they are learning. The opening vignettes of each chapter provide students with opportunities to reflect on scenarios related to the chapter content, within educational settings. Preliminary Learning Activities The following activities may serve the purpose of activating students’ understanding of the influence of social class and socioeconomic status on many facets of social and educational life. After conducting any or all of these activities, ask students to draw parallels to how they might enter into these activities in their own classrooms. 1. Establishing Safety As is the case with race or other markers of identity, conversations about social class can evoke a variety of emotions. Students often have a variety of attitudes about social class, including the oft-labeled bootstrap mentality—the idea that people are poor because they are lazy and, henceforth, they deserve their lot in life—to negative attitudes and stereotypes about the wealthy such as the notion that they are spoiled, lazy and only riding off the backs of their parents or fore-parents. In addition, the socioeconomic status of many students might have been impacted by the recent economic recession and may have an impact on their perspectives on social class. The instructor can help moderate these discussions by informing students that it is normal to experience this wide range of emotions. Consider, referring students to the list of norms that were established during the opening day of class. 2. Getting to know your learners Ask students to write down the social class to which they believe they best identity. Ask students to log on to the PBS website http://www.pbs.org/peoplelikeus/, click on Games and then select Chintz or Shag? This interactive game will allow students to select appropriate items to furnish their virtual living room and then review what their selections say about them in terms of social class. Ask students to report how they perceived themselves and where they were ranked based on their selections. 3. Understanding Who We Are After the class lectures or discussions on social class, ask the students to take out the descriptive sentences written about themselves earlier and add to them, in relation to how they would describe their experiences with social class. Ask each student to describe how they would classify themselves in terms of social class and to name the experiences they have had access to as a result of their social class identity. For example, students might write, “I consider myself to be a member of the middle class. Even though we were not wealthy, our family had the basic provisions that we needed. Being a member of this

37 class has allowed us to own our own home in a relatively nice community surrounded by an excellent school district.” Invite students to share their responses, if they feel comfortable doing so. Have students save this for reflection and integration into their cultural autobiography (Chapter One, Portfolio Activity 1).

38 Learning Outcome Activities: Meeting All Students’ Needs 1. Examine class structures and the factors that contribute to the distinct class divisions. Activity: This activiy would be useful for sevral types of learners especially those who need time to process information quietly or in collaboration with others. The concept of social class is often taken for granted by many individuals. Despite being generally understood, most students struggle to conceptually define social class. Ask students to do the following: 

Write down your definition of social class



List the number one factor you believe defines social class in the United States.



Form small groups and compare your responses.



Develop a group definition and a list of possible causes.

Lead students in a whole-class discussion about the defintiion of social class and about the various factors they generated in their small groups. Most students will mention that money or income defines social class. Ask students to consider you (the instructor) as a new Hip Hop artist who has become an instant millionaire through the launch and successful sales of your first album. (Consider giving yourself a hip name sch as, “Snoop Professor,” for comical effect). Ask students whether they believe your new millionaire status would assure you a place in the upper class. Engage students I a discussion about the complex variables that influence social class. This activity should generate passionate discussion about how social class is defined in the U.S. It should be helpful to a variety of students due to the variety of learning modalities. 2. Outline the five factors that contribute to an individual’s or family’s socioeconomic status. Activity: Despite the value of collaborative group activities, some students prefer to learn from an expert and thrive when presented with particular facts and statistics that are presented in a logical format. A PowerPoint presentation which highlights the importance of income, education, occupation, wealth and power as contributors to a family’s SES in the U.S. might be useful. 3. Define different classes to which students and their families belong and infer the impact their class membership has on their school experiences. Activity: Having an opportunity to research and explore concepts in further detail could be a useful strategy for diverse learners. Many students learn best when having an opportunity to actively engage or test out what they are learning for themeselves. For this activity, consider asking students to bring a laptop to class. (Note that some students may not have a laptop. You can use this to discuss how teachers often make decisions that do not take into consideration the resources that students will have access to at home). Have

39 students select a partner or form small groups so that everyone has access to a laptop. Ask students to got to the following link: http://www.nytimes.com/pages/national/class/. This interactive webpage is based on a year-long NY Times exposé whereby a team of reporters explored how social class impacts an individual’s destiny in the U.S. In addition to providing concrete narratives from individuals who are at various levels along the social class spectrum, the site features detailed information about a plethora of topics including: how class mobility in the U.S. compares to other Western countries; the impact of religion, education, marriage etc. on social class; and how to assess one’s social class in the U.S. The site also contains a variety of videos and other multimedia graphics that provide visual imagery to the concept of social class in the U.S. Students should be directed to explore the site with a view toward understanding their own social class status. Ask students to try to develop a concrete picture of how different social classes are defined and consider the impact these factors would have on a student’s academic success. 4. Analyze the interaction of socioeconomic status with race, ethnicity, gender, and age differences and how these factors contribute to inequality in society and schools. Activity: The PBS website http://www.pbs.org/peoplelikeus/ is yet another great source for students to gather information. Allowing students to explore a concept in detail through the use of research is a valuable tool for many types of learners and helps to develop the important habits of mind. Ask students to visit this website and do the following: 

Click on stories and read the five vignettes which represent individuals from diverse cultural backgrounds.

 

Write a short vignette that reflects your own social class experiences. Consider how your own race, ethnicity, gender and age impacts your current social class status.

5. Develop curriculum and instructional strategies that positively incorporate the experiences and backgrounds of low-income and working-class people into the educational process with the goal of providing equal educational opportunities for students regardless of the economic status of their families. Activity: Any opportunity when students can apply what they are learning to their own lives and future careers generate the relevance that make the learning meaningful. Ask students to consider how they would apply the information from this chapter through the following critical incident scenario. “As a recent graduate, you have now been hired to teach in a suburban school that has students from a variety of SES backgrounds. In order to promote equity and fairness, create a checklist of at least ten items you need to be cognizant of when teaching to the students.” (As the instructor, you may consider providing them with an example such as the need to be aware of the resources students will have access to when assigning homework). Ask students to form small groups and compare their lists and then generate a master list on the board through whole-class discussion.

40 Learning Outcomes and PowerPoint Slides The following concepts are presented in the chapter, and are delineated further in the PowerPoint slides enumerated in parentheses. This list of concepts should not be considered exhaustive, but rather an overview of the main ideas covered in the chapter. 1. Examine class structures and the factors that contribute to the distinct class divisions. 

Concept 1: Social class is often a major determinant of educational success, access to resources, and perceptions of ability in students. In the U.S there are two distinct views of social class. Individuals can control their own destiny if they are willing to do the work, or class is a natural outcome from our economic structure. (CH. 3 PPT slides 2—3).

2. Outline the five factors that contribute to an individual’s or family’s socioeconomic status. 

Concept 2: Inequities in class often result from variables over which individuals have little control. Prestige, income, wealth, occupation, education, and power all contribute to the types and levels of access individuals have to as the U.S. society is stratified based on these variables (CH. 3 PPT slides 4—11).

3. Define different classes to which students and their families belong and infer the impact their class membership has on their school experiences. 

Concept 3: The unemployed and the homeless present particular challenges for education, as these families have the least access to resources that schools assume all families should have (CH. 3 PPT slides 12—17).



Concept 4: Even though we live in an egalitarian society income inequality is a reality in the U.S. and perhaps more so than most industrialized countries. (CH. 3 PPT slide 18).

4. Analyze the interaction of socioeconomic status with race, ethnicity, gender, and age differences and how these factors contribute to inequality in society and schools. 

Concept 5: Race, ethnicity, gender, and age often intersect with class, resulting in unique challenges for families for which they intersect (CH. 3 PPT slides 19— 21).

5. Develop curriculum and instructional strategies that positively incorporate the experiences and backgrounds of low-income and working-class people into the educational process with the goal of providing equal educational opportunities for students regardless of the economic status of their families.

41 

Concept 6: Education serves as a primary means for upward mobility. There are still fundamental barriers to increasing income equity and eliminating poverty. School practices such as low teacher expectations, tracking, a curriculum that excludes the experiences of many students, and inequities in school funding all serve to perpetuate inequities. (CH. 3 PPT slides 22—26).

42 Supplemental Activities Students may be asked to complete the following activities to gain further depth of understanding of chapter content. Volunteer Activity Have students do volunteer work in a community agency that works primarily with lowincome families or individuals (for example, welfare office, Salvation Army, and justice system). This activity should allow students to interact directly with people from a lowincome background to develop empathy and to view events from another perspective. The activity should be accompanied by a structured opportunity for students to discuss their experiences and receive feedback that will guide their ability to see individuality, resources and strengths, rather than perpetuate bias and negative stereotypes. Portfolio Activities: 1. Visit a school in an economically depressed area of your community or a nearby city and another school in a community that serves students from the upper middle class. Record the differences in the physical environment, aesthetics, school climate, resources for students, and attitudes of faculty and students. Write a paper comparing the two schools and analyzing the reasons for any differences you have observed. 2.

Develop a lesson plan that positively recognizes the socioeconomic differences in society, reflecting the experiences of the working class and other persons who do not have an adequate income to live comfortably. The lesson should be for the subject and level (for example, elementary or secondary) that you plan to teach.

3.

Volunteer to tutor at a homeless shelter or after-school program for students from low-income families and record your feelings about the children and settings as journal entries. Your entries could include your feelings on going to the shelter or program for the first time, the strengths of the children with whom you work, and your knowledge about the obstacles that students face outside of school.

43 Reflect and Apply It is essential that students are able to reflect on their own thinking and learning. The following reflection prompts may be used to help students reflect on their own cognitive and emotional responses as well as their learning from the chapter. Ask students to maintain a journal that documents their responses to the questions below. Tell students that they will be asked the same questions after each chapter. Finally, inform students that at the end of the semester they will review their entries, analyze their responses, and write a short paper identifying themes that emerged as well as strategies for furthering their learning. The focus of the reflection paper is to consider how they might apply this expanded understanding of themselves in their teaching and future learning.

1. What have I learned about myself as a learner from this chapter?

2. What have I learned about my emotional responses to learning?

3. What learning tasks did I respond to most easily from this chapter?

4. What learning tasks gave me the greatest difficulties?

5. What do I feel most dissatisfied with regarding my learning activities?

6. What do I know now that I didn’t know prior to reading this chapter?

7. What can I now do that I couldn’t do prior to reading this chapter?

8. What can I teach others to know or do that I couldn’t teach them prior to reading this chapter?

44 Assessment of Learning Chapter 3 sample formal test items and answer key can be found in Part 2 of this manual. As the instructor, you may decide to have students engage in performance-based assessments, collaborative assignments, or in-class work to assess their understanding of the foundational concepts presented in this chapter, in addition to, or instead of, the formal test items included in this manual.

CHAPTER 4: Gender This chapter explores issues related to gender. It begins with a discussion of male and female differences, both biological and those that are culturally and socially influenced. Readers are provided with rich information that delineates differences between sex and gender as the chapter explores factors that contribute to the development of gender identities. Readers are then guided through an examination of historical movements to end gender discrimination, and gender-based issues in the workplace and schools. As the struggle for gender equity continues, the third major section in the chapter addresses contemporary issues and approaches to promoting gender equality by addressing issues such as Title IX, single-sex education, the boy-crisis, and women’s studies. Of critical importance when discussing the concepts in this chapter is to be mindful of negative attributions students may make concerning the roles of males and females in society. Many students—male and female alike—often hold traditional ideologies about the roles of males and females. For some, discussions of gender equity evoke images of bra-burning feminists from the 1970s. Instructors should be cognizant of the variety of emotions that may develop during class discussions. Students should be encouraged to read the opening vignette of this chapter (and of all chapters, as assigned), to consider and reflect on key ideas presented in the case and in the questions that follow. These vignettes serve as activators of key concepts that will be discussed in the chapter that follows. Key Terms: Chapter 4 (Also located in the Text Glossary)

Cooperative learning—Strategy for grouping students to work together on a project or activity to support and learn from each other. Deductive—A way of thinking and reasoning that begins with general principles to reach conclusions about particular details. Feminists—Persons who actively support the rights of women. Gender—The characteristics associated with femininity and masculinity as determined by culture. Inductive—A way of thinking and reasoning that begins with specific facts or details to reach a general conclusion. Nonsexist education—Education that attends to the needs of girls and boys equitably by incorporating females as well as males in the curriculum, ensuring that girls and boys achieve at the same levels in all subjects, and encouraging girls and boys to choose subjects which they traditionally would not have selected.

46 Patriarchal— Social organization in which the father controls the family, and the wife and children are legally dependent on him. It also refers to men having a disproportionately large share of power in society. Sexism—The conscious or unconscious belief that men are superior to women that results in behavior and action to maintain the superior, powerful position of males in society and families. Sexual abuse—Sexual activity among males and females or the same sex that is unwelcome. The abuse can be among peers or adults involved with children or underage adolescents. Sexual harassment—Unwanted and unwelcome sexual behavior that includes verbal, visual, or physical abuse that interferes with the victim’s life. Title IX—Legislation passed by Congress in 1972 to provide females equal access to all aspects of education, including the curriculum and athletics.

47 Suggested Activities and Assignments Activities and assignments are organized into preliminary learning activities; learning outcome activities, which have been designed to facilitate learning for each of the chapter’s learning outcomes; supplemental activities, including a variety of portfolio activities, and an end-of chapter reflect and apply, metacognitive activity that will stimulate learners thinking about what and how they are learning. The opening vignettes of each chapter provide students with opportunities to reflect on scenarios related to the chapter content, within educational settings. Preliminary Learning Activities The following activities may serve the purpose of activating students’ understanding of the influence of perceptions of gender in many facets of social and educational life. After conducting any or all of these activities, ask students to draw parallels to how they might enter into these activities in their own classrooms. 1. Establishing Safety Gender differences are often taken for granted by many individuals. Students often adopt a variety of attitudes and emotions related to gender and gender differences. Some students may also have been victims of physical or sexual assault and may not be as open to share about their gender experiences. As a general rule, instructors should always give students the opportunity to opt out of any activity if it they believe it reaches a level of discomfort that they cannot safely handle. It might also be helpful for the instructor to model for students by sharing personal experiences for any of the activities. 2. Getting to know your learners Historically in the US, as with many places around the world, much emphasis has been placed on having sons. Recently many have been arguing that there has been a cultural shift since the late 1970s and now many women and men are preferring daughters. Ask students to describe the composition of their families and predict whether they believe the family dynamics would have been different if there were a shift in the gender dynamics. 3. Understanding Who We Are After the class lectures or discussions on gender, ask the students to take out the descriptive sentences they wrote about themselves earlier and add to them, in relation to their gender identity and experiences by using the following questions below.     

What does it mean to me to be______(male, female, or transgendered)? Have I ever considered how my gender identity was constructed? What experiences did I receive growing up that might have shaped my gender identity? What messages did I receive by others regarding what it means to be a "boy," a "girl," or a transgender? How did my schooling play into my understanding of what it means to be my gender?

48 

Have I ever been ridiculed for doing or saying something that others didn't consider "masculine" or "feminine" enough? How did that make me feel?

Invite students to share their responses, if they feel comfortable doing so. Have students save this for reflection and integration into their cultural autobiography (Chapter One, Portfolio Activity 1).

49 Learning Outcome Activities: Meeting All Students’ Needs 1. Examine differences between males and females and how these differences impact their schooling. Activity: Assign students to single-gendered groups of threes or fours. Ask students to hypothesize ways by which they believe males and females are different beyond obvious biological differences. Then, ask students to design a research study that they would use to test their hypothesis. Have students chart an outline of their study which includes their hypothesis, method of inquiry, a list of the variables and how they would define them, and note any biases that may impact their study. Have students post their outline on the wall and engage the class in a gallery-walk activity once completed. This inquiry-based approach would be useful for multiple types of learners as it allows them to test out what they are learning as well as learn through collaboration and questioning. 2. Analyze the importance of gender identification in how people view themselves and are viewed by others. Activity: Gender identity is extremely important, especially during adolescence when young people experience what Erik Erickson describes as “identity/role confusion.” In small groups of three or four, have sudents analyze the quote by Erikson below and then respond to the following questions: “We deal with a process ‘located’ in the core of the individual and yet also in the core of his communal culture… In psychological terms, identity formation employs a process of simultaneous reflection and observation, a process taking place on all levels of mental functioning, by which the individual judges himself in the light of what he perceives to be the way in which others judge him in comparison to themselves and to a typology significant to them; while he judges their way of judging him in the light of how he perceives himself in comparison to them and to types that have become relevant to him. This process is, luckily, and necessarily, for the most part unconscious except where inner conditions and outer circumstances combine to aggravate a painful, or elated, “identity consciousness” (From Tatum, 1997, p. 19).   

What major arguments does Erikson propose about identity formation? What inferences can be made about the significance of gender identity? How does the process he describes relate to your own experiences developing a gender identity? This activity maybe particularly useful for students who prefer to learn through reflection, observation and collaboration. 3. Infer how the women’s movement created greater gender equity in society. Activity: The french proverb, “plus ça change, plus c'est la même chose” is roughlly translated in English as “the more things change, the more they remain the same.” This

50 adage is one of the multiple perspectives offered to explain the impact of the women’s rights movement. Many believe that despite some changes, males are still considered to be the dominant gender in the US. Lead students in a whole class-discussion or a teacherled Q & A where they share their perspctives on the impact of the women’s rights movement in creating gender equity in the US. Use PowerPoint or Prezi.com to deliver a mini-lecture on the impact of the women’s movement on society. This discussion should benefit a varity of learners especially when complemented with the presentation of the historical during the lecture. 4. Characterize the negative results of sexism and gender discrimination Activity: An opportunity to visually illustrate what they are learning is useful for many learners. Not only would students have to think critically about the material they are learning, they then have to consider how to represent it to an audience in a way that is meaningful and comprehensible. This is an important skill for teachers and this form of learning benefits a variety of learning styles. Ask students to draw a picture of an early caveman that reflects the type of activities “he” was involved in, the type of implements “he” used, and what “his” life may have been like. Have students share what they drew. Discuss whether the caveman is male or female and what activities and implements were depicted. Discussion should focus on what is portrayed when masculine nouns (for example, caveman, mankind, and forefathers) and masculine pronouns (for example, he and his) are used. Although "caveman" is supposedly a generic term used to refer to all persons living during our earliest history, students usually draw men in this exercise. On the other hand, when asked to draw early cave people, students usually include all family members. Explain how this exercise suggests that linguistic bias leads to the formation of male images rather than generic images of personhood. 5. Evaluate strategies used by educators to provide more equitable education for boys and girls. Activity: This activity allows students to apply what they are learning and is useful for individuals who learn bets when given such an opportunity to try out various concepts. Ask students to maintain a log of indications of nonsexist education observed as they visit one or more schools throughout the semester. Students should be encouraged to record the following: 

How male and female characters are portrayed on bulletin boards, posters, and displays throughout the school.



How the sexes are reflected in books in classrooms and the library (for example, are books available about both groups; are materials written by both women and men).



Interactions of faculty and staff with boys and girls: language used, types of interactions, frequency of interactions, etc.

 

Involvement of both girls and boys in extracurricular activities and with each other.

51 Learning Outcomes and PowerPoint Slides The following concepts are presented in the chapter, and are delineated further in the PowerPoint slides enumerated in parentheses. This list of concepts should not be considered exhaustive, but rather an overview of the main ideas covered in the chapter. 1. Examine differences between males and females and how these differences impact their schooling. 

Concept 1: Males and females (boys and girls) differ physiologically (nature) and culturally (nurture). Sex is biologically determined; gender is culturally determined through socialization (CH. 4 PPT slides 2—7).

2. Analyze the importance of gender identification in how people view themselves and are viewed by others. 

Concept 2: Gender identity is taken for granted but impact us, nonetheless, especially when we do not conform to stereotypical profiles associated with our sex. (CH. 4. PPT slides 8—11).

3. Infer how the women’s movement created greater gender equity in society. 

Concept 3: Gender discrimination and sexism in U.S. society, institutions, and schools has been the topic of much struggle and legal action for over 150 years (CH. 4. PPT slides 12—15).

4. Characterize the negative results of sexism and gender discrimination 

Concept 4: Sexism is often institutionalized as women’s work has historically and continues to be been devalued (CH. 4. PPT slides 16—20).

5. Evaluate strategies used by educators to provide more equitable education for boys and girls. 

Concept 5: Girls appear to be taking greater advantage of educational opportunities than boys but schools can do much more to promote gender equality by tapping into the learning styles of both girls and boys, and by implementing the practices of a nonsexist education (CH. 4. PPT slides 21—26).

52 Supplemental Activities Students may be asked to complete the following activities to gain further depth of understanding of chapter content. Nonsexist Resources Have students begin to compile nonsexist resources in their teaching area, such as elementary, mathematics, art, and home economics, that might be used to supplement textbooks and curricula when they begin to teach. Information collected might include articles, pictures, stories, examples, and potential human, printed, and community resources. These resources could be compiled into a notebook. Research and Resources: Are Boys Falling Behind in Schools? Ask a group of students to research the recent wave of articles proposing that educational practices are now discriminating against boys (e.g., author Michael Gurian). Ask students to enter into a debate about educational practices in relation to supporting boy-based learning or girl-based learning. Portfolio Activities: 1. Collect data on the number of boys and girls in mathematics, science, or technology courses in the schools you are observing. Describe the course-taking patterns by the level of the course (for example, general education and advanced placement). What, if any, differences exist between the course-taking of girls and boys? 2. Observe the differences between how boys and girls act in classrooms and interact with teachers. Analyze the differences and discuss how the teacher may reinforce stereotypical gender behavior. Discuss the teacher responses to students that are most supportive of learning. Discuss how these responses differ for boys and girls. 3. Observe classes using cooperative learning and other instructional strategies. Record the engagement of boys and girls in the different instructional approaches. Analyze your findings based on gender. Discuss whether the differences could be generalized to a sex or whether differences existed within the same sex.

53 Reflect and Apply It is essential that students are able to reflect on their own thinking and learning. The following reflection prompts may be used to help students reflect on their own cognitive and emotional responses as well as their learning from the chapter. Ask students to maintain a journal that documents their responses to the questions below. Tell students that they will be asked the same questions after each chapter. Finally, inform students that at the end of the semester they will review their entries, analyze their responses, and write a short paper identifying themes that emerged as well as strategies for furthering their learning. The focus of the reflection paper is to consider how they might apply this expanded understanding of themselves in their teaching and future learning.

1. What have I learned about myself as a learner from this chapter?

2. What have I learned about my emotional responses to learning?

3. What learning tasks did I respond to most easily from this chapter?

4. What learning tasks gave me the greatest difficulties?

5. What do I feel most dissatisfied with regarding my learning activities?

6. What do I know now that I didn’t know prior to reading this chapter?

7. What can I now do that I couldn’t do prior to reading this chapter?

8. What can I teach others to know or do that I couldn’t teach them prior to reading this chapter?

54 Assessment of Learning Chapter 4 sample formal test items and answer key can be found in Part 2 of this manual. As the instructor, you may decide to have students engage in performance-based assessments, collaborative assignments, or in-class work to assess their understanding of the foundational concepts presented in this chapter, in addition to, or instead of, the formal test items included in this manual.

CHAPTER 5: Sexual Orientation Chapter five addresses the topic of sexual orientation in the U.S. and in our schools. Beginning with a much needed definition of sexual orientation, the chapter then presents the complex history of diverse sexual orientations and sheds light on the debates over proposed causes and preferred labels for individuals with diverse sexual identities. Readers are then presented with more detailed information as the chapter explores the development of sexual orientation identity by illustrating that such development happens in stages similar to racial or ethnic identity development. The chapter also highlights struggles faced by LGBTQ youth, especially those of color who share membership in multiple marginalized groups. The roots of the struggle for sexual equity in the U.S are explored in the next section and the reader is introduced to, or reminded of, the troubling history of discrimination against individuals based on their sexual identity—included an Executive Order signed by the President of the U.S. effectively dismissing homosexuals from the government. The authors then explore the harmful effects of heterosexism in schools, and concludes with a message of hope by describing the characteristics of schools that value sexual diversity as well as offer specific ways that teachers can support LGBTQ students. Students should be encouraged to read the opening vignette of this chapter (and of all chapters, as assigned), to consider and reflect on key ideas presented in the case and in the questions that follow. These vignettes serve as activators of key concepts that will be discussed in the chapter that follows. Key Terms: Chapter 5 (Also located in the Text Glossary) Bisexual—Sexual attraction to both the same sex and opposite sex. Gay—Males who are sexually attracted to other males. The term is sometimes used to refer to all homosexual. Gay-straight alliance (GSA) —A student-initiated club of LGBTQ and straight students that provides a safe place for students to discuss issues and meet others with similar interests. Heteronormativity—The assumption that heterosexuality is normal and any other sexual identity is abnormal. Heterosexism—An irrational fear of or aversion to homosexuals that leads to prejudice, discrimination, and sometimes violence against gays, lesbians, bisexuals, and transgendered persons. Although heterosexism is the more accurate term, homophobia is more commonly used.

56 Heterosexual —Sexual attraction to persons of the opposite sex. Homophobia—An irrational fear of or aversion to homosexuals that leads to prejudice, discrimination, and sometimes violence against gays, lesbians, bisexuals, and transgendered persons. Homosexual— Sexual attraction to persons of the same sex. Intersex—Persons born with sexual organs of both men and women. Lesbian —Women who are sexually attracted to other women. LGBT—Lesbian, gay, bisexual, or transgender. LGBTIQ—Lesbian, gay, bisexual, transgender, intersex, or queer/questioning. LGBTQ— Lesbian, gay, bisexual, transgender, queer/questioning. Queer Theory—Theory that challenges categories of man/woman and gay/straight. Sexual Identity—The sexual orientation with which one identifies. Sexual orientation—One’s sexual attraction to persons of the same or opposite sex or both sexes. Transgender—Persons who have a psychological sense that their gender does not match their biological sex. Transvestites—Persons, especially males, who adopt the dress and behaviors of the opposite sex. Transsexuals—Persons who have surgically changed their genitals and characteristics to match their gender identity.

57 Suggested Activities and Assignments Activities and assignments are organized into preliminary learning activities; learning outcome activities, which have been designed to facilitate learning for each of the chapter’s learning outcomes; supplemental activities, including a variety of portfolio activities, and an end-of chapter reflect and apply, metacognitive activity that will stimulate learners thinking about what and how they are learning. The opening vignettes of each chapter provide students with opportunities to reflect on scenarios related to the chapter content, within educational settings. Preliminary Learning Activities The following activities may serve the purpose of activating students’ understanding of the influence of perceptions of sexual orientation on social and educational life. After conducting any or all of these activities, ask students to draw parallels to how they might enter into these activities in their own classrooms. 1. Establishing Safety When discussing the concepts in this chapter it is important to be mindful of negative attributions students may make concerning individuals who identify as gay, lesbian, bisexual, or transgendered. Continue to maintain a safe classroom environment in which students can explore their own ideas about working with LGBTQ children and youth in schools, while learning of the critical importance of accepting and valuing these children and their families. It might be helpful to remind students of the norms established in class on the opening day as well as normalizing the idea that many people experience discomfort when discussing this topic due in part to their own socialization. 2. Getting to know your learners While often uncomfortable with disclosing their own sexual orientation, many students know someone personally who hold a sexual orientation different from their own. Ask students to write a one-page reflection describing their experience and reaction upon learning that someone they had known personally was of a different sexual orientation than they had originally thought. Emphasis should be placed on students’ personal expectations, assumptions, and emotional responses to the news or upon learning about the individual’s sexual orientation. 3. Understanding Who We Are After the class lectures or discussions on sexual orientation, ask the students to take out the descriptive sentences they wrote about themselves earlier and add to them, in relation to their sexual orientation identity and experiences by using some or all of the following questions: At what moment did you first learn of your sexual orientation. How old were you? How did you feel? What privileges have you had as a result of your sexual orientation? How have you been marginalized? Invite students to share their responses, if they feel comfortable doing so. Have students save this for reflection and integration into their cultural autobiography (Chapter One, Portfolio Activity 1).

58 Learning Outcome Activities: Meeting All Students’ Needs 1. Describe the diversity of sexual orientation and stages through which people move to clarify their sexual identity. Activity: Using a PowerPoint or Prezi, deliver a mini-lecture on the definition and stages of sexual identity development. Post the four stages on large chart paper on the walls around the classroom. Assign students to four small groups, give each group a marker and ask students from to stand by one of the charts. Give each group the following instructions: Imagine that you had a friend who was at the developmental stage where you are standing. Write down as many statements as you can that your friend might make that inidcate to you that this is where he or she is situated developmentally. I am going to play a song after one minute. At that time I want you to dance your way to the next developmental stage and repeat the process. Debrief students after the activity. This ativity is good for multiple learners as it engages them using multiple modalities. Through the process of collaboration, students would be required to think critically about what it might be like to be at the various stages of sexual identity development. 2. Identify the discrimination historically faced by lesbian, gay, bisexual, transgender, and queer (LGBTQ) people and the struggles they have made for equality in the United States. Activity: Learning is often at its highest when we are taking in information not for a test, but in order to teach it to others. This activity is designed to stimulate learning by positioning students as content experts. The chapter is replete with several examples of historical discrimination against people with diverse sexual identities. Ask students to select one of the following topics, conduct some brief research and then present their findings to the class. Possible topics:  The treatment of Lesbian and Gay teachers  Bullying of LBGTQ youth or those perceived to be gay in schools  Anti-gay movement including anti-gay marriage legislation.  Ban on gays from he government and the military  Stonewall Riots  The Lavender Scare 3. Analyze the toll that heterosexism takes on LGBTQ youth and educators in the nation’s schools. Activity: Having an opportunity to view educational issues being dramatized on screen can be impactful for many types of learners, especially those who process information easier when it is presented visually. The Documentary, Bullied: A Student, a School and a Case That Made History, available to teachers free of charge from Teaching Tolerance at the Southern Poverty Law Center (http://www.tolerance.org/), is a great resource. Ask students to identify incidents of heterosexism as they watch the video. Debrief students after the video.

59 4. Develop strategies for ensuring their future classrooms and schools value sexual diversity among students and support LGBTQ students in having positive and successful experiences in schools. Activity: Again, having the opportunity to put what they are learning into action activates learning for many learners. For this activity, ask students to complete the following chart: To stop harrassment of LGBTQ students before it starts, I can:

If I hear or see evidence of vicimization LGBTQ students, I can:

To help my LGBTQ students develop a healthy sexual orientation identity, I can:

To promote an inclusive classroom and challenge heterosexism, I can:

60 Learning Outcomes and PowerPoint Slides Main Concepts and PowerPoint Slides: The following concepts are presented in the chapter, and are delineated further in the PowerPoint slides enumerated in parentheses. This list of concepts should not be considered exhaustive, but rather an overview of the main ideas covered in the chapter. 1. Describe the diversity of sexual orientation and the stages through which people move to clarify their sexual identity. 

Concept 1: Sexual orientation, which may be defined as “a pattern of emotional, romantic, and/or sexual attractions to men, women, or both sexes,” is a complex construct that is taken for granted by most heterosexuals (CH.5 PPT Slides 2—4).



Concept 2: Sexual orientation identity appears to develop in stages and LGBTQ youth can smoothly transition through the stages with supportive educators and peers (CH.5 PPT Slides 5—6).

2. Identify the discrimination historically faced by lesbian, gay, bisexual, transgender, and queer (LGBTQ) people and the struggles they have made for equality in the United States. 

Concept 3: The struggle for sexual equity in the U.S; has been a vexing and ongoing one fueled by blatant discrimination against people with diverse sexual identities (CH.5 PPT Slides 7—11).

3. Analyze the toll that heterosexism takes on LGBTQ youth and educators in the nation’s schools. 

Concept 4: As a consequence of heterosexism in schools, harassment of gay, lesbian, bisexual, and transgendered students is rampant. Although educators are entitled to their own personal beliefs about homosexuality and sexual orientation, they have the professional responsibility to ensure that all students are safe and respected (CH.5 PPT Slides 12—13).

4. Develop strategies for ensuring their future classrooms and schools value sexual diversity among students and support LGBTQ students in having positive and successful experiences in schools. 

Concept 5: Schools that value sexual diversity can adopt specific policies and practices to promote safety and solidarity for all students in spite of their sexual orientation identities. (CH.5 PPT Slides 14—16).

61 Supplemental Activities Students may be asked to complete the following activities to gain further depth of understanding of chapter content. The following resources might be helpful to further students’ knowledge on what can be done to support LGBTQ students at schools. 1. GLSEN: Gay, Lesbian, and Straight Education Network http://www.glsen.org/cgi-bin/iowa/all/home/index.html From the website: “GLSEN, or the Gay, Lesbian & Straight Education Network, is one of the leading national education organization focused on ensuring safe schools for ALL students.” 2. Safe Schools for GLBT Students http://members.tripod.com/~twood/guide.html Creating Safe Schools for Lesbian and Gay Students: A resource guide for school staff. This may be a useful guide to make available to your students to consider when designing effective school programs for GLBT youth. Portfolio Activities: 1. Form a group to conduct research and then develop a pamphlet or product that presents guidelines and resources for parents and teachers of LGBTQ youth. Each member should conduct research including information from various state, local and community organizations and support groups in order to enhance their knowledge of resources available outside of school to help support their students. Group members should then collaborate in the sharing of information and the design and development of the resource. 2. Observe students during non-instructional periods at school. What, if any comments do they make that convey to you their perspectives on sexual orientation? Write a reflection paper in which you describe your experience and note any comments that teachers should be on guard for that indicate that students may need support processing their sexual orientation identity or their heterosexist attitudes. 3. Interview teachers about ways in which they address bullying in their classrooms. Ask questions about their policies, typical responses, consequences, as well as any particular examples they may be willing to share regarding situations when they responded to anti-gay or herosexist remarks or behaviors by their students. Try to determine whether teachers’ approaches are typically proactive—they anticipate potential heterosexism and put things in place to prevent them from happening— or reactive, they typically just focus on correcting or disciplining students after the behaviors have occurred.

62 Reflect and Apply It is essential that students are able to reflect on their own thinking and learning. The following reflection prompts may be used to help students reflect on their own cognitive and emotional responses as well as their learning from the chapter. Ask students to maintain a journal that documents their responses to the questions below. Tell students that they will be asked the same questions after each chapter. Finally, inform students that at the end of the semester they will review their entries, analyze their responses, and write a short paper identifying themes that emerged as well as strategies for furthering their learning. The focus of the reflection paper is to consider how they might apply this expanded understanding of themselves in their teaching and future learning.

1. What have I learned about myself as a learner from this chapter?

2. What have I learned about my emotional responses to learning?

3. What learning tasks did I respond to most easily from this chapter?

4. What learning tasks gave me the greatest difficulties?

5. What do I feel most dissatisfied with regarding my learning activities?

6. What do I know now that I didn’t know prior to reading this chapter?

7. What can I now do that I couldn’t do prior to reading this chapter?

8. What can I teach others to know or do that I couldn’t teach them prior to reading this chapter?

63 Assessment of Learning Chapter 5 sample formal test items and answer key can be found in Part 2 of this manual. As the instructor, you may decide to have students engage in performance-based assessments, collaborative assignments, or in-class work to assess their understanding of the foundational concepts presented in this chapter, in addition to, or instead of, the formal test items included in this manual.

CHAPTER 6: Exceptionality Individuals with disabilities have historically been disenfranchised in our society. In early years they have been left to die, sent away to institutions far away from the city centers and segregated. Only in recent years have they gained the same type of civil rights that racial minorities had gained years before. The historic Brown v. Board of Education of Topeka, KS not only impacted black students and ended their segregation in the schools, but also had a far-reaching impact on other diverse populations. Brown became the basis for special education right to education litigation. The litigation was won with the help of the Brown decision and led to legislation such as the Education for All Handicapped Children’s Act, later revised as the Individuals with Disabilities Education Act (IDEA). We will examine other key legislation enhancing the civil rights of individuals with disabilities such as the Americans with Disabilities Act (ADA). Disability and giftedness cross all racial, cultural, gender, and economic levels and populations. Given that over 95% of the U.S. population will experience some level of disability in their lifetime, it is only natural that these individuals should be valued and accepted, equal members of educational institutions, as well as the communities in which they live. Students should be encouraged to read the opening vignette of this chapter (and of all chapters, as assigned), to consider and reflect on key ideas presented in the case and in the questions that follow. These vignettes serve as activators of key concepts that will be discussed in the chapter that follows. Key Terms: Chapter 6 (Also located in the Text Glossary)

Americans with Disabilities Act (ADA)— Public Law 101-336 passed on January 26, 1990, which was designed to end discrimination against individuals with disabilities in private-sector employment, public services, public accommodations, transportation, and telecommunications—It was intended to complete what Section 504 was unable to do— The greater accessibilities in buildings, in public transportation, sidewalk curbs, etc., can to a great extent be credited to ADA. Attention deficit hyperactive disorder (ADHD)—A chronic disorder that interferes with an individual’s ability to regulate activity level, control behavior, and attend to tasks in developmentally appropriate ways. Biased assessments— Assessments that favor one group over another—One example is tests that, in the past, were typically developed and normed on white, middle-class children. Children of color, particularly African American and Latinos, have been and often still are at a disadvantage in testing because test items are more familiar to white, middle-class children. The bias may be in the instrument, the administration of the assessment, or the interpretation of test results.

65 Case law— Published opinions of judges, which interpret statutes, regulations, and constitutional provisions. Composition index—An index that compares the percentage of a group in a program with the percentage that group represents in the overall population. It gives us the answers to two questions, such as: What is the percentage of African American students in classes for students with intellectual disabilities, and what is the percentage of African Americans in the school-age population? Full inclusion—Serving students with disabilities and other special needs entirely within the general classroom—This is an important difference from inclusion, as students in full inclusion do not receive any of their education in segregated settings. Gifted and talented—Students with very high intelligence or such unusual gifts and talents in the arts that they require special educational programming to reach their full potential. Inclusion—The placement of special education students in general education settings. Individualized Education Program (IEP)— A written program required for all children with disabilities under IDEA. It includes statements of the student’s present performance, annual goals, short-term objectives, specific educational services needed, relevant dates, participation in regular education, and evaluation procedures. Parents should participate in the development of the IEP and sign the document. Individuals with Disabilities Education Act (IDEA, 1990; Public Law 101-476)— Emphasized the individual first and the disability second, and forever changed how individuals with disabilities are referred to in the literature (e.g., students with mental retardation took the place of mentally retarded students). Individuals with Disabilities Education Improvement Act (P.L108-446)—Passed in 2004 and sometimes referred to as IDEA 2004, this law added new language about “academic and functional goals.” IEPs are required to include “a statement of measurable annual goals, including academic and functional goals. It aligned IDEA with the No Child Left Behind requirement of “highly qualified teachers.” Emergency or provisional certificates do not qualify an individual. Intellectual disabilities—Impaired intellectual functioning with limited adaptive behavior. Also referred to as “cognitive disabilities” and “mental retardation.” Least restrictive environment (LRE)— The educational setting closest to a regular school or general education setting in which the child with a disability can be educated. For many children, this may mean a general education classroom. Others may require a less inclusive setting to best meet their needs. Normalization— Normalization means “making available to all persons with disabilities or other handicaps, patterns of life and conditions of everyday living which are as close

66 as possible to or indeed the same as the regular circumstances and ways of life of society” (Nirje, 1985, p. 67). Public Law 94-142, Education for All Handicapped Children Act— A comprehensive legislation signed into law in 1975 that guaranteed all children ages 3-21 with disabilities a free and appropriate education in the least restrictive environment. Public Law 105-17, Individuals with Disabilities Act Amendments (1997)— Amendments that consolidated the law from eight parts to four parts, strengthened parental roles, encouraged parents and educators to resolve differences through mediation, gave schools more latitude in discipline of students with disabilities, and set funding patterns. Response to intervention (RTI)—A multi-tiered pre-referral method involving increasingly intensive interventions. Usually associated with learning disabilities, RTI has the primary aim of providing intervention to students who are not achieving at comparable rates with their peers. Risk index—A measure of the percentage of a group in a program compared to other group. It provides us the answer to a question such as: what percentages of African American students are in classes for students with intellectual disabilities as compared to white students? Section 504 of Public Law 93-112—Part of the Rehabilitation Act of 1973 designed as a counterpart law for individuals with disabilities to the Civil Rights Act of 1964. It requires reasonable accommodations for those with disabilities, and prohibits the denial of participation in any program receiving federal funds solely on the basis of one’s disability. Social role valorization— Giving value to individuals with mental retardation. Transition plan— A needs assessment and planning to transition from student into adulthood. Transition plans became a requirement for all children with disabilities by the age of 14 years in IDEA 1990. Under-referrals— Disproportionately low referrals by teachers of children for specific programs or activities. These often include the disproportionately low numbers of children of color (particularly African American, Latino, and American Indian) in classes for the gifted and talented or advanced placement classes.

67 Suggested Activities and Assignments Activities and assignments are organized into preliminary learning activities; learning outcome activities, which have been designed to facilitate learning for each of the chapter’s learning outcomes; supplemental activities, including a variety of portfolio activities, and an end-of chapter reflect and apply, metacognitive activity that will stimulate learners thinking about what and how they are learning. The opening vignettes of each chapter provide students with opportunities to reflect on scenarios related to the chapter content, within educational settings. Preliminary Learning Activities The following activities may serve the purpose of activating students’ understanding of disability and its presence in their own communities. After conducting any or all of these activities, ask students to draw parallels to how they might enter into these activities in their own classrooms. 1. Establishing Safety As you prepare to engage students on the sensitive topic regarding individuals with exceptionalities, it may be important that you shed light on what it means to create a safe and inclusive classroom space. Remind students that a safe space does not necessarily equate to a classroom environment without discomfort, struggle, or pain. Tell students that learning occurs with the confrontation of issues that make us uncomfortable and force us to struggle with who we are and what we believe. 2. Getting to know your learners Ask students to complete the following chart. Top Ten People I communicate most with on a weekly basis

This person has a special need

This person does not have a special need

What does your pattern of communication or relationship offer you in terms of your comfort with individuals with special needs?

68 3. Understanding Who We Are After the class lectures or discussions on exceptionalities, ask the students to take out the descriptive sentences they wrote about themselves earlier and add to them, in relation to their ability level and experiences. Explain that they should consider sentences that speak to what it means to be “normal” or to have an exceptionality? How are they experienced as “normal” or as a result of their exceptionality? What privileges are afforded to them based on their ability level? How might they have been marginalized? What barriers to becoming an effective multicultural teacher might they have to overcome as a result of their ability level? Invite students to share their responses, if they feel comfortable doing so. Have students save this for reflection and integration into their cultural autobiography (Chapter One, Portfolio Activity).

69 Learning Outcome Activities: Meeting All Students’ Needs 1. Explain what an exceptional student is. Activity: After a brief overview of the concept of exceptional learners, ask the class to brainstorm, in small groups, words, ideas, thoughts, feelings that typically come to mind when they think of disabilities or individuals with disabilities. Ask one person from each small group to write the words on the chalkboard/whiteboard in the classroom. When all are posted, ask students what they notice about the terms (most are probably negative or have negative connotations). Ask students where these ideas, feelings, words have their genesis. Most likely students will respond by naming media sources. Follow this activity with the video, Credo for Support, written and produced by an individual (Norman Kunc) with a severe disability. Contrast the media interpretations of disability and individuals with disabilities, with Credo for Support’s assertions of how individuals with disabilities would like to be viewed and treated. Available from: BroadReach Training and Resources: http://www.normemma.com/dvds.htm Different learning styles are addressed in this activity since it involves multiple modalities. 2. Explain the significance of the 1954 Supreme Court case Brown vs. the Board of Education, and how this case impacts children with disabilities Activity: The Brown versus Board of Education Supremem Court ruling did much more than impact the civil rights of African Americans. Members of many marginalized groups used the landmark Supreme Court Decision to seize the opportunity to buttress their cries for an expansion of the civil rights legislation to include all citizens of the United States. Tell students to imagine that the year is 2014 and they have been asked to serve as commencement speaker for a Charter School in their hometown that services primarily students with disabilities. Since that year commemorates the 60th anniversary of the historic Brown versus BOE of Topeka, KS decision, they decided to tailor their speech to convey the significance of the 1954 Supreme Court case with an emphasis on how this case impacts children with disabilities. Allow students about 15 minutes to list eight to ten ways in which this landmark decision impacts the educational experience of children with disabilities that they would include in their speech. Ask students to share their list and debrief the activity. This brainstorm activity would be helpful for students who learn best through quiet reflection. It may also be beneficial to students who like to investigate or problem solve as part of their learning process. 3. Discuss how Public Law 94-142, the Education for All Handicapped Children Act of 1974, changed the face of U.S. education forever. Explain what the provision “free and appropriate education in the least restrictive environment” means. 4. Explain how and why some exceptional groups form their own disability cultural groups.

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Activity: The following activity would be useful for teaching both of the abovementioned learning outcomes. The activity combines self-assessment with direct instruction and individual reflection. Students will have an opportunity to assess their level of understanding, learn from the PowerPoint presentation and then reflect on information learned about the topics. Ask students to complete the first two columns, deliver a lecture on these important concepts using PowerPoint or Prezi.com, and then have students complete the third and final column, Finally, assign students to small groups and ask them to compare and contrast responses. What I know about PL 94-142

What I want to know about PL 94-142

What I learned about PL 94-142

What I know about “free and appropriate education in the least restrictive environment”

What I want to know about “free and appropriate education in the least restrictive environment”

What I learned about “free and appropriate education in the least restrictive environment”

What I know about how and why some exceptional groups form their own disability cultural groups.

What I want to know about how and why some exceptional groups form their own disability cultural groups.

What I learned about how and why some exceptional groups form their own disability cultural groups.

5. Cite the primary issues regarding the overrepresentation and underrepresentation of some ethnic/racial groups in special education classes and some of the possible contributing factors. Activity: Research shows that students of color, especially African American males, are disproportionately referred for special education services. Prior to and even after their special education referrals, a large percentage of these students suffer discipline

71 consequences at rates that far exceed their European American peers. Furthermore, the reasons for their discipline are even more baffling. Ask students to form small groups and come up with definitions for defiance, disrespect, and other as possible discipline codes. Allow five minutes for collaboration and then as a whole group tell the class that they now have ten minutes to develop a consensus for each term. Students will undoubtedly struggle with this activity and may find that it is virtually impossible to come up with a monolithic definition of these concepts since they require subjective interpretation. Tell students that these, and other similar subjective discipline codes, are the main categories that people of color receive discipline consequences such as in-school and out-of-school suspension. Let students know that not only are children of color more likely to be referred for special education services, they also are over-represented in many forms of exclusionary discipline consequences including, corporal punishment, in-school and outof-school suspensions, as well as expulsions. Ask students to hypothesize why this disproportionality exists. Clear up any misunderstanding students may have by citing findings from disproportionality research and using information from the chapter. 6. Discuss some of the basic needs of exceptional children. Activity: As mentioned previously, having the opportunity to hear directly from individuals most impacted by particular schooling practices can increase students’ level of interest and subsequently their learning potential. Moreover, one very powerful way to dispel bias against individuals with disabilities is to have adults with varied disabilities come to the class to talk about their school and life experiences, and what types of accommodations, modifications, and/or supports they need as learners and individuals. Often, by getting to know a person with a disability, students will learn that these individuals are more similar to them, than different, and that most accommodations or modifications are not extensive or time-consuming.

72 Learning Outcomes and PowerPoint Slides Main Concepts and PowerPoint Slides: The following concepts are presented in the chapter, and are delineated further in the PowerPoint slides enumerated in parentheses. This list of concepts should not be considered exhaustive, but rather an overview of the main ideas covered in the chapter. 1. Explain what an exceptional student is. 

Concept 1: Exceptional people include individuals with disabilities and gifted individuals of (CH. 6 PPT slide 2).



Concept 2: Society’s view of disabilities and perceptions of individuals with disabilities are often negative. There is much controversy over the labels used to describe these exceptionalities (CH. 6 PPT slide 3).

2. Explain the significance of the 1954 Supreme Court case Brown vs. the Board of Education, and how this case impacts children with disabilities 

Concept 3: Many court cases have provided the foundation of what today constitutes legal and educational policy and law for educating students with disabilities. The landmark 1954 Supreme Court case Brown vs. the Board of Education is one such example (CH. 6 PPT slides 4—6).

3. Discuss how Public Law 94-142, the Education for All Handicapped Children Act of 1974, changed the face of U.S. education forever. Explain what the provision “free and appropriate education in the least restrictive environment” means. 

Concept 4: Public Law 94-142, the Education for All Handicapped Children Act forever changed the face of American education and paved the way for other important legislation designed to protect the rights of individuals with disabilities (CH. 6 PPT slides 7—13).

4. Explain how and why some exceptional groups form their own disability cultural groups. 

Concept 5: Like many other groups, individuals with disabilities often socialize with one another and gain support from one another (CH. 6 PPT slide 14—15).

5. Cite the primary issues regarding the overrepresentation and underrepresentation of some ethnic/racial groups in special education classes and some of the possible contributing factors. 

Concept 6: In schools, individuals with disabilities from diverse cultural and linguistic groups often face discrimination related to their race/ethnicity/culture as

73 well as their disability. At times, issues related to this discrimination results in disproportionate placement of these students in special education and gifted education programs (CH. 6 PPT slide 16—20). 6. Discuss some of the basic needs of exceptional children. 

Concept 7: Educating students with exceptionalities requires a focus on their similarities to other students, not just their differences, and a belief that they should be, and are, full and valued members of schools and society. (CH. 6 PPT slide 21—24).

74 Supplemental Activities Students may be asked to complete the following activities to gain further depth of understanding of chapter content. Special Olympics Special Olympics, sponsored by the Joseph P. Kennedy, Jr. Foundation, is an international organization dedicated to empowering individuals with intellectual disabilities to become physically fit, productive and respected members of society through sports training and competition. Special Olympics offers children and adults with intellectual disabilities year-round training and competition in Olympic-type summer and winter sports. Special Olympics has over 500,000 volunteers worldwide, who contribute their time and energy to make this program possible. Go to there website at: http://www.specialolympics.org/ Click on the link for get involved. Through this link you will be able to find the Special Olympics office nearest you and will be able to obtain information for opportunities for your students to volunteer. Volunteering may be on a regular basis or may involve assisting in activities during Special Olympic competitions. Encourage your students to volunteer. It will be an experience that they will remember for the rest of their lives. Community Organizations and Resources Have each student research three community organizations dedicated to supporting individuals with specific disabilities and/or their families. Each student should investigate the presence of such groups by searching on the internet; by looking through newspapers and other local periodicals for announcements of such groups; by perusing hospital circulars and other organizational pamphlets and information centers in public establishments. They should then create a flyer or informational sheet containing the following:  Name of the organization  Location of main and/or regional office(s) and/or website (if available)  Population this organization serves  Goals of the organization  Mission statement  A brief (approximately 100-150-word) summary of other pertinent information of interest. Students might also take this information and post it to a classwide/institutional wiki (collaborative website) that is accessible by all students, across semesters, to serve as a resource for students and educators, and the students and families they serve. Portfolio Activities: 1. Examine an entire building on your campus to determine its accessibility to individuals with wheelchair mobility. Make a notation of the following: a. Do curbs leading to the building allow wheelchair access? b. Entrance into the building. Is it accessible by wheelchair? Is it ramped? c. Are restrooms accessible with larger stalls to accommodate wheelchairs?

75 d. Is the building multilevel, and if so, how does the student access the different floors? e. Are there Braille signs in appropriate places? 2. Examine your campus to determine if it is accessible to visually impaired individuals. Determine if there are hazards on the campus, which endanger individuals who are blind (e.g., holes in the ground, posted metal sign at face height). 3. Determine the percentage of students of color in the school you are working or student teaching. Determine the percentage of students of color in this same school who have placement in special education classes and determine if there is some degree of overrepresentation. This information is for your own use and possibly university classroom discussion. If you are a student teacher in the school, it may not be in your best interest to make an issue of overrepresentation with the school administration.

76 Reflect and Apply It is essential that students are able to reflect on their own thinking and learning. The following reflection prompts may be used to help students reflect on their own cognitive and emotional responses as well as their learning from the chapter. Ask students to maintain a journal that documents their responses to the questions below. Tell students that they will be asked the same questions after each chapter. Finally, inform students that at the end of the semester they will review their entries, analyze their responses, and write a short paper identifying themes that emerged as well as strategies for furthering their learning. The focus of the reflection paper is to consider how they might apply this expanded understanding of themselves in their teaching and future learning. 1. What have I learned about myself as a learner from this chapter?

2. What have I learned about my emotional responses to learning?

3. What learning tasks did I respond to most easily from this chapter?

4. What learning tasks gave me the greatest difficulties?

5. What do I feel most dissatisfied with regarding my learning activities?

6. What do I know now that I didn’t know prior to reading this chapter?

7. What can I now do that I couldn’t do prior to reading this chapter?

8. What can I teach others to know or do that I couldn’t teach them prior to reading this chapter?

77 Assessment of Learning Chapter 6 sample formal test items and answer key can be found in Part 2 of this manual. As the instructor, you may decide to have students engage in performance-based assessments, collaborative assignments, or in-class work to assess their understanding of the foundational concepts presented in this chapter, in addition to, or instead of, the formal test items included in this manual.

CHAPTER 7: Language This chapter addresses language as a function of culture. We often tend to take our language for granted and may forget that it is often difficult for individuals to relate to individuals who do not speak the way we do. Even when we speak the same language but speak a different dialect—or with an accent— there may be a sense of distance between the other individuals and us. In this chapter we will examine issues such as dialects, accents, non-verbal communication, second language acquisition, and the controversies surrounding English Only initiatives. California’s Proposition 227, a ballot initiative designed to end bilingual education in that state is highly controversial. Its supporters have taken the initiative to other states and appear determined to end bilingual education across the country. In this chapter we will look at James Cummins’ theories on second language acquisition and see why the opponents of Proposition 227 and comparable initiatives in other states are concerned with its possible effects on English language learners (ELL). Students should be encouraged to read the opening vignette of this chapter (and of all chapters, as assigned), to consider and reflect on key ideas presented in the case and in the questions that follow. These vignettes serve as activators of key concepts that will be discussed in the chapter that follows. Key Terms: Chapter 7 (Also located in the Text Glossary)

Accent—How an individual pronounces words. Additive bilingualism—Additive bilingualism occurs when two languages are of equal value and neither dominates the other. African American English (See Black English) American Sign Language (ASL)—A natural language that has been developed and used by persons who are deaf using a system of manual gestures. Argot—Somewhat secret vocabulary of a co-culture group. Basic interpersonal communications skills (BICS)—Basic, everyday conversational skills, which English language learners can develop in approximately two years. Bidialectical—An individual who has the ability to speak or utilize two or more dialects. Bilingual Education—Bilingual education is the use of two languages as a media of instruction. It accepts and develops native language and culture in the instructional process to learn English and to learn academic subject matter. Bilingual education may use the native language, as well as English, as the medium of instruction.

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Bilingualism—The ability to function in two languages. While some contend that bilingualism implies native-like fluency, others measure competency in two languages as adequate to be considered bilingual. Black English—Another term for African American English, Vernacular Black English, and Ebonics. A dialect used by many African Americans and used primarily by those in working-class families. Co-cultures—Groups of people who exist and function apart from the dominant culture (e.g., street gangs, drug dealers, prostitutes). Cognitive academic language proficiency (CALP) —The higher levels of proficiency required in highly structured academic situations. Colloquialisms—The informal or conversational speech in a community (e.g., Texas colloquialism, “I like to got hit by that car!” meaning “I was almost struck by that car”). Dialects—Variations of a language usually determined by region or social class (e.g., southern drawl). Ebonics (see Black English) English as a Second Language (ESL)—Educational strategy that relies exclusively on English for teaching or learning the English language—ESL programs are used extensively in this country as a primary medium to assimilate English language learners (ELLs) into the linguistic mainstream as quickly as possible. English Language Learners (ELL) —Students who have limited or no English skills and who are in the process of learning English. English only—Used interchangeably with “official English.” Formal standard—The acceptable written language that is typically found in grammar books. Informal standard—The language considered proper in a community. Language—Written or spoken human speech. It is a system that enables people to communicate with one another and to share their thoughts and ideas with one another. Monolingualism—The ability to speak only one language. Nonstandard dialect—A dialect of the same language (e.g., English), that is not considered standard (e.g., Black English). Official English—A position supported by U.S. English, a citizens’ action group, which

80 is seeking to have English declared by Congress as the official language of the United States. Individuals who support this movement believe that all public documents, records, legislation and regulations, as well as hearings, official ceremonies and public meetings should be conducted solely in English. Pedagogy—Art or science of teaching, which includes instructional strategies and methods. Proposition 227—An initiative passed by California voters in 1998 that required all language minority students to be educated in sheltered English immersion programs, not normally intended to exceed one year. Although it has not completely succeeded, Proposition 227 was designed to eliminate bilingual education from California’s schools. Regression to the mean—A statistical phenomenon that implies that scores at the extreme ends of the statistical distribution move toward the population average (mean), with low scores moving higher and high scores moving lower. Sheltered English immersion—A process of English language acquisition structured so that nearly all instruction is in English—This is the instructional method mandated by California Proposition 227 and is normally limited to one year. Signed English—A system that translates the English oral or written word into a sign. Standard English—The English spoken by a particular group of individuals in a community. Typically this group is the professional educated middle class and the group with a high degree of influence and prestige in the community. Subtractive bilingualism—Occurs when a second language replaces the first. Transitional programs—Transitional programs emphasize bilingual education as a means of moving from the culture and language most commonly used for communication in the home to the mainstream of U.S. language and culture. The native language of the home is used to help the student make the transition to the English language. The native language is gradually phased out as the student becomes more proficient in English. Vernacular Black English—Another term for Black English, African American English, and Ebonics. A dialect used by many African Americans and used primarily by those in working-class families. Yiddish—The language of Jews from Central and Eastern Europe and their descendants, resulting from a fusion of elements derived principally from a High German language written in Hebrew characters.

81 Suggested Activities and Assignments Activities and assignments are organized into preliminary learning activities; learning outcome activities, which have been designed to facilitate learning for each of the chapter’s learning outcomes; supplemental activities, including a variety of portfolio activities, and an end-of chapter reflect and apply, metacognitive activity that will stimulate learners thinking about what and how they are learning. The opening vignettes of each chapter provide students with opportunities to reflect on scenarios related to the chapter content, within educational settings. Preliminary Learning Activities The following activities may serve the purpose of activating students’ understanding of the influence of language on many facets of social and educational life, particularly in relation to communication, understanding, and meaning-making events. After conducting any or all of these activities, ask students to draw parallels to how they might enter into these activities in their own classrooms. 1. Establishing Safety When it comes to the issue of cultural differences, “who should adapt to whom?” This classic sociological question could no doubt surface at least on the minds of students as the class engages in conversations about language. Many students hold firmly to the idea that immigrants who come to the U.S. should be proficient or learn to speak English as soon as possible. This simplistic perspective often clouds their judgments and can evoke strong emotions that prevent them from fully grasping the concept of second language acquisition. As the instructor you can normalize these feelings for students by telling them that most of us growing up have learned some version of, “when in Rome do as the Romans do.” This adage suggests that the burden of adaptation should be placed squarely upon the shoulders of English Language Learners and their families. While many of us have been socialized into this ideology, tell students that the issue is not as black or white as is portrayed by that adage. Encourage students to take notice of any emotions or judgments they might have during the conversations from this chapter and reflect deeply about why they feel the way they do. 2. Getting to know your learners The U.S. is considered to be a nation of immigrants. Because of this fact, it is quite likely that students’ fore-parents spoke another language other than English. Ask students to investigate their ethnic heritage and find a song on YouTube in the language spoken by their ancestors. Select volunteers to play their songs in class. (Be mindful that students from some ethnic groups such as African Americans, or students who have been adopted may not know the exact origin of their ancestors). Debrief students by asking what it was like to hear the language of their ancestors. Also, ask students if their families maintained the tradition of speaking their native language and to think about why or why not. 3. Understanding Who We Are After the class lectures or discussions on language, ask the students to take out the

82 descriptive sentences they wrote about themselves earlier and add to them, in relation to their primary language and their linguistic abilities. As they explore their own linguistic competencies, ask students to think about what it means to be a “native English speaker,” English language learners, or to speak with an accent or dialect, as deem appropriate for their individual circumstance. How many languages do they? What are their perspectives of people who speak a foreign language? Encourage students to explore the privileges or disadvantages they might have had as a result of their linguistic abilities. Invite students to share their responses, if they feel comfortable doing so. Have students save this for reflection and integration into their cultural autobiography (Chapter One, Portfolio Activity).

83 Learning Outcome Activities: Meeting All Students’ Needs 1. Recognize why a French-speaking kindergarten student in Los Angeles may be accorded higher status and respect by teachers and in society than a Spanishspeaking kindergarten student. Activity: Small-group activties provide excelent learning opportunities for many types of learners. When facilitated effectively, such grouping can have the added benefit of exposing stdents to diverse views and perspectives. In this “rapid reader response activity,” ask students to read the section of the book on Langauage and Culture. Allow about five minutes for students to complete the reading. Ask students to form small groups based on style (encourage students to define what style means to them). Instruct students to define Eurocentrism and consider the impact it has had on students from certain ethnic and linguistic groups in the U.S. Encourage students to share any personal experiences they might have had with Eurocentric bias during their own schooling. 2. Infer what is meant by “language is cultural” and express how this meaning influences today’s classrooms. Activity: The following simulation might be especially useful for teaching this concept in part because students are instructed not to use traditional language such as written or spoken words, but must revert to gestures or pictures to communicate with each other. The debrief of this activity is crucial and students should be encouraged to think about how their experience engaging in the simulation might mirror the emotions and experiences of students from diverse cultural and linguistic backgrounds in the classroom. BARNGA A Simulation Game on Cultural Clashes Sivasailam Thiagarajan and Raja Thiagarajan Paperback, 132 pp. Price: $35.00 http://nicholasbrealey.com/boston/subjects/interculturalpress.html ISBN: 1931930309 This is a particularly powerful cultural simulation in which students have the opportunity to briefly experience confusion and not have tools typically available to them to communicate or resolve this confusion. Students gain insight into emotions, behaviors, and communication skills that emerge in cross-cultural situations in which individuals enter the situation with different assumptions and ideas of what the goal of the activity is, and their role in it. In this inter-cultural simulation, students play a card game (5 tricks) in small groups that is designed to have them believe they are all playing the same game. However, one or two “rules” differ in the game for each small group, and as the students switch groups and begin playing with others, a myriad of feelings and behaviors ensue which simulate

84 the experience of students who are new to a school or classroom, who are accustomed to “rules” and cultural expectations that are much different. The absence of language also simulates the difficulty English Language Learners may have when they encounter new and different settings. It is especially enlightening for individuals who have not had many of these types of experiences in the past, but all students gain insight into not only the experience of “not understanding the rules”, but also the functions of behaviors in these situations, and how to facilitate understanding and validation among others. Reading the guide is essential to understanding how to facilitate this exercise with students and debriefing about this experience afterward. 3. Differentiate between “accents” and “dialects.” Activity: Lead students in a whole-class discussion on the differences between accents and dialects. Ask students to develop a pneumonic device that helps them remember the difference between the two terms. As an example, you could consider sharing your own way of rememebering the difference such as Dialect = Doctors or DRS (Determined by by Region or Social Class) while Accent = DPW (Differently pronounced words). This activity is mutually beneficial to a variety of learners and should activate their critical thinking and creativity skills. 4. Articulate the difference between contact and non-contact cultures and how that impacts how teachers differentiate instruction. Activity: Have the students observe and record nonverbal communication patterns in a classroom, a dormitory, a dance, a meeting, or other activity that brings people of different cultural backgrounds together. Students should pay particular attention to how close the participants stand to each other, and the role and frequency of touch between various individuals. Describe the nonverbal communication observed, including responses to such cues. Lead students in a mini-lecture on differences between contact and non-contact cultures and then ask students to draw inferences on the implications for their own teaching and student learning in their future classrooms. Students who like to apply what they are learning and who learn best by doing will benefit most from this activity. 5. Distinguish between the role of first language (L1) in second language (L2) acquisition and the ways instructors can accommodate English language learners and second language learners. Activity: Ask students to form small groups of threes or fours and respond to the following scenario. As members of the school’s Multicultural Committee, you have been charged with creating a list of 10 essentials that teachers should know about the role of first language (L1) in second language (L2) acquisition as well as tips for how teachers can accommodate English language learners and second language learners. Allow about twenty minutes for students to develop their lists and then generate a master

85 list on the chalkboard (whiteboard). Deliver a mini-lecture that reinforces or adds to the information presented by the students. Students who prefer learning situations when they can reflect quietly, or those who prefer scenarios when they can apply what they are learning would benefit most from this activity. 6. Differentiate between bilingual education and ESL programs. Activity: According to the text, “English as a second language (ESL) is a program often confused with bilingual education. In the United States, learning English is an integral part of every bilingual program. But teaching English as a second language in and by itself does not constitute a bilingual program.” Read or show this statement to students and then ask them to write down at least five (5) fundamental differences between ESL and Bilingual education.

86 Learning Outcomes and PowerPoint Slides Main Concepts and PowerPoint Slides: The following concepts are presented in the chapter, and are delineated further in the PowerPoint slides enumerated in parentheses. This list of concepts should not be considered exhaustive, but rather an overview of the main ideas covered in the chapter. 1. Recognize why a French-speaking kindergarten student in Los Angeles may be accorded higher status and respect by teachers and in society than a Spanishspeaking kindergarten student. 

Concept 1: Language is a structured system of communication used to socialize individuals into communities (CH. 7 PPT slides 2—3).

2. Infer what is meant by “language is cultural” and express how this meaning influences today’s classrooms. 

Concept 2: There is great linguistic diversity in the U.S. (CH. 7 PPT slides 4—8).

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Concept 3: Language is culturally determined so certain words may vary in meaning for individuals from different cultures (CH. 7 PPT slides 4—8).

3. Differentiate between “accents” and “dialects.” 

Concept 4: An accent refers to how an individual pronounce words, whereas dialects are language rule systems often based on social class or region (CH. 7 PPT slides 9—18).

4. Articulate the difference between contact and non-contact cultures and how that impacts how teachers differentiate instruction. 

Concept 5: Communication expands beyond merely verbal communication. Non-verbal communication is equally important for conveying meaning within a culture (CH. 7 PPT slide 19).

5. Distinguish between the role of first language (L1) in second language (L2) acquisition and the ways instructors can accommodate English language learners and second language learners. 

Concept: 6: The number of ELL students have increased multifold within recent years. Most of these students were born in the U.S although their parents were born in a foreign country (CH. 7 PPT slides 20—21).

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Concept 7: Knowledge of their first language plays an important role in the process of acquiring and learning a second language (CH. 7 PPT slides 22—24).

6. Differentiate between bilingual education and ESL programs.

87

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Concept 8: Educators should ensure the right of each child to learn in the language of the home until the child is able to function well enough in English by using ESL or Bilingual education (CH. 7 PPT slides 24—26).

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Concept 9: While learning English is an integral part of every bilingual program, the practice of ESL by itself does not constitute a bilingual program. (CH. 7 PPT slides 27—31).

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Concept 10: Various court cases, political organizations, and considerations relative to second language acquisition influence school practices and policies in relation to assessment practices and program development for ELLs (CH. 7 PPT slides 32—33).

88 Supplemental Activities Students may be asked to complete the following activities to gain further depth of understanding of chapter content. Portfolio Activities: 1. Survey your students (where you teach, student teach or are involved in a practicum) to find out how many different languages or dialects they speak. Ask them when and where they feel comfortable speaking a different dialect or language other than Standard English. 2. Check with your local school district office and find out how many different language groups are served in the district. 3. Find out what type of programs are used in your district to facilitate English language acquisition of English Language Learners in the schools. 4. Survey the teachers who have language minority students in their classes and find out what type of programming they favor for their students and why. Official English? Have students engage in a mock-debate concerning establishing English as the Official Language of the United States (currently there is no official language stated in the Constitution or any other federal documents: see James Crawford’s website (http://www.languagepolicy.net/index.html) for a discussion on this and other language policy issues).

89 Reflect and Apply It is essential that students are able to reflect on their own thinking and learning. The following reflection prompts may be used to help students reflect on their own cognitive and emotional responses as well as their learning from the chapter. Ask students to maintain a journal that documents their responses to the questions below. Tell students that they will be asked the same questions after each chapter. Finally, inform students that at the end of the semester they will review their entries, analyze their responses, and write a short paper identifying themes that emerged as well as strategies for furthering their learning. The focus of the reflection paper is to consider how they might apply this expanded understanding of themselves in their teaching and future learning.

1. What have I learned about myself as a learner from this chapter?

2. What have I learned about my emotional responses to learning?

3. What learning tasks did I respond to most easily from this chapter?

4. What learning tasks gave me the greatest difficulties?

5. What do I feel most dissatisfied with regarding my learning activities?

6. What do I know now that I didn’t know prior to reading this chapter?

7. What can I now do that I couldn’t do prior to reading this chapter?

8. What can I teach others to know or do that I couldn’t teach them prior to reading this chapter?

90 Assessment of Learning Chapter 7 sample formal test items and answer key can be found in Part 2 of this manual. As the instructor, you may decide to have students engage in performance-based assessments, collaborative assignments, or in-class work to assess their understanding of the foundational concepts presented in this chapter, in addition to, or instead of, the formal test items included in this manual.

CHAPTER 8: Religion While ethnicity, class, and gender are usually the microcultures given the most attention, there are probably few, if any, microcultures which have more impact in determining most individuals’ perceptions and behaviors than religion. The purpose of this chapter is to help students understand how a student’s religious beliefs and background often shape attitudes and behaviors. The chapter examines how religion impacts most Americans with respect to their beliefs, attitudes toward religion, and frequency of attendance of religious services. The purpose of the chapter is not to provide a comparative review of religions, but rather to examine how some of these religions can shape everyday thoughts and behavior. We will examine some key issues such as views on race, gender, and even the controversial issues of homosexuality as they relate to religion. We can see examples of how some groups view these issues very differently, and perhaps see how and why we can become polarized in some of our views on the key issues facing us in daily life. Although not all religious groups are described in this chapter, it is critical that students are able to take from their readings and experiences the awareness of the importance of religion to their students, and how that influences teaching and learning. Students should be encouraged to read the opening vignette of this chapter (and of all chapters, as assigned), to consider and reflect on key ideas presented in the case and in the questions that follow. These vignettes serve as activators of key concepts that will be discussed in the chapter that follows. Key Terms: Chapter 8 (Also located in the Text Glossary)

Agnostic—One who believes that the existence of God can neither be proven nor unproven. Therefore they do not believe in a God or Goddess. Allah—God in Arabic. It is the term used for God by Muslims and Arab Christians. Atheist—One who positively does not believe in the existence of a God or Goddess. Black Muslims—A group of African Americans who now align themselves primarily with the Sunni form of Islam. Black Muslims in the United States likely had their early beginnings in the late 1800s, but at that time had little in common with traditional Islam. In the 1970s Elijah Muhammad led the Black Muslims into national visibility. Born again—Christians who have had a conversion experience with a spiritual rebirth into a new life. Buddhism—The fourth largest religion in the world. Founded in 535 B.C. by Siddhartha Gautama, who was believed to be a prince of India. Buddhists believe in reincarnation

92 and emphasize virtue, good conduct, morality, concentration, meditation, mental development, discernment, insight, wisdom, and enlightenment. Catholic—Members of the Roman Catholic Church who believe that the Pope in Rome is God’s visible lieutenant on earth and the rightful leader of Christianity. Conservative Protestants—Protestants who believe in the virgin birth of Jesus, the Bible being inerrant, and Jesus as the son of God as essential to salvation. Creation science—The term advocated by conservative Protestants who support the teaching of the Biblical account of creation in public schools in addition to or in place of the theory of evolution. Evangelical—Conservative Christians who fall under a broad umbrella. Some are considered more moderate within the group and focus on social action agendas in addition to their religious agenda. Another group tends to be more conservative and focuses on issues such as pro-life and an anti-gay agenda. Evangelicals generally agree in three areas: 1) one must have a “born again” conversion experience, 2) one must encourage others to believe in Jesus Christ as the son of God, and 3) the Bible is the actual word of God. Fundamentalist—The most conservative wing of a religious group, whether Protestant, Catholic, Jewish, Islamic, etc. These are often groups that dig in their heels to protect their faith from external forces they perceive as attacking their faith and morality. Fundamentalist Christians—Conservative Christians who advocate the teaching of creation as represented in the Bible as opposed to the theory of evolution. Hinduism The major religion of India and the third largest religion in the world, with over 750,000 adherents and as many as 1,000,000 in the United States. Unlike Christianity and Islam, Hinduism does not limit itself to a single religious book of writings, or to one God. Hinduism relies on a number of sacred writings and a number of gods. They believe that the goodness of an individual’s life will determine how he or she will be reincarnated. Intelligent design—A theory that only an intelligent being could have created a natural world so complex and well ordered as ours. Some, if not most supporters of the evolution theory, view intelligent design as a new term for creationism or creation science. Islam—The second largest religion in the world which is still growing in numbers and influence. “Islam” means to submit to the will of Allah or God and is derived from the same Arabic word as “peace.” Islam offers hope and salvation to the righteous and Godfearing individuals of all religions. Muslims believe that the Qur’an (Koran) is the final message delivered to his prophet Muhammad. The holy writing contains laws, moral precepts, and narratives guiding the lives of nearly one fifth of the world’s population.

93 Jihad—The Arabic word for Muslims, which means the struggle in the path of Allah or God. It can mean the struggle against human passions and instincts, which inhibit one from doing the work of God. It can also mean an armed struggle against forces of injustice. Muslim scholars teach that only defensive wars are truly jihad. It is often mistakenly interpreted by non-Muslims to mean a holy war, evoking images of terrorists. Kosher—Usually refers to food prepared in accordance with Jewish dietary laws. Koran, or Qur’an—The Koran is the holy writings of Islam, believed by Muslims to be the exact words revealed by God or Allah to the prophet Muhammad. It is also written as Qur’an in English. Liberal Protestants—Protestants considered to be on the liberal end of the religious continuum who view Christianity in ways meaningful in a world of science and continual change. They stress the right of the individual to determine what is true in religion. They may or may not believe in the virgin birth of Jesus and may or may not believe the Bible to be inerrant. Micro-cultural—Pertaining to subcultures such as religion, gender, and ethnicity. Muslim—Muslims (also spelled Moslem) are the adherents of Islam. Estimates of Muslims are as high as 1.3 billion in the world, and the highest estimates of Muslims in the United States are approximately 7,000,000. Only about 20% of the world’s Muslims live in the Middle East. India and Indonesia have the largest numbers of Muslims, with about 175 million each. New Age—Movement that began in the early 1980s. New Age has roots in nineteenthcentury spiritualism and in the counterculture movement of the 1960s, rejecting materialism and favoring spiritual experience to organized religion. New Age emphasizes reincarnation, biofeedback, shamanism, the occult, psychic healing, and extraterrestrial life. The movement is difficult to define, as there are so many variations of followers. Orthodox Jews—The oldest, most conservative, and most diverse form of Judaism. Orthodox Jews look upon every word in their sacred texts as being divinely inspired. They adhere to a strict dietary law (kosher), which requires the use of special ingredients and preparation. Kosher usually refers to food, but may refer to anything ritually fit or proper by Jewish law. Protestants—The general name given to an extremely diverse group of Christians, who may differ slightly or greatly from one another. Together, they form the second largest Christian group in the world after Roman Catholics. Protestants are centered primarily in Europe and North America. The hundreds of Protestant groups evolved out of the Reformation in the 1500s led by Martin Luther against the Catholic Church. Protestants share some important beliefs and values with Roman Catholics, such as the belief of only one God and the Trinity (God the Father, God the Son, and God the Holy Spirit). They differ in their views of the authority of the Pope and the ways that people relate to God.

94 Roman Catholics—Members comprise the largest Christian church in the world with over one billion adherents. Most believers live in Europe, South America, and North America. The numbers of Catholics in Africa and Asia have been growing in recent years. Catholics believe that Jesus founded their Church and that the Apostle Peter was the first in the line of Bishops leading to the current Bishop of Vatican City. The Pope is the spiritual and political leader of Roman Catholics. Sabbath (or Shabbat) —A day of rest and holiness observed by Jews and a minority of Christian denominations (e.g., Seventh Day Adventists). It is observed from sunset on Friday night until nightfall on Saturday. Most Christian groups observe Sunday as the Sabbath. Secular Humanism—A nonreligiously based philosophy promoting man as the measure of all things. Typically rejects the concept of a personal God and regards humans as supreme. Secular humanists tend to see God as a creation of man, rather than man being a creation of God. Sikhism—A religion founded by Guru Nanak during the fifteenth or sixteenth century B.C.E. in India. He drew from the elements of Hinduism and Islam, and stressed a universal single God. Union with God, he said, is accomplished through meditation and surrender to divine will. He believed in reincarnation, karma, and the destruction and rebuilding of the universe, but he rejected the Hindu belief in the caste system. Unchurched—Individuals who are not a part of an organized church or religious group—It does not necessarily mean that the individual is without religion or spiritual values. Unification Church—A religion founded in Korea in 1954 by the Rev. Sun Myung Moon. Individuals outside of the faith refer to the group’s adherents as “Moonies,” considered derogatory by its members. Members refer to themselves as Unificationists. Rev. Moon moved to the United States in 1972 and began a major effort to proselytize members into his church. Vouchers—For the purposes of this text, certificates issued by a government to parents to be applied toward the cost of private school education.

95 Suggested Activities and Assignments Activities and assignments are organized into preliminary learning activities; learning outcome activities, which have been designed to facilitate learning for each of the chapter’s learning outcomes; supplemental activities, including a variety of portfolio activities, and an end-of chapter reflect and apply, metacognitive activity that will stimulate learners thinking about what and how they are learning. The opening vignettes of each chapter provide students with opportunities to reflect on scenarios related to the chapter content, within educational settings. Preliminary Learning Activities The following activities may serve the purpose of activating students’ understanding of the influence of religion on social and educational life. After conducting any or all of these activities, ask students to draw parallels to how they might enter into these activities in their own classrooms. 1. Establishing Safety Religion, as we all know, can be a very divisive topic. Students will come to class with a variety of religious beliefs and with varying degrees of religious institutional affiliation and involvement. Many religions profess some form of dogmatic ideology, and students often believe that their perspectives on morality are the only “True” ones. Remind students that the institutions that have socialized us as well as our group memberships influence what we believe and find valuable. Encourage students to be mindful of the fact that we all have been socialized differently and that no one group or institution has a monopoly on morality—each perspective is equally valid to its members. 2. Getting to know your learners As students refine their identity during the college years, many of their beliefs come into question. Religious beliefs are often challenged by the various intellectual theories learned in college. Many students may struggle with maintaining their faith or coming to grips with what they believe. Ask students to go to the following website and take the Religious Identity Quiz. This gives students perspectives on varying beliefs pertaining to Christianity and Humanism. Even non-Christians may find value in this activity as it allows them to examine their beliefs on such topics as perspectives on faith, prayer, the afterlife, evolution, and televangelism. Students also have the option to copy the html code and share their results with their friends on Facebook or some other social networking site. 3. Understanding Who We Are After the class lectures or discussions on religion, ask the students to take out the descriptive sentences they wrote about themselves earlier and add to them, in relation to their primary religious identity. Ask students to describe their religious identity and note any present challenges they may be experiencing regarding their beliefs. Students should also be encouraged to think about the lessons they learn through their involvement with religion—both formal and hidden— about relating and engaging with people who are

96 culturally, linguistically or religiously different. Invite students to share their responses, if they feel comfortable doing so. Have students save this for reflection and integration into their cultural autobiography (Chapter One, Portfolio Activity).

97 Learning Outcome Activities: Meeting All Students’ Needs 1. Provide examples of how an educator will find different religious settings in the various regions of the country. Activity: Elicit volunteers from different parts of the state, or regions of the country, if possible. Ask volunteers to describe the general religious make-up of their cities or towns. Ask class to identify any patterns. Engage students in a mini-lecture on religion and regional differences and their implication for schooling using PowerPoint or Prezi.com. This activity will activate students learning and may be favorable for a variety of learning styles, especially those who learn best when an expert presents the information. 2. Discuss and provide examples of how religion is important to a large percentage of Americans. Activity: This activity is a great way to involve learners who might not be comfortable verbalizing during class discussions. It is an excellent activity to demonstrate the democratic principles of multicultural educastion in the classroom. Tell students they will be engaging in a chalk-talk acivity in which they should abide by the following guidelines: 

In a moment I will write a statement on the board.

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Each person is required to participate by writing a response on the board either to my original statement, or to a statement posted by one of your classmates. (It is fine if students write more than one response).

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A gag-order is now in effect in which there should be absolutely no talking— allow your chalk (or marker) to do the talking for you.

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We will write for approximately five minutes.

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Afterwards, you will have an opportunity to vocalize your perspectives.

STATEMENT: “Religion is a myth!” Because students often hold strong beliefs about their religion, this exercise could stimulate gut-wrenching emotional responses. Therefore, thorough debrief of this topic is essential. Once students have had the opportunity to verbalize their perspectives, ask students how they were defining the term “myth.” Tell students you are thinking about this term as a concept that has the potential of producing truth effects. It is not about whether or not the beliefs are true, but moreso about its potential for being seen as true by a large number of people. Ask students to think about specific examples of how religion is important as a basis for establishing truth for a large number of people in the U.S. 3. Provide some specific examples of how the religious landscape of the United States has been changing in recent years.

98 Activity: For this activity, each student is asked to list as many examples as possible of how the religious landscape of the United States has been changing in recent years. Divide the class into four (4) teams. Tell students each team will get one point for each unique answer they provide. Instruct students to generate a master list of atleast ten (10) examples and then be prepared to share one pre-selected example during each round. Play ten rounds and ask students to compile their team’s score based on the number of unigue answers they provided during the individual rounds. This collaborative activity should stimulate some deep thinking on this issue as students work to create unique responses. 4. Contribute to a discussion on the basic beliefs and focus of evangelical Christians and how they have influenced the political process in the United States. Activity: Ask students to (1) identify some of the key principles of evangelical Christians in the U.S., and then (2) collect (or read) articles from local newspapers, popular magazines or credible internet sources that reflect an evangelical Christian perspective on any political issue(s), and, finally, (3) write a brief paper analyzing ways by which evangelical Christians influence the political process in the US. This activity would be useful for a variety of learners especially those who learn best when through an inquiry process. 5. Examine how religious beliefs related to gender roles can have an effect on everyday expectations and attitudes related to women and men in society. Activity: Invite Clergy or religious leaders from various faiths (e.g., Roman Catholic, Protestant, Baptist, Jewish, Latter-Day Saints, Islam) to participate in a class panel to discuss the gender roles. How do they explain the roles of males and females from a theological perspective? Are gender roles ordained by God or Allah, or socially constructed? Etc. From this experience, students can gain an understanding of how religion can shape attitudes and beliefs about gender? 6. Characterize the concept of separation of church and state and how it impacts what can and cannot legally take place in American schools. Activity: Divide the class into three groups and have them interview clergy or religious leaders from various religious groups on the subjects listed below: a. Group I (1) Jehovah’s Witness (2) Roman Catholic (3) Southern Baptist (4) Seventh Day Adventist Alternates (5) Church of Christ (in place of Baptist) (6) Christian Science (in place of Jehovah’s Witness) (7) Greek Orthodox (in place of Roman Catholic) b. Group II

99 (1) Congregationalist (2) Reformed Jewish (3) Buddhist (4) Hindu Alternates (5) Presbyterian (in place of Congregationalist) (6) Orthodox Jewish (in place of Reformed Jewish) (7) Baha’ism or Sikhism (in place of Buddhism or Hindu) c. Group III (1) Episcopalian (2) Unitarian (3) Islam (4) Latter-Day Saints (Mormon) Each of the groups is to make appointments and conduct interviews, taking notes on the following: a. b. c. d. e. f. g. h.

School prayer Teaching of evolution Teaching sex education in public schools High school reading of short stories and novels on diverse lifestyles and values. Unmarried teachers who cohabitate with the opposite sex. Public school dances Interracial dating Pregnant, unmarried students attending public high schools

After the interviews, each group should make a presentation to the class reporting the findings in their interviews. Students should discuss what adjustments if any they would need to make if the religious group interviewed was the predominant religious group in the community that controlled local politics and was heavily represented on the school board. Should the teachers have to make adjustments to their teaching if the school superintendent or their own principal held conservative religious views?

100 Learning Outcomes and PowerPoint Slides Main Concepts and PowerPoint Slides: The following concepts are presented in the chapter, and are delineated further in the PowerPoint slides enumerated in parentheses. This list of concepts should not be considered exhaustive, but rather an overview of the main ideas covered in the chapter. 1. Provide examples of how an educator will find different religious settings in the various regions of the country. 

Concept 1: Religion is likely as important in shaping an individual’s persona as any other microculture and the religious pluralism of the school in which one teaches will be determined, in great part, by the school’s geographic region of the United States (CH. 8 PPT slides 2—3).

2. Discuss and provide examples of how religion is important to a large percentage of Americans. 

Concept 2: Religious pluralism plays a significant part in the diverse cultures and constitutional history of the United States, presenting unique opportunities to schools in relation to appreciating diversity ((CH. 8 PPT slides 4—7).

3. Provide some specific examples of how the religious landscape of the United States has been changing in recent years. 

Concept 3: While the United States has remained primarily a Christian nation, with strong Protestant influence, the country has seen slow but steady changes in the last few decades (CH. 8 PPT slides 8—10).

4. Contribute to a discussion on the basic beliefs and focus of evangelical Christians and how they have influenced the political process in the United States. 

Concept 4: Protestantism, Catholicism, Judaism, Islam, Buddhism, Hinduism, and other religions share some characteristics, and are unique along other dimensions (CH. 8 PPT slides 11—17).

5. Examine how religious beliefs related to gender roles can have an effect on everyday expectations and attitudes related to women and men in society. 

Concept 5: Religion plays a significant role in gender, sexual orientation and racial identity (CH. 8 PPT slides 18—24).

6. Characterize the concept of separation of church and state and how it impacts what can and cannot legally take place in American schools.

101 

Concept 6: Most Americans are born into the religion of their parents, later joining that same body, but ultimately have the freedom to choose and practice their own religion (CH. 8 PPT slides 25—26).

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Concept 7: Religion and its place in education can become controversial issues in some communities, necessitating guidelines for educating students about religions in schools ((CH. 8 PPT slides 27—28).

102 Supplemental Activities Students may be asked to complete the following activities to gain further depth of understanding of chapter content. Portfolio Activities: 1. Form a group to work on a project to determine religious or theological implications of parents having a child born with a disability. Divide your assignments so that the group can interview (if your community is large enough) at least two or three Catholic priests, Protestant ministers (from different denominations), Jewish rabbis, Mormon bishops, and Islamic center directors. Ask them what information they would provide parents of a newborn child with a disability when they ask what God’s reason was for bringing a child with a disability into the world. As a group, formulate a report looking at the similarities and differences of each religious group or denomination. 2. Utilizing various sources, including legal documents and search engines, find and summarize the court cases in your state in the last twenty-five years involving challenges to the First Amendment and public schools. 3. Write a plan of action for meeting with parents and explaining to them how you will be addressing evolution in your class. Show what steps will be taken to avoid conflict with parental religious views.

103 Reflect and Apply It is essential that students are able to reflect on their own thinking and learning. The following reflection prompts may be used to help students reflect on their own cognitive and emotional responses as well as their learning from the chapter. Ask students to maintain a journal that documents their responses to the questions below. Tell students that they will be asked the same questions after each chapter. Finally, inform students that at the end of the semester they will review their entries, analyze their responses, and write a short paper identifying themes that emerged as well as strategies for furthering their learning. The focus of the reflection paper is to consider how they might apply this expanded understanding of themselves in their teaching and future learning.

1. What have I learned about myself as a learner from this chapter?

2. What have I learned about my emotional responses to learning?

3. What learning tasks did I respond to most easily from this chapter?

4. What learning tasks gave me the greatest difficulties?

5. What do I feel most dissatisfied with regarding my learning activities?

6. What do I know now that I didn’t know prior to reading this chapter?

7. What can I now do that I couldn’t do prior to reading this chapter?

8. What can I teach others to know or do that I couldn’t teach them prior to reading this chapter?

104 Assessment of Learning Chapter 8 sample formal test items and answer key can be found in Part 2 of this manual. As the instructor, you may decide to have students engage in performance-based assessments, collaborative assignments, or in-class work to assess their understanding of the foundational concepts presented in this chapter, in addition to, or instead of, the formal test items included in this manual.

CHAPTER 9: Geography Chapter 9 presents a discussion on the influence of geography and locale on socioeconomic status, diversity, access to resources, and schooling. This important chapter explores the impact of geography, in particular, on cultural identity. Geography can be a very important factor that impacts an individual or group’s identity. Regional cultures, the diversity of the population, and education in the South, New England, the Middle Atlantic, Midwest, Great Plains, Southwest, and West are described. The impact of migration and globalization on population groups and its educational implications complete the discussion of geography. Students should be encouraged to read the opening vignette of this chapter (and of all chapters, as assigned), to consider and reflect on key ideas presented in the case and in the questions that follow. These vignettes serve as activators of key concepts that will be discussed in the chapter that follows. Key Terms: Chapter 9 (Also located in the Text Glossary)

Charter schools—Public schools that are exempt from many of the bureaucratic regulations of traditional public schools. Creolization—The result of European Americans, African Americans, and American Indians intermarrying and developing unique cultures, languages, and dialects. Developing nations—Countries that have lower per capita income, greater poverty, and much less capital development than the nations that wield global economic power, such as the United States, Japan, and European countries. Ecosystem—The natural system of animals, plants, and microorganisms functioning together in the physical and chemical environment in which they are located. Geography— Study of the earth’s surface, why people live where they live, how the place in which one lives affects the lives of its residents, and how regions of a country and the world impact on each other. Globalization—A system that connects countries economically, politically, environmentally, and culturally through a global economy supported by free trade, international corporations, and worldwide labor markets. Human geography—The study of the economic, social, and cultural systems that have evolved in a specific location of the world. Magnet schools—Schools in which the curriculum emphasizes a particular subject or field such a performing arts or mathematics and science. Generally, students from anywhere in a school district can apply to attend these schools.

106

Manifest destiny—A policy in which a nation or culture believes they are superior to all others and are destined to rule over other nations and cultures. Metropolitan— A geographic area that includes a city with a substantial population and adjacent communities that are economically connected to the city. Physical geography—The study of the physical features of the earth. Subsistence living/farming—A socioeconomic system in which people produce enough food for their communities to survive, but do not accumulate food or money for private use. Suburbs—The communities that surround a city and are home to many of the city’s workers.

107 Suggested Activities and Assignments Activities and assignments are organized into preliminary learning activities; learning outcome activities, which have been designed to facilitate learning for each of the chapter’s learning outcomes; supplemental activities, including a variety of portfolio activities, and an end-of chapter reflect and apply, metacognitive activity that will stimulate learners thinking about what and how they are learning. The opening vignettes of each chapter provide students with opportunities to reflect on scenarios related to the chapter content, within educational settings. Preliminary Learning Activities The following activities may serve the purpose of activating students’ understanding of the influence of geography on social and educational life. After conducting any or all of these activities, ask students to draw parallels to how they might enter into these activities in their own classrooms. 1. Establishing Safety Life in different parts of the state or the country can be fundamentally different. Students who life in fast pace urban settings and who have easy proximate access to most amenities might find it difficult relating to students who come from more rural settings where life might be more slow-pace, and when the value of proximity to others may be replaced with a value for strong community ties. Whatever the differences maybe, students should freely be able to express themselves without being ridiculed by others. Moreover, some of the topics in this chapter such as manifest destiny or creolization may be difficult to speak about. Again, remind students of the norms established early in the semester on day one, and highlight the value in living in many different geographic parts of a state or country. 2. Getting to know your learners The issue of creolization is not explored in depth in the U.S. as it is in many parts of the postcolonial world. Creolization is the unique culture, language and dialects that emerge as a result of intermarriage and interbreeding between members of different ethnic groups. While this may be a very sensitive topic, ask students to explore any creolization in their own families. Direct students to read and explore the NY Times exposé entitled Race Remixed at the following web address: http://topics.nytimes.com/top/news/us/series/race_remixed/index.html. Invite students to explore the cite and then click on the link for, “A Mixed-Race Family Tree.” Finally ask students to create a similar family tree that represents their own family dynamics and experiences with creolization. 3. Understanding Who We Are After the class lectures or discussions on geography, ask students to take out the descriptive sentences they wrote about themselves earlier and add to them, in relation to their identity growing up in a particular geographic region. Ask students to describe how this upbringing might have impacted their identity and how they believe they would have been different

108 had they been reared in a different location. Invite students to share their responses, if they feel comfortable doing so. Have students save this for reflection and integration into their cultural autobiography (Chapter One, Portfolio Activity 1).

109 Learning Outcome Activities: Meeting All Students’ Needs 1. Explain what geography is and what the difference is between physical and human geography. Activity: For this inquiry activity, students are asked to read the section of the textbook in advance of class and identify key differences between physical and human geography. Ask students to identify an object to bring with them to class that captures the difference. They should come prepared to “show and tell” their classmates how their artifact conveys the difference between the two types of geography. This activity could be useful for multiple types of learners as students are required to not only learn the conepts but think about a way to represent it to the class. 2. Cite the primary characteristics of the South, New England and the MidAtlantic, Great Plains and Midwest, Southwest, and West regions of the United States. Activity: Before reading and/or discussing the chapter, have students gather in small groups to brainstorm stereotypes of individuals from different geographical and demographic locations (e.g., New Englanders, Southerners, people from the Midwest, those living in suburban, rural, and urban environments). Discuss how those preconceptions are formed—what influences us to hold those stereotypes? How are stereotypes formed? Ask students if any of them were raised in these regions of the country, and if the stereotypes are always, sometimes, or never true of them and their experiences. Discuss how labels and descriptions provide us with frameworks of understanding groups of people, but that there are always subgroup and individual differences among people of any group, and as educators, we must be cautious in the extent to which we classify students and schools based on general descriptors. 3. List some of the regional differences in education, religion, cuisine, health and well-being, and politics found in the United States. Activity: This activity would be useful for many types of learners as the depth of learning utilizes multiple modalities. Students who like information presented visually would benefit most from this activity. Create a multi-column chart and have the class compare and contrast various dimensions of the different regions of the United States (history, economy, schooling) or different types of communities, including urban, rural, and suburban (history, schooling practices, diversity). Or, have small groups of students assigned to one region or type of community, and then compare/contrast as an entire class, to visually document and understand how sociohistorical and sociogeographical dimensions influence people and schooling.

110 For example, construct a chart such as the following, to compare and contrast regions of the United States: Region South Descriptors States in this region Historical context Major characteristics (landscape, racial demographics, major urban centers) Per capita income Educational considerations

New England

Middle Atlantic

Midwest

Great Plains

Southwest

West

4. Differentiate characteristics of the rural versus urban areas of the United States. Activity: Ask students ot respond to the following scenario: You have just graduated and was fortunate to have have had two successful offers—one at a school located in a rural area and the other in an urban disttict. You believe it is important for teachers to live in the communities where they work and so you are weighing heavily on your decision. You decide to conduct some research and compare and contrast differences between living and working in an urban versus rural community. Draw a vertical line on a sheet of paper and create two headings: urban and rural. List characteristics of each setting under the appropriate heading. Be prepared to share your findings with a partner. 5. Examine how events in one part of the world affect the economics of other world regions. Activity: One of the basic arguments in Thomas Friedman’s (2005) book, The World is Flat, is that we are more globally interconnected today than at any other point in history. This idea is also prevalent in the scientific concept of “butterfly effects,” the notion that a butterfly flapping its wings in Tokyo can cause a tornado in New York. To analyze this, ask students to search the media for news stories from the past year that illustrate how events in other parts of the world affect the US economy. Ask them also to identify stories that illustrate events in the US that might have had an impact on economics of other world regions. 6. Articulate how to incorporate student geographical and cultural differences into the classroom.

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Activity: Ask students to design a mini-lesson that illustrates how they would incorporate student geographical and cultural differences into the classroom.

112 Learning Outcomes and PowerPoint Slides Main Concepts and PowerPoint Slides: The following concepts are presented in the chapter, and are delineated further in the PowerPoint slides enumerated in parentheses. This list of concepts should not be considered exhaustive, but rather an overview of the main ideas covered in the chapter. 1. Explain what geography is and what the difference is between physical and human geography. 

Concept 1: Geography influences and shapes individual and group identity through the meanings individuals attribute to experiences in locales and regions (Ch. 9 PPT slides 2—4).

2. Cite the primary characteristics of the South, New England and the MidAtlantic, Great Plains and Midwest, Southwest, and West regions of the United States. 

Concept 2: There are six main geographic regions in he U.S. each with fairly distinct characteristics (Ch. 9 PPT slides 5—11).

3. List some of the regional differences in education, religion, cuisine, health and well-being, and politics found in the United States. 

Concept 3: Regional differences become apparent to educators as they move from one area to another to work. These differences may manifest in education, religion, cuisine, health and well-being, and politics (Ch. 9 PPT slides 12—16).

4. Differentiate characteristics of the rural versus urban areas of the United States. 

Concept 4: There may be significant differences between living and teaching in suburban urban and rural communities (Ch. 9 PPT slides 17—20).

5. Examine how events in one part of the world affect the economics of other world regions. 

Concept 5: The diversity of a geographic area varies because of history, immigration, and migration (Ch. 9 PPT slides 21—26).

6. Articulate how to incorporate student geographical and cultural differences into the classroom. 

Concept 6: Teachers should recognize that differences due to geographic upbringing are not shortcomings but can be attributed to student experiences outside of the local community; subsequently, teachers should strive to understand and accommodate these differences (Ch. 9 PPT slides 27—31).

113 Supplemental Activities Students may be asked to complete the following activities to gain further depth of understanding of chapter content. Group Histories Gather information from reputable research sources on a linguistic, cultural, racial, religious, or ethnic groups or subgroups of interest in the United States, and provide an informative presentation for classmates/others (to place in the portfolio) with the following information (this could also be done as a class exercise, researching the community in which the students themselves live, or teach, or study, as an historical record of the community and values of the different groups in the community!): a. Population/demographic statistics b. Immigration or cultural history and status (e.g., voluntary vs. involuntary minorities (Ogbu, 2001)), particularly examining geographic migration and regional affiliation; c. Sociopolitical and sociohistorical status; and d. Cultural considerations for schooling – group values, beliefs, traditions, important events, parenting styles, perspectives on schooling, ways to facilitate transitions to U.S. school environments, with particular focus on geographical meanings and knowledge This could be extended into a semester-long project by including interviews of individuals affiliated with those groups (to find common themes and add to ideas for cultural considerations for schooling), as well as research to find organizations that provide resources for those groups in the local community. For a more in-depth look at the possibility of doing a research project related to a particular community, see Hollins (1996). Culture in School Learning: Revealing the Deep Meaning. NJ: Lawrence Erlbaum. ISBN-10: 0805822658 Portfolio Activities: 1. Observe teachers several times in a rural and urban or suburban school. As you observe, make notes of the diversity of students and teachers in the different schools, the relationship of students and teachers, and the interactions of students across groups. Contrast the two schools in a paper or matrix and discuss your findings. 2. Visit a school with a number of immigrant students to determine the approaches being used to integrate the students and help them learn. Talk with teachers about the instructional strategies they are using to most effectively serve these students and their families. Write a summary of your findings for your portfolio with recommendations about how you will work with a new immigrant student when you begin teaching.

114 Reflect and Apply It is essential that students are able to reflect on their own thinking and learning. The following reflection prompts may be used to help students reflect on their own cognitive and emotional responses as well as their learning from the chapter. Ask students to maintain a journal that documents their responses to the questions below. Tell students that they will be asked the same questions after each chapter. Finally, inform students that at the end of the semester they will review their entries, analyze their responses, and write a short paper identifying themes that emerged as well as strategies for furthering their learning. The focus of the reflection paper is to consider how they might apply this expanded understanding of themselves in their teaching and future learning.

1. What have I learned about myself as a learner from this chapter?

2. What have I learned about my emotional responses to learning?

3. What learning tasks did I respond to most easily from this chapter?

4. What learning tasks gave me the greatest difficulties?

5. What do I feel most dissatisfied with regarding my learning activities?

6. What do I know now that I didn’t know prior to reading this chapter?

7. What can I now do that I couldn’t do prior to reading this chapter?

8. What can I teach others to know or do that I couldn’t teach them prior to reading this chapter?

115 Assessment of Learning Chapter 9 sample formal test items and answer key can be found in Part 2 of this manual. As the instructor, you may decide to have students engage in performance-based assessments, collaborative assignments, or in-class work to assess their understanding of the foundational concepts presented in this chapter, in addition to, or instead of, the formal test items included in this manual.

CHAPTER 10: The Youth Culture The purpose of Chapter 10 is to help the student see that how one thinks and behaves can very much be a function of one’s particular age group. Students will likely readily concede that they often view things differently than their parents and perhaps even more so than their grandparents. Our perceptions of the world are influenced by our experiences. In this chapter we will examine some of the characteristics of the different age groups such as adolescents, Generation X, Generation Y and Generation Z. In addition we will examine some of the critical issues that impact children and adolescents, including, but not limited to, street gangs, school violence, and adolescent suicide, and contemporary issues such as the use of cell phones and texting. Students should be encouraged to read the opening vignette of this chapter (and of all chapters, as assigned), to consider and reflect on key ideas presented in the case and in the questions that follow. These vignettes serve as activators of key concepts that will be discussed in the chapter that follows. Key Terms: Chapter 10 (Also located in the Text Glossary)

Adolescence—Approximately ages 13 through 19. At risk—Children and youth who are economically disadvantaged to a degree that can affect their educational opportunities. Breakdancing—An improvised form of dancing with intricate and sometimes acrobatic moves. Child abuse —The physical or psychological mistreatment of children. Emotional abuse—A pattern of behavior that impairs a child’s emotional development or sense of worth. Generation X—The generation born between 1965 and 1976. Generation Y—The children of baby boomers, and the younger siblings of Generation X, who were born between the early 1980s and 1994. Generation Z—The age cohort of individuals born after 1990. High-risk behaviors—High-risk behaviors of children and youth include behaviors that put them at risk of physical injury, social or psychological harm, and other behaviors that have serious negative consequences (e.g., unprotected sex, drug use, street

117 racing, etc.). Hip-hop culture—A subculture created by African American youth on the street, but now has worldwide appeal, resulting in massive marketing in clothing, music, and rap. High-risk behaviors—Actions such as drug use or premarital sex, which could lead to alcohol or drug dependency, teenage pregnancy, sexually transmitted diseases, or some other undesirable outcome. MySpace—A social networking website where individuals can place personal profiles, photos, blogs, music, and videos. Physical Abuse—The non-accidental injury inflicted by a child’s caretaker. Physical Neglect—The deliberate neglect or extraordinary inattentiveness to a child’s physical well-being. Sexual abuse—The involvement of adults with children or underage adolescents in sexual activity. Substance abuse—Use of drugs or alcohol to a level of addiction or other at-risk behaviors. Young adulthood—Individuals between the ages of 18 and 24. YouTube—A website where users can upload, view, and share videos.

118 Suggested Activities and Assignments Activities and assignments are organized into preliminary learning activities; learning outcome activities, which have been designed to facilitate learning for each of the chapter’s learning outcomes; supplemental activities, including a variety of portfolio activities, and an end-of chapter reflect and apply, metacognitive activity that will stimulate learners thinking about what and how they are learning. The opening vignettes of each chapter provide students with opportunities to reflect on scenarios related to the chapter content, within educational settings. Preliminary Learning Activities The following activities may serve the purpose of activating students’ understanding of the influence of youth culture on social and educational life. After conducting any or all of these activities, ask students to draw parallels to how they might enter into these activities in their own classrooms. 1. Establishing Safety At this juncture in the semester, students should be relatively familiar with your classroom’s norms and expectations. Instructors should also be aware of the concept of temporocentrism, a tendency for individuals to believe that their time or generation is superior to any others from the past or that currently prevails. Statements such as “this generation today,” or “the older generation,” etc. may indicate that temporocentrism is at play. Remind students that each generation has a tendency to have some variation of these attitudes and ask students to take notice of any such thoughts, judgments or emotions they may be having. Instructors should interrupt or redirect conversations where judgments are being made regarding youth culture or any generation for that matter. Finally, be mindful that many adult learners are now returning to school as nontraditional students which may lead to interesting classroom dynamics. 2. Getting to know your learners Having an opportunity to serve as a professional expert while dramatizing a personal situation that they might have encountered may be a good way for students to get to share about themselves. Ask students to consider that a parent came to them and ask them to give advice to their teenage son or daughter who may be struggling with some issue. Because they had struggled with some similar issue, they are very excited to connect with the teen. Using the text-to-movie website, Xtranormal.com, ask students to create a brief five-minute movie that dramatizes the encounter. Understanding Who We Are After the class lectures or discussions on youth culture, ask the students to take out the descriptive sentences they wrote about themselves earlier and add to them, in relation to their identity being a part of a particular generation. Ask students to describe what it means to be a part of their generation. What makes their generation unique? What are some of the features and challenges that are unique to their generation? Invite students to share, if the feel comfortable doing so. Have students save this for reflection and integration into their cultural autobiography (Chapter One, Portfolio Activity).

119 Learning Outcome Activities: Meeting All Students’ Needs 1. Provide examples of how an individual’s age and culture can impact the way he or she functions in daily life. Activity: This is a great activity for developing higher order-thinking skills and for creating empathy. It is useful for learners who work well in interpersonal contexts as well as a variety of other types of learners. Placing students in heterogeneous groups allows them to build from each other’s prior knowledge as well as contribute unique ideas to each other, among the many other benefits. Have students break into small groups of 3-4 students each. Assign (or have students draw cards to assign) age groups to each group (e.g., young children; teenagers; twenty-somethings; forty-somethings; sixty-somethings; grandparents; middle-aged people). Have each small group brainstorm stereotypes related to different ages of people. Discuss as a class where those stereotypes are formed. 2. Characterize young adulthood and differentiate between generations Y and Z. Activity: There have been vexing debates in publlic discourse about the contributions between generations Y and Z. Ask students to do a brief internet search and read some of the blogs that have been written about these issues. Students should syntehsize the arguments and come prepared to critique the debates in class. This inquiry-activity is a good way to facilitate the concept of learning while doing and is good for a variety of learners. 3. List the many issues and concerns that influence children’s lives. Activity: For this activity, students are asked to bring copies of teen magazines to class (e.g. Seventeen, New York Times Upfront, Teen Ink, etc.). After watching Frontline’s "Merchants of Cool," (available for free public viewing online at http://www.pbs.org/wgbh/pages/frontline/video/flv/generic.html?s=frol02p70&continuou s=1), students break into groups and look for images that support or fail to support the thesis of the video. Each group then reports their findings back to the class. Ask students to think about whether the arguments presented in the video are still relevant for today’s youth. Finally, ask students to identify other issues and concerns that influence today’s youth. Again, this hands-on activity is mutually beneficial for a variety of learners and it helps to crystallize a class concept for the students. 4. Recognize the teacher’s role in understanding how children’s age, culture, and life circumstances impact their ability to learn and interact with others. Activity: Ask students to write a letter to the schoolboard persuading the members about the role teachers should play in understanding how children’s age, culture, and life circumstances impact their ability to learn and interact with others. Ask about three or four studenst to read their letters. Allow other students to add other reasons why teachers should have this knowlede.

120 Learning Outcomes and PowerPoint Slides Main Concepts and PowerPoint Slides: The following concepts are presented in the chapter, and are delineated further in the PowerPoint slides enumerated in parentheses. This list of concepts should not be considered exhaustive, but rather an overview of the main ideas covered in the chapter. 1. Provide examples of how an individual’s age and culture can impact the way he or she functions in daily life. 

Concept 1: Like other cultural groups, we feel, think, perceive, and behave, in part, based on the age group to which we belong (CH. 10 PPT slides 2—3).

2. Characterize young adulthood and differentiate between generations Y and Z. 

Concept 2: There are significant differences between generations Y and Z including their experiences with technology, relationships with parents, and “tolerance” of diversity (CH. 10 PPT slides 4—5).

3. List the many issues and concerns that influence children’s lives. 

Concept 3: Educators should always be vigilant and concern for the overall wellbeing of their students. They should also be aware of the many issues that influence children including poverty, prejudice and racial violence, child abuse, physical abuse, neglect, emotional and sexual abuse, and childhood (CH. 10 PPT slides 6—14).



Concept 4: Adolescence is marked by a transitional period, during which students face both challenges and opportunities. Many of these contemporary challenges include at-risk behaviors such as: substance abuse, sexual behaviors, suicide or other forms of self-injury, bullying, violence, hip hop culture, and use of cell phones and texting (CH. 10 PPT slides 15—25).

4. Recognize the teacher’s role in understanding how children’s age, culture, and life circumstances impact their ability to learn and interact with others. 

Concept 5: It is critically important that teachers help students learn to understand and value the contributions of all age groups and cultures in the U.S. (CH. 10 PPT slides 26).

121 Supplemental Activities Students may be asked to complete the following activities to gain further depth of understanding of chapter content. Bullying Prevention Programs Have students examine information relative to bullying prevention programs (see, for example, the National Youth Violence Prevention Center website on youth violence: http://www.safeyouth.gov/Training/Lessons/Pages/StartHere.aspx. Have them research if their schools/districts currently have policies and/or programs in place to reduce and prevent bullying, and if so, compare them to the considerations present in the NYVPC materials. If not, have students, in small groups, choose one of the following actionprojects:  Draft a school policy and an action plan for educating faculty, staff, and students about the policy.  Create a series of lesson plans for students in different grades, related to bullying and bullying prevention.  Create a booklet for parents, with tips on talking with their children about bullying, and resources parents might utilize in discussing these topics with their children.  Research children’s books and novel series that address the topic of bullying, and create a mini-thematic unit around literacy activities related to bullying. Alcohol and Substance Abuse Programs Invite students to discuss the use of drugs and alcohol by many middle and high schoolage children in public schools. At what point does the use of illegal substances such as these, or underage drinking, constitute “abuse”? Consider having students visit various websites to find ways to address these issues successfully in schools. Gangs and Gang Prevention Encourage students to become familiar with the nature of gangs--membership patterns, signs, resources, and addressing gang activity in schools. Students should also be encouraged to speak with local law enforcement members to understand local gang activity and current response programs, policies, and activities. (This could also be an opportunity to partner with community agencies to invite a guest speaker, or a panel of local agency members, to discuss local and regional efforts in response to gang activity.) Child Abuse/Neglect Awareness and Reporting Invite a local expert on child abuse and neglect to come speak to the class about common indicators of child abuse and neglect, and state policies, mandates, and procedures for reporting suspected child abuse and/or neglect. Adolescent Suicide Resources related to statistics, identification of risk, and prevention of adolescent suicide can be found on the Internet. Have students create a pamphlet for other

122 teachers/educational professionals, using educational technology, highlighting critical information relative to identification of risk and response. Portfolio Activities: 1. Have students interview three teachers from three different schools and ask them what their school policy is in reporting suspected child abuse of their students. 2. Have students interview teachers or administrators from schools to find out what their policy is on zero tolerance or if there is no zero tolerance policy.

123 Reflect and Apply It is essential that students are able to reflect on their own thinking and learning. The following reflection prompts may be used to help students reflect on their own cognitive and emotional responses as well as their learning from the chapter. Ask students to maintain a journal that documents their responses to the questions below. Tell students that they will be asked the same questions after each chapter. Finally, inform students that at the end of the semester they will review their entries, analyze their responses, and write a short paper identifying themes that emerged as well as strategies for furthering their learning. The focus of the reflection paper is to consider how they might apply this expanded understanding of themselves in their teaching and future learning.

1. What have I learned about myself as a learner from this chapter?

2. What have I learned about my emotional responses to learning?

3. What learning tasks did I respond to most easily from this chapter?

4. What learning tasks gave me the greatest difficulties?

5. What do I feel most dissatisfied with regarding my learning activities?

6. What do I know now that I didn’t know prior to reading this chapter?

7. What can I now do that I couldn’t do prior to reading this chapter?

8. What can I teach others to know or do that I couldn’t teach them prior to reading this chapter?

124 Assessment of Learning Chapter 10 sample formal test items and answer key can be found in Part 2 of this manual. As the instructor, you may decide to have students engage in performance-based assessments, collaborative assignments, or in-class work to assess their understanding of the foundational concepts presented in this chapter, in addition to, or instead of, the formal test items included in this manual.

CHAPTER 11: Education That Is Multicultural This final chapter brings together and also brings closure to the various issues addressed in the previous ten chapters. Principles for developing effective multicultural learning environments and culturally responsive pedagogy are discussed, as are key educator dispositions related to education that is multicultural. Teaching for social justice by promoting critical thinking on the part of students, as well as addressing inequity and power issues, fostering learning communities, and working with families and communities are also addressed in this chapter. The chapter concludes with ideas for nurturing a positive, affirming school climate and enhancing relationships and communication with students and families, through the development of multicultural proficiencies and through critical reflection on the part of educators. As the instructor of this course, this final chapter offers an opportunity to bring students’ learning full circle, and inspire them to take their new knowledge and skills and use them, together with constant reflection on beliefs, values, and reflective awareness, to build classrooms and communities of learners that empower and affirm. Students should be encouraged to read the opening vignette of this chapter (and of all chapters, as assigned), to consider and reflect on key ideas presented in the case and in the questions that follow. These vignettes serve as activators of key concepts that will be discussed in the chapter that follows. Key Terms: Chapter 11 (Also located in the Text Glossary)

Big ideas—The major concepts that support a subject such as mathematics or English language arts. Canon—The principles, rules, standards, values, or norms that guide a Western European education. Cooperative learning—Strategy for grouping students to work together on a project to support and learn from each other. Critical thinking—An effort to see an issue clearly and truly to judge it fairly without preset bias. Culturally responsive teaching—A pedagogy that affirms the cultures of students, views the cultures and experiences of students as strengths, and reflects the students’ cultures in the teaching process. Dispositions—Values, attitudes, and commitments that guide the work of teachers and other school professionals.

126 Meaningful projects—Student projects that address equity, democratic, and social justice issues in the community. Multicultural curriculum—Coursework in schools that incorporates the histories, experiences, traditions, and cultures of students in the classroom and supports and celebrates diversity in the broadest sense.

127 Suggested Activities and Assignments Activities and assignments are organized into preliminary learning activities; learning outcome activities, which have been designed to facilitate learning for each of the chapter’s learning outcomes; supplemental activities, including a variety of portfolio activities, and an end-of chapter reflect and apply, metacognitive activity that will stimulate learners thinking about what and how they are learning. The opening vignettes of each chapter provide students with opportunities to reflect on scenarios related to the chapter content, within educational settings. Preliminary Learning Activities The following activities may serve the purpose of activating students’ understanding of the influence of multiculturalism on social and educational life. After conducting any or all of these activities, ask students to draw parallels to how they might enter into these activities in their own classrooms. 1. Establishing Safety A natural inclination when individuals perceive a challenge to their worldviews and perspectives is to look outward and blame others for their emotions. Experienced multicultural educators learn how to do the opposite. They become curious about their own judgments and emotional responses and welcome challenges to their worldviews as opportunities for personal growth. A sign that educators are growing in their level of multicultural development is when they become conscious of their own hot buttons and emotional responses. Emotions are educational devices that trigger us to the realization that a value or something that we believe is being challenged. Rather than overlook the potential self-learning that is available from our emotional signals, encourage students to consider what cultural programming they might have received that causes certain emotional hot buttons to be triggered. 2. Getting to know your learners Many students have varying perspectives on social justice. Our personal and or first hand experiences working or engaging with poverty or individuals from historically marginalized backgrounds often impact the way we perceive and feel about social justice. Ask students to list any experiences they have had engaging with diverse groups and state the capacity and context of each engagement. Encourage students to describe what they learned about diverse individuals from each of the engagements and what they learned about themselves from the encounter. 3. Understanding Who We Are Students have been compiling information for their cultural autobiography throughout the semester. This experience provides them with a framework for understanding themselves through cultural lens. After the class lectures or discussions on education that is multicultural, ask the students to take out the descriptive sentences they wrote about themselves earlier and complete their cultural autobiography, briefly described in chapter one. Information from this chapter should also be incorporated. Given what they now

128 know about themselves, ask students to consider areas for personal growth in order to become effective multicultural educators. Students should also follow the guidelines from the Reflect and Apply section to help support hem with this assignment. Invite students to share their responses, if they feel comfortable doing so.

129 Learning Outcome Activities: Meeting All Students’ Needs 1. Understand the importance of placing students at the center of teaching and learning by incorporating student knowledge and voices in the dialogue of the classroom and engaging them in the process of learning. Activity: The surprise nature of this activty, coupled with the higher order thinking questions, would be useful for a variety of learning styles. Before class, purchase a bag of tootsie rolls or blow pops. Unwrap enough pieces of the candy so that each student gets one piece and enclosed one of the quotes below, the re-wrap the candy. Distribute candy, ask students to unwrap. Assign students to small groups to discuss the quotes and questions. Examples of quotes: 

“Differences within groups can be as great as differences among groups.” What does this mean and what are the implications for teaching and learning.



“It is no easy task to incorporate cultural knowledge throughout teaching.” What are some potential challenges to incorporating such cultural knowledge? How can teachers overcome these challenges?



“Educators are often at a disadvantage because they do not live, and have never lived, in the community in which their students live.” What are some potential limitations of living outside of the communities where we teach? How might this impact teaching and student learning? What else can teachers do to overcome these challenges?



“Teaching multiculturally requires the incorporation of diversity throughout the learning process.” Why would this be important? How can teachers incorporate such diversity in their classrooms?



“Making our teaching and classroom multicultural is an essential step in empowerment for both teachers and students.” Why would this be important? How can teachers make their teaching and classrooms multicultural?

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“Students who are in segregated classrooms or in communities with little religious, language, ethnic, and racial diversity need to learn about the pluralistic world in which they live and the role they can play in providing social justice in their communities and beyond.” Do you believe this statement? Why or why not? Is it important for teachers to practice multiculturalism even if their classrooms comprise of only Caucasian students?

2. Recognize that a classroom climate can be established to promote human rights and respect for the cultures of students and their families. Activity: This inquiry-based project would be useful for a variety of learning preferences including learners who prefer to learn by doing. Encourage students to locate social justice

130 education websites, and follow actual teacher blogs and discussions as individuals with a social justice and equity orientation to teaching and learning participate in collaborative, online groups such as EdChange: http://www.edchange.org/ Bring students together in small or the whole class group to discuss: What are some of the main themes of their discussions? What types of activities, themes, and programs do these teachers undertake in their schools, with the children they teach? Do they express passion for social justice education, frustration, challenges, successes, etc.? 3. Develop confidence that all students can learn as demonstrated by holding high expectations for their academic achievement and pushing them to develop their potentials. Activity: This activity is an excellent way to demonstrate democratic participation and important principles of education that is multicultural. Ask students to each select two quotes from the textbook that illustrate the idea that “all students can learn as demonstrated by holding high expectations for their academic achievement and pushing them to develop their potentials.” Tell students that the quotes should resonate with them in some way, either because they support their thinking about the issue or perhaps the quotes challenge their pre-existing beliefs. Assign students to groups of threes or fours. The first participant will have three minutes to select one statement and discuss what they found meaningful about it with the group. The other three participants will listen attentively and then individually each provides one minute of feedback to the presenter. The focus of the feedback would be on any personal connection they made with what was being said as well as any additional perspectives on the quote. The presenter then has one additional minute to synthesize what he/she heard and offer any final thoughts. Repeat the exact process until each individual has participated. Debrief students. 4. Acknowledge and build on the life histories and experiences of students and their families through the use of culturally responsive teaching. Activity: Assign students to small groups and ask them to develop concrete strategies for motivating students by using each of the bulleted statements below. In the book, Fires in the Bathroom: Advice for Teachers from High School Students (Cushman & the Students of What Kids Can Do, Inc., 2003) students from diverse populations suggest that teachers motivate students by:  Being passionate about their subjects and work.  Connecting to issues that students care about outside school.  Giving students choices on things that matter.  Making learning a social thing.  Making sure students understand.  Responding with interest when students show interest.  Caring about students and their progress.  Helping students keep on top of their workload.  Providing role models to inspire students

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5. Address inequity and power relationships in the classroom to help students understand them and be able to take action that supports equity. Activity: Ask students to write a short paragraph responding to the following question: Should teachers be advocates for their students or should they take a neutral stance and just focus on the objective teaching of content. Engage students in a whole-group conversation about the tenets of multicultural education. 6. Model social justice and equality in the classroom by helping students think critically and by fostering learning communities in which students work together to promote learning. Activity: Have students research and present ways to bring social justice education into the content areas. (See, for example, Radical Math’s website: http://www.radicalmath.org/). 7. Develop a plan to expand your knowledge and skills so you can deliver education that is multicultural. Activity: Self-assessments are useful for allowing students to take inventory on themseleves and of their learning. Ask students to complete the following Learning Audit and Action Plan Learning Audit and Action Plan 

What do I know now that I didn’t know before I took this class?

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What can I do now that I couldn’t do before I took this class?

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What could I teach others to know or do that I couldn’t teach them to know or do before I took this class?

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What are my most significant challenges going forward related to becoming an effective culturally responsive teacher?

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What must I do to overcome these challenges?

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What am I committed to doing to further my knowledge, dispositions and skills related to multicultural diversity?

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Learning Outcomes and PowerPoint Slides Main Concepts and PowerPoint Slides: The following concepts are presented in the chapter, and are delineated further in the PowerPoint slides enumerated in parentheses. This list of concepts should not be considered exhaustive, but rather an overview of the main ideas covered in the chapter. 1. Understand the importance of placing students at the center of teaching and learning by incorporating student knowledge and voices in the dialogue of the classroom and engaging them in the process of learning. 

Concept 1: A teacher should approach multicultural teaching as an enthusiastic learner with much knowledge to gain from students and community members who have cultural identities different from his or her own with the ultimate goal of placing students at the center of teaching and learning in the classroom (CH. 11 PPT slides 2—4).

2. Recognize that a classroom climate can be established to promote human rights and respect for the cultures of students and their families. 

Concept 2: When a school climate is multicultural, multiculturalism is reflected in every aspect of the educational program including: hidden curriculum messages sent to students, student-teacher relationships, and communication between students and teachers (CH. 11 PPT slides 4—9).

3. Develop confidence that all students can learn as demonstrated by holding high expectations for their academic achievement and pushing them to develop their potentials. 

Concept 3: Education that is multicultural requires of teachers and other school professionals dispositions that support learning by students from diverse populations including the belief that all students can learn (CH. 11 PPT slides 10—12).

4. Acknowledge and build on the life histories and experiences of students and their families through the use of culturally responsive teaching. 

Concept 4: Culturally responsive teaching is an essential component of education that is multicultural which affirms the cultures of students, views the cultures and experiences of students as strengths, and reflects the students’ cultures in the teaching process (CH. 11 PPT slides 13—15).

5. Address inequity and power relationships in the classroom to help students understand them and be able to take action that supports equity.

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Concept 5: Teaching for Social Justice involves addressing inequity and power imbalances even if teachers are uncomfortable with those topics (CH. 11 PPT slide 16).

6. Model social justice and equality in the classroom by helping students think critically and by fostering learning communities in which students work together to promote learning. Concept 6: Teachers who practice social justice confront untruths and stereotypes that contribute to inequality and discrimination against groups by helping students to think critically, fostering inclusive learning communities, and practicing teaching as a political activity (CH. 11 PPT slide 17—19). 7. Develop a plan to expand your knowledge and skills so you can deliver education that is multicultural. 

Concept 7: Preparation for effective education that is multicultural requires teachers to first know their own cultural identity and then accept the fact that they have prejudices that may affect the way they react to students in the classroom (CH. 11 PPT slides 20—21).

134 Supplemental Activities Students may be asked to complete the following activities to gain further depth of understanding of chapter content. Portfolio Activities: 1. Select a school and write a case study of its multicultural orientation. Describe the diversity of the students and teachers in the school. Describe the inside and outside of the school. Describe how the school addresses multicultural education based on interviews with selected teachers and students. 2. Develop a lesson plan in your subject area that relates the subject to a real-life community issue (for example, social services, care of the elderly, or environment issues). 3. Write your own biography, describing your multiple cultural identities and the impact they have on who you are. Making it your own: If students have already created an initial cultural autobiography (see Chapter 1), have them revisit their previous draft, and add to it ideas and thoughts they have had throughout the semester in relation to chapter content and course discussions (see also Understanding Who We are and Reflect and Apply activities). 4. Develop a personal plan for increasing your knowledge about and experiences with cultural groups that are different than your own. How will you assess your progress at becoming more aware of cultural differences? Cooperative Learning Strategies Have students research a variety of structured cooperative learning strategies. Ask them to create a one-to-two page handout or document, describing the strategy, to compile as a whole-class resource either in hardcopy or electronic format (on a collaborative wiki website related to multicultural resources, for example). Social Justice Education and Standardized Testing: Debate Create an opportunity for students to research and conduct a mock-debate concerning the validity of high-stakes testing for diverse students. Have them clearly articulate how standardized, high-stakes testing addresses, or fails to address, principles of social justice education (e.g., it creates a mandate for high teacher skill and expertise, and high levels of student learning on the part of all students; or, alternately, it discriminates against students from non-mainstream backgrounds who have not had the background knowledge or access to resources that white, middle-class students often have).

135 Reflect and Apply It is essential that students are able to reflect on their own thinking and learning. The following reflection prompts may be used to help students reflect on their own cognitive and emotional responses as well as their learning throughout the semester. This semester students have been maintaining a journal that documents their responses to the questions below. Tell students that they will be now review all of their entries to the Reflect and Apply segments compiled throughout the semester, analyze their responses, and write a short paper identifying themes that emerged as well as strategies for furthering their learning. The focus of the reflection paper is to consider how they might apply this expanded understanding of themselves in their teaching and future learning.

1. What have I learned about myself as a learner this semester?

2. What have I learned about my emotional responses to learning?

3. What learning tasks did I respond to most easily from this semester?

4. What learning tasks gave me the greatest difficulties?

5. What do I feel most dissatisfied with regarding my learning activities?

6. What do I know now that I didn’t know prior to this semester?

7. What can I now do that I couldn’t do prior to reading this semester?

8. What can I teach others to know or do that I couldn’t teach them prior to this semester?

136 Assessment of Learning Chapter 11 sample formal test items and answer key can be found in Part 2 of this manual. As the instructor, you may decide to have students engage in performance-based assessments, collaborative assignments, or in-class work to assess their understanding of the foundational concepts presented in this chapter, in addition to, or instead of, the formal test items included in this manual.

PART TWO: CHAPTER ASSESSMENTS

Chapter 1 Test Questions Multiple Choice 1. What do demographic data on birthrates and immigration indicate? a. African-American students are decreasing in numbers. b. White students will represent two-thirds of the elementary and secondary population in 2020. c. The race and sex of teachers generally matches the student population. d. Over 2 of 5 students in P-12 schools today are students of color. 2. The number of students eligible for free or reduced-lunch programs in the nation’s public schools is a. 10%. b. 25%. c. 45%. d. 70%. 3. The number of students with disabilities who are being served by special programs has a. Increased steadily over the past 2 decades. b. Decreased slightly over the past 2 decades. c. Remained about the same over the past 2 decades. d. Decreased dramatically over the past 2 decades. 4. Qualities that parents find important and desirable in the education of their children are a. Social justice. b. Proficiencies. c. Values. d. Argots. 5. Religious diversity impacts all of the following classroom aspects except a. Scheduling of standardized tests. b. Effective discipline for students in your class. c. Appropriate dress codes. d. Curricular content. 6. Multicultural education supports and extends all of the following except a. Social justice. b. Racism. c. Equality. d. Diversity. 7. Socially transmitted ways of thinking, believing, feeling, and acting within a group is a. Culture. b. Religion. c. Race. d. Ethnicity.

139 8. All of the following are true of culture except a. It is not transmitted across generations. b. It provides a blueprint that determines the way we think, feel, and behave in society c. It helps to define who we are. d. It influences our knowledge, beliefs, and values. 9. The process of acquiring the characteristics of a given culture and becoming competent in its language and ways of behaving and knowing is a. Socialization. b. Democracy. c. Enculturation. d. Multiculturalism. 10. The general process of learning the social norms of the culture is a. Socialization. b. Democracy. c. Enculturation. d. Multiculturalism. 11. Eskimos who live with extreme cold, snow, ice, seals, and the sea develop a culture different from that of Pacific Islanders, who have limited land, unlimited seas, and few mineral resources. The characteristic of culture that is reflected in this statement is a. Culture is shared. b. Culture is learned. c. Culture is dynamic. d. Culture is an adaptation. 12. Cultural patterns and customs bind people together as an identifiable group and make it possible for them to live together and function with ease. The characteristic of culture that is reflected in this statement is a. Culture is shared. b. Culture is learned. c. Culture is dynamic. d. Culture is an adaptation. 13. Culture influences the importance of prestige, status, pride, family, loyalty, love of country, religious belief, and honor. The manifestation of culture that is reflected in this statement is a. Nonverbal communication. b. Values. c. Language. d. Priority. 14. The appropriateness of shaking hands, bowing, or kissing people is an example of the cultural manifestation of a. Nonverbal communication. b. Values. c. Language. d. Priority.

140 15. A misunderstanding of sarcasm or “joking” is an example of the cultural manifestation of a. Nonverbal communication. b. Values. c. Language. d. Priority. 16. The inability to view other cultures as equally viable alternatives for organizing reality is a. Cultural pluralism. b. Ethnocentrism. c. Discrimination. d. Dominant culture. 17. The principle of seeing a culture as if we are a member of the culture is a. Cultural relativism. b. Cultural pluralism. c. Multiculturalism. d. Biculturalism. 18. The cultural group whose values and behaviors have been adopted by most institutions in society is the a. Oppressed group. b. Dominant group. c. Subversive group. d. Heterogeneous group. 19. All of the following accurately describes the dominant culture in the United States except a. Mass education and mass communication are a way of life. b. Americans are regulated by clocks and calendars. c. Most of the United States operates as an agrarian society. d. Most Americans are employees whose salaries or wages are paid by large, complex, impersonal institutions. 20. The dominant feature of Western culture that stresses the rights, freedom, and importance of individuals over groups is a. Individualism. b. Freedom. c. Globalization. d. Equality. 21. The core value of not being unduly hampered or constrained in choice or action by others is a. Individualism. b. Freedom. c. Globalization. d. Equality. 22. Cultural groups that are different from our own is a. Secular humanism. b. Individualism. c. Otherness.

141 d. Normalization. 23. The process by which groups adopt or change the dominant culture is a. Normalization. b. Individualism. c. Acculturation. d. Assimilation. 24. Assimilation of groups to the point that they share primary relationships, intermarry, and have equality with the dominant group is a. Involuntary assimilation. b. Purposeful assimilation. c. Structural assimilation. d. Multicultural assimilation. 25. Involuntary assimilation is a. Immigrants who did not choose to emigrate from their native countries, but were forced to by a country. b. Assimilation of groups to the point that they share primary relationships, intermarry, and have equality with the dominant group. c. Programs in bilingual education that teach students to function effectively in both the native language and English. d. Coursework in schools that incorporates the histories, experiences, and traditions of students in the classroom and supports diversity in the broadest sense. 26. The maintenance of cultures as parallel and equal to the dominant culture in a society is a. Dominant culture. b. Multiculturalism. c. Assimilation. d. Cultural pluralism. 27. The concept that different cultural groups can and should maintain their unique cultural identities while participating equally in the dominant culture is a. Biculturalism. b. Multiculturalism. c. Racism. d. Acculturation. 28. Gangs, groupies, and skinheads are all examples of a. Dominant cultures. b. Subsocieties. c. Cultural pluralism. d. Acculturation. 29. Boundaries based on cultural differences that may limit an individual’s understanding of persons from a different cultural background are a. Cultural borders. b. Assimilation. c. Cultural pluralism. d. Multiculturalism.

142 30. The unwritten and informal rules that guide the expected behaviors and attitudes of students in schools is a. Formal curriculum. b. Null curriculum. c. Hidden curriculum. d. Extracurriculum. 31. A philosophy that expects citizens to provide for those persons in society who are not as advantaged as others is a. Meritocracy. b. Democracy. c. Social justice. d. Acculturation. 32. A system based on the belief that an individual’s achievements are due to their own personal merits is a. Meritocracy. b. Democracy. c. Social justice. d. Acculturation. 33. Negative thoughts or opinions about a group of people is a. Biculturalism. b. Privilege. c. Prejudice. d. Discrimination. 34. The arbitrary denial of the privileges and rewards of society to members of a group is a. Biculturalism. b. Privilege. c. Prejudice. d. Discrimination. 35. Relegation to a position that is not part of the mainstream nor accepted by most people is a. Marginalization. b. Privilege. c. Multiculturalism. d. Prejudice.

143 Short Answer 1. Describe the impact of religion on today’s classrooms (Learning Outcome 1.1). 2. Discuss how enculturation and socialization teach children how to act in society (Learning Outcome 1.2). 3. Explain how social justice can be accomplished in America’s schools (Learning Outcome 1.3). 4. Traditionally it has been the belief that education can overcome the inequalities that exist in society. Do you agree or disagree with this statement? Support your answer (Learning Outcome 1.5). 5. Explain the characteristics of a school that embraces multicultural education (Learning Outcome 1.6).

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Chapter 1 Test Answers Multiple Choice 1. D 2. C 3. A 4. C 5. A 6. B 7. A 8. A 9. C 10. A 11. D 12. A 13. B 14. A 15. C 16. B 17. A 18. B 19. C 20. A 21. B 22. C 23. D 24. C 25. A 26. D 27. B 28. B 29. A 30. C 31. C 32. A 33. C 34. D 35. A

145 Chapter 1 Test Answers Short Answer 1. Many minority religions have only recently gained prominence in our society. Because of these religions’ greater visibility, teachers have to examine how they address holidays, the dress code, discipline, and even subjects taught in the curriculum. 2. Answer should address the following items: a. The composition of the faculty, administration, and other staff accurately reflect the pluralistic composition of the United States. b. Differences in academic achievement levels disappear between males and females, dominant and oppressed group members, and various socioeconomic levels. c. The school curriculum incorporates the contributions of many cultural groups. d. Instructional materials are free of biases, omissions, and stereotypes. e. Cultural differences are treated as differences, rather than as deficiencies that must be addressed in compensatory programs. f. Students are able to use their own cultural resources and voices to develop new skills. g. Students learn to recognize and confront inequalities in school and society. h. The faculty, administration, and other staff see themselves as learners enhanced and changed by understanding, affirming, and reflecting cultural diversity. i. Teachers and administrators are able to deal with questions of race, intergroup relations, and controversial realities on an objective, frank, and professional basis. 3. Enculturation and socialization are processes initiated at birth by parents, siblings, nurses, physicians, teachers, and neighbors. These varied instructors may not identify these processes as such, but they demonstrate and reward children for acceptable behaviors. 4. Social justice is an element of democracy that expects citizens to provide for those persons in society who are not as advantaged as others. Social justice requires that our schools critique their practices that interfere with equity across groups. Schools must confront social and economic inequities that prevent students from learning and participating effectively in schools. 5. Students will state their opinion about this statement, but it should be noted that the role of education is very limited when it comes to reducing the amount of occupation and income inequality. School reform has not yet led to significant social changes outside the school setting. And providing equal educational opportunities for all students does not guarantee equal results at the end of formal education.

146 Chapter 2 Test Questions Multiple Choice 1. Membership based on one’s national origin or the national origin of one’s ancestors when they immigrated to the United States is a. Gender. b. Race. c. Ethnic groups. d. Religion. 2. All of the following are reasons for voluntary immigration except a. Slavery. b. Employment opportunities. c. Escape religious persecution. d. Avoid political persecution. 3. The state with the largest population of American Indians is a. California. b. Arizona. c. Texas. d. Oklahoma. 4. A population that is native to a country or region is a. Oppressed. b. Indigenous. c. Homogenous. d. Immigrant. 5. By 2050, the percentage of the population that is expected to be Latino is a. 12%. b. 33%. c. 57%. d. 76%. 6. The legislation that restricted citizenship to White Americans is a. The Immigration Reform and Control Act. b. The Johnson-Reed Act. c. The Naturalization Act. d. The Dillingham Commission. 7. The primary, and most-often used, legal path to immigration is a. Employee request. b. Family sponsorship. c. Refugee/asylum status. d. Lottery. 8. The Supreme Court decision that indicated unauthorized immigrant children have a right to seek a public education is a. Roe v. Wade. b. Brown v. Board of Education. c. Plyler v. Doe. d. Engel v. Vitale.

147 9. Marriage within the same ethnic, cultural, or religious group is a. Racial identification. b. Racism. c. Ethic group. d. Endogamy. 10. Adoption of the dominant group’s cultural patterns by a new or oppressed group is a. Discrimination. b. Biculturalism. c. Multiculturalism. d. Acculturation. 11. Marriage between persons of different races is a. Endogamy. b. Miscegenation. c. Biculturalism. d. Assimilation. 12. All of the following are true about race identification except a. It tells a lot about people in racial groups. b. It allows tracking of the participation of groups in schools, colleges, and professional fields to determine discriminatory outcomes. c. It imposes boundaries that do not always reflect how group members see themselves. d. It tells little about people in racial groups. 13. The variables that contribute to the population growth of persons of color are a. Death rate and taxes. b. Birth rate and immigration. c. Emigration and politics. d. Birth rate and death rate. 14. The largest non-European group in the United States is a. African Americans. b. Native Americans. c. Asian Americans. d. Latinos. 15. The area of the United States with the largest concentration of students of color is the a. Southeast. b. Midwest c. West. d. Northeast. 16. A label used by some people to describe persons of the same race who take on the behaviors and attitudes of the dominant culture is a. Discrimination. b. Biculturalism. c. Acting white. d. Alienation.

148 17. Legal restrictions preventing persons of color from sharing public accommodations with whites are a. Naturalization laws. b. Jim Crow laws. c. Marginalization laws. d. McKinney-Vento laws. 18. In 1964, African American Democrats from Mississippi challenged the seating of the all-white delegation under the leadership of a. Fannie Lou Hamer. b. Martin Luther King, Jr. c. W.E.B. DuBois. d. Booker T. Washington. 19. The legislation which banned discrimination in schools, employment, and public accommodations and secured the voting rights of African Americans is a. Individuals with Disabilities Education Act. b. McKinney-Vento Assistance Act. c. Civil Rights Act. d. Naturalization Act. 20. The Supreme Court unanimously declared that separate but equal schooling was not equal in a. Roe v. Wade. b. Plyler v. Doe. c. Brown v. Board of Education. d. Engel v. Vitale. 21. The separation of groups of people that has been mandated by city, state, or federal government policies is a. De facto segregation. b. Racism. c. Biased segregation. d. De jure segregation. 22. An offense committed against a person that is motivated by an offender's bias against a race, ethnicity/national origin, or other factor is a. A hate crime. b. Racial profiling. c. Prejudice. d. Bias. 23. The majority of hate group chapters in the United States are located in the a. Southwest. b. Pacific Northwest. c. East. d. Hawaiian Islands. 24. A claim that one treats everyone equally regardless of race is a. Color blindness. b. Bias. c. Biculturalism. d. Classism.

149 25. Antiracist education involves all of the following except a. Ignoring racial slurs or derogatory comments in the classroom. b. Rejecting false notions of human difference. c. Acknowledging lived experiences shaped along racial lines. d. Challenging systems of racial inequality. 26. Curriculum in most schools in the United States has traditionally been centered on a. Oppressed culture. b. Minority contributions. c. Dominant culture. d. Multiculturalism. 27. Courses that introduce students to the history and contemporary conditions of one or more ethnic groups are a. Ethnic studies. b. Bicultural curriculum. c. Subject-centered curriculum. d. Student-centered studies. 28. Curriculum centered on or derived from African history, culture, and traditions is a. Compensatory education. b. Culturally responsive teaching. c. Ebonics. d. Afrocentric curriculum. 29. A course of studies that reflects accurate and positive information about the history, experiences, contributions, and perspectives of the ethnic groups that comprise the U.S. population is a. Nonsexist education. b. Afrocentric curriculum. c. Multiethnic curriculum. d. Bilingual education. 30. The minimum level of student performance required by the federal legislation, “No Child Left Behind” is a. Adequate Yearly Progress (AYP). b. Cognitive Academic Language Proficiency (CALP). c. Basic Interpersonal Communications Skills (BICS). d. English Proficiency Skills (EPS). 31. All of the following accurately represent trends in American education except a. Approximately 1/3 of white students take at least one calculus-level course. b. Students in high poverty and high minority schools are more likely to be taught by unqualified teachers who are not certified to teach the subject to which they are assigned. c. Low-income and students of color are more likely to be taught a low-level curriculum with low standards for performance. d. Approximately 1/3 of Asian students take at least one calculus-level course. 32. According to recent research, the number of hate group chapters in the United States is about

150 a. 100 b. 300 c. 500 d. 1000 33. The most important factor in student achievement is a. A student’s race. b. Teacher effectiveness. c. Parents’ education level. d. Socioeconomic status. 34. Whites have little or no experience with a. Equal rights b. Discrimination c. Classism d. Ethnicity 35. All of the following strategies are critical components of multicultural education except a. Tracking. b. Cooperative learning. c. Parental involvement. d. Collaboration.

151 Short Answer 1. The United States is an ethnically and racially diverse nation. Explain how this happened over the last 500 years (Learning Outcome 2.1). 2. Students in a classroom are likely to come from different racial and ethnic groups. Explain how a teacher might have a hard time distinguishing ethnic groups when some of the students may look exactly the same (Learning Outcome 2.2). 3. Compare de jure segregation to de facto segregation (Learning Outcome 2.4). 4. How does membership in oppressed groups impact students (Learning Outcome 2.5)? 5. Describe how teachers can confront racism in the classroom through antiracist education (Learning Outcome 2.6).

152 Chapter 2 Test Answers Multiple Choice 1. C 2. A 3. A 4. B 5. B 6. C 7. B 8. C 9. D 10. D 11. B 12. A 13. B 14. D 15. C 16. C 17. B 18. A 19. C 20. C 21. D 22. A 23. C 24. A 25. A 26. C 27. A 28. D 29. C 30. A 31. A 32. D 33. B 34. B 35. A

153 Chapter 2 Test Answers Short Answer 1. Students should discuss how the United States became populated when explorers from other nations arrived on its shores. They should also mention that there were indigenous people here but the Europeans treated them unfairly. 2. Students’ answers should mention the idea that two or more students can have very similar physical characteristics, skin color, and physical build, but their ethnicities could be very different. Students may live next door to one another but their religions, language, and home décor represent their cultural roots. 3. De jure segregation refers to schools being segregated by race, while de facto is allowing the natural population of a neighborhood to attend schools. De facto segregation has returned many schools to their pre-1970 levels. 4. Membership in oppressed groups affects students because it directly relates to their own self-perceptions. Also, this membership may determine the value that is placed on academics and behavior. 5. Teachers should not ignore racism either at the classroom or school level. Instead, teachers should encourage students to think critically about social justice and racism. Antiracist education involves rejecting false notions of human difference, acknowledging lived experiences shaped along racial lines, learning from diverse forms of knowledge and experience, and challenging systems of racial inequality.

154 Chapter 3 Test Questions Multiple Choice 1. A group sharing the same economic and social status is a. Class. b. Race. c. Ethnic groups. d. Religion. 2. The group whose members earn the highest annual incomes and have great wealth is a. Working class. b. Middle class. c. Upper middle class. d. Upper class. 3. The group whose members earn annual incomes that allow them to have a standard of living that includes owing a home and car is a. Working class. b. Middle class. c. Upper middle class. d. Upper class. 4. White collar workers, professionals, and managers generally belong to the a. Working class. b. Middle class. c. Upper middle class. d. Upper class. 5. The group whose members work at manual jobs that do not usually require postsecondary education is a. Working class. b. Middle class. c. Upper middle class. d. Upper class. 6. Ranking of people based on specific characteristics such as income, education, occupation, wealth, and power is a. Socialization. b. Tracking. c. Social stratification. d. Stereotyping. 7. Composite of the economic status of families or persons on the basis of occupation, educational attainment, income, and wealth is a. Stereotyping. b. Racism. c. Socioeconomic status. d. Social role valorization. 8. The amount of money remaining if all owned property was converted to cash and all debts were paid is

155 a. Net worth. b. Gross worth. c. Income. d. Wealth. 9. Accumulated money and property such as stocks, homes, and cars that can be turned into money is a. Net worth. b. Gross worth. c. Income. d. Wealth. 10. Amount of money earned in wages or salaries is a. Net worth. b. Gross worth. c. Income. d. Wealth. 11. The number of U.S. households with virtually zero or negative wealth is a. 10%. b. 25%. c. 40%. d. 70%. 12. The number of persons, families, or households who earn more than this income is the same as the number who earn less than this income. This definition describes a. Median income. b. Wealth. c. Upper middle class. d. Average income. 13. All of the following are considered the wealthiest nations in the world except a. Canada. b. United States. c. France. d. Ethiopia. 14. The best predictor of occupational prestige is a. Level of education. b. Salary. c. Job title. d. Years of work experience. 15. The concentration of power in one figure, usually the teacher or principal in schools is a. Democratic. b. Authoritarian. c. Collaborative. d. Mentorship. 16. The percentage of American families that earn a medium budget that allows a family of four to meet basic requirements (approximately $44,000) is a. 10%.

156 b. 33%. c. 50%. d. 77%. 17. The percent of Americans that will live below the poverty line at least once by the time they are 75 years old is a. 25%. b. 50%. c. 75%. d. 100%. 18. The legislation that requires public schools to provide educational rights and protections for homeless children and youth is a. McKinney-Vento Homeless Assistance Act. b. No Child Left Behind Act. c. Langley Unemployment and Homeless Act. d. Public Law 94-142. 19. The number of American families living poverty, according to government standards is a. 100,000. b. 1 million. c. 12 million. d. 44 million. 20. The racial group least represented as living in poverty is a. Latino. b. Native American. c. African American. d. White. 21. Both women and men earn their maximum income between the ages of a. 14-19. b. 20-29. c. 30-44. d. 45-54. 22. The median income for both women and men is lowest between the ages of a. 14-19. b. 20-29. c. 30-44. d. 45-54. 23. In schools in the United States, poverty is tracked poverty is tracked by a. Standardized test scores. b. The number of students who quality for bus transportation. c. The number of students eligible for free or reduced-price lunches. d. The number of students who receive special education services. 24. All of the following states are considered high-poverty states (over 25%) except a. Arkansas. b. Vermont. c. Kentucky. d. New Mexico.

157 25. The percentage of students who qualified for reduced-lunch program in 2008 was a. 10%. b. 25%. c. 45%. d. 70%. 26. All of the following accurately describe the impact of poverty on students in schools except a. High-poverty schools were twice as likely to report no violent incidents as low-poverty schools. b. There is greater ethnic and racial diversity among staff in high-poverty schools with more African American and Latino principals and teachers than in low-poverty schools. c. Students from high-poverty schools do not perform as well as their peers in other schools on the National Assessment of Educational Progress. d. Many kindergartners in low-income families begin their schooling in highpoverty public schools with low-quality teaching and discriminatory practices such as ability grouping. 27. A teacher’s prediction of a student’s academic achievement that becomes true as the student progresses through the education process is a. Social stratification. b. Self-fulfilling prophecy. c. Socioeconomic status. d. Authenticity. 28. The view that one’s class level makes one superior to members of classes perceived below one’s own is a. Racism. b. Prejudice. c. Classism. d. Segregation. 29. Relating content to students’ prior experiences and real-world applications is a. Authenticity. b. Biculturalism. c. Multiculturalism. d. Critical thinking. 30. The practice of separating students based on their perceived academic abilities for instruction that is supposed to be most appropriate to their abilities is a. Stereotype. b. Tracking. c. Social stratification. d. Proficiency. 31. All of the following are examples of tracking except a. Hispanic students are automatically placed in vocational programs instead of college preparatory classes. b. White, middle class students are auto-enrolled in honors and advanced placement classes. c. Students are placed in heterogeneous groups for a science project.

158 d. African American students are placed in classes clearly meant for lowability students. 32. The racial group with disproportionately high representation in gifted and talented programs is a. English language learners. b. Students from low-income families. c. African American students. d. White, middle class students. 33. The state with the highest per-pupil expenditure rate is a. Utah. b. New York. c. California. d. Georgia. 34. All of the following are drawbacks of detracking except a. It integrates students from different ability levels. b. It is not fair to high-ability students who need to be challenged at advanced levels. c. It makes it more difficult for teachers to provide appropriate instruction for all students whose abilities differ greatly. d. It waters down the curriculum for high-ability students. 35. Of the following groups, the one with the highest incidence of poverty is a. Whites. b. Female-headed households with no husband. c. Asian Americans. d. People younger than 18 years of age.

159 Short Answer 1. Explain how the concept of social stratification ranks individuals and families. Provide a specific example (Learning Outcome 3.1). 2. Explain how socioeconomic status determines the economic conditions of persons (Learning Outcome 3.2). 3. Although the difference in income among families is great, an examination of income alone does not indicate the vast differences in the way families live. What does this statement mean (Learning Outcome 3.3)? 4. Explain how a heterogeneous classroom may not be the best place for a student from a low-income family (Learning Outcome 3.4). 5. Provide an example of how the concept of the self-fulfilling prophecy would work in the classroom (Learning Outcome 3.5).

160 Chapter 3 Test Answers Multiple Choice

1. A 2. D 3. B 4. B 5. A 6. C 7. C 8. A 9. D 10. C 11. C 12. A 13. D 14. A 15. B 16. B 17. B 18. A 19. D 20. D 21. D 22. A 23. C 24. B 25. C 26. A 27. B 28. C 29. A 30. B 31. C 32. D 33. B 34. A 35. B

161 Chapter 3 Test Answers Short Answer 1. Students should mention how different occupations receive different rewards in terms of wealth as well as power. Student should also provide a concrete example of how this would look in U.S. society. For example, they may mention the power of doctors in our society and the wealth associated with such a profession. 2. It serves as a composite of the economic status of family or unrelated individuals on the basis of occupation, educational attainment, and income. Related to these ideas are also the factors of wealth and power. 3. Income does not represent the net worth of a family. Net worth includes wealth of a family that includes savings accounts, insurance, corporate stock ownership, and property. 4. Answers should discuss the concept that heterogeneous classrooms often cater to the means of the middle-class student. Teachers tend to believe that students from lower-income families cannot achieve at the same level as their middle-class and upper middle-class counterparts. 5. Students should discuss the idea that many nonacademic factors are often used to track academic abilities in the classroom. These methods often allow children to perform in the way a teacher expects even though true academic ability may not have been displayed yet.

162 Chapter 4 Test Questions Multiple Choice 1. A key physical difference between boys and girls is a. Girls have lighter skeletons. b. Boys have a higher proportion of fat to body weight after puberty. c. Girls tend to have more strength and endurance after puberty. d. Boys have more ability to float in water. 2. The percentage of our total gene pool that determines our sex (X and Y chromosomes) is a. 5% b. 20% c. 0.2% d. 1% 3. Which of the following statements accurately describes the differences in brain size between men and women? a. There is no difference in brain size between men and women. b. Men typically have larger brains than women. c. Women typically have larger brains than men. d. There is not enough data to compare brain size differences. 4. The size of a person’s brain is directly related to their a. Intelligence. b. Body size. c. Flexibility. d. Emotional development. 5. The hemisphere of the brain that controls language and other sequential skills is the a. Front. b. Rear. c. Left. d. Right. 6. Typical media portrayal of gender roles include all of the following except a. Strong, intelligent, working class women. b. Adult, working women. c. A focus on celebrities, fashion, and attracting men in magazines for young women. d. A focus on sex and sports in magazines aimed at men. 7. Cultural differences of men and women which define the characteristics behind the meaning of being a female or male is a. Sex. b. Race. c. Ethnicity. d. Gender 8. Individuals who cross-dress or have surgery to physically alter their sex to match the one with which they identify are

163 a. Homosexual. b. Heterosexual. c. Agender. d. Transgender. 9. Cultural markers of masculinity include all of the following except a. Assertiveness. b. Empathy. c. Aggressiveness. d. Confidence. 10. Boys are more likely than girls to do all of the following except a. Score higher on linguistic tests. b. Binge drink. c. Commit suicide. d. Use steroids. 11. All of the following are synonyms for transgender except a. “Two-souled”. b. Berdache c. Banci d. Homosexual. 12. Persons who actively support the rights of women are a. Freedom fighters. b. Feminists. c. Behaviorists. d. Democrats. 13. The legislation that required that men and women receive equal pay for the same job, but did not prevent discrimination in who was hired is a. Title IX. b. Equal Pay Act. c. Title II. d. NCLB. 14. The legislation that declared that discrimination based on “race, color, national origin, or sex” was prohibited is a. Title VII. b. Equal Pay Act. c. Title IX. d. NCLB. 15. The largest feminist organization in the United States is a. NOW. b. NEA. c. AFT. d. AFL-CIO. 16. The first woman to run for president was a. Sally Ride. b. Geraldine Ferraro. c. Sarah Palin. d. Shirley Chisholm.

164 17. The percentage of U.S. Senators that are female is a. 5%. b. 17%. c. 24%. d. 51%. 18. The major legislative action for sexual equality in schools is a. Title VII. b. Title IX. c. Equal Pay Act. d. NCLB 19. The theory that the changes in schools that have contributed to greater equality for girls have provided a poorer education for boys is called a. Inequality theory. b. The gender war. c. The boy crisis. d. Girl power. 20. The belief that males are superior to females is a. Sexism. b. Racism. c. Heterosexism. d. Homosexism. 21. The percentage of preschool and kindergarten teachers in 2008 who were male was a. 1%. b. 3% c. 10%. d. 25%. 22. The percentage of secondary principals who are male is about a. 10% b. 25% c. 50% d. 70%. 23. Men are overrepresented in all of the following fields except a. Engineering. b. Architecture. c. Social services. d. Law. 24. The percentage of women who work outside the home is a. 10% b. 20% c. 46%. d. 61%. 25. Women with bachelor’s degrees or beyond have median incomes that are only what percent of the income earned by males with the same education? a. 15%. b. 27%.

165 c. 67% d. 93%. 26. Unwanted and unwelcome sexual behavior that includes verbal, visual, or physical abuse that interferes with the victim’s life is a. Sexual abuse. b. Stereotyping. c. Sexism. d. Sexual harassment. 27. Which of the following statements accurately describes sexual harassment? a. Both boys and girls can be victims of sexual harassment. b. Only girls can be victims of sexual harassment. c. Only boys can be victims of sexual harassment. d. Sexual harassment only occurs between adults. 28. The group with the highest rate of suicide is a. Young girls ages 8-15. b. Young boys ages 8-15. c. Young women ages 16-24. d. Young men ages 16-24. 29. Girls are more likely than boys to accomplish all of the following except a. Find higher paying jobs. b. Score higher on reading skills. c. Rank higher in their class. d. Achieve more honors. 30. Title IX prevents gender discrimination in all of the following areas except a. The admission of students. b. The treatment of students. c. The funding of girls’ and boy’s athletic programs. d. The employment of all personnel. 31. The real achievement gap in the United States is based on a. Gender. b. Race. c. Sexual identity. d. Religion. 32. Education that focuses on differences that exist between the genders, how and why such inequities are portrayed, and instructional materials that provide a more balanced view of the roles and contributions of the two sexes is a. Multicultural education. b. Antiracist education. c. Nonsexist education. d. Heterogeneous education. 33. Schools that focus on developing the confidence, academic achievement, and leadership skills of young women or men by using their unique learning styles and cultural experiences are a. Single-sex schools. b. Nonsexist schools. c. Homogenous schools.

166 d. Biracial schools. 34. The legislation that allowed public schools greater flexibility in experimenting with single-sex education to improve the achievement of both girls and boys is a. Title IX. b. Title VII. c. NCLB. d. IDEA. 35. Programs that include concepts of consciousness-raising and views of women as a separate group with unique needs and disadvantages in schools and other institutions are a. Multicultural programs. b. Nonsexist programs. c. Women’s studies programs. d. Ethnic studies programs.

167 Short Answer 1. Explain why girls tend to master cooperative learning activities better than boys. (Learning Outcome 4.1) 2. How are gender roles continually stereotyped in the socialization process? (Learning Outcome 4.2) 3. Why do equal rights for women continue to be contested? (Learning Outcome 4.3) 4. Discuss the relationship of a woman’s education to the amount of money she will earn as compared to a man. (Learning Outcome 4.4) 5. What does research say about the interactions educators have with boys and girls? (Learning Outcome 4.5)

168 Chapter 4 Test Answers Multiple Choice

1. A 2. C 3. B 4. B 5. C 6. A 7. D 8. D 9. B 10. A 11. D 12. B 13. B 14. A 15. A 16. D 17. B 18. B 19. C 20. A 21. B 22. D 23. C 24. D 25. C 26. D 27. A 28. D 29. A 30. C 31. B 32. C 33. A 34. C 35. C

169 Chapter 4 Test Answers Short Answer 1. This answer should include the discussion that boys tend to be deductive thinkers while girls are more inductive. This means that girls tend to work better when they participate in activities that begin with details and move toward a general outcome. 2. Stereotyping defines the male and female roles narrowly and very differently from each other. Because of this, children generalize that all persons within the same group should behave the same way and men and women automatically become associated with these characteristics and roles. 3. This is because people from all parts of the world continue to hold different views about the equality of the sexes. 4. Women with bachelor’s degrees and beyond have median incomes that are only 67 percent of the income earned by males. 5. The research shows us that educators treat boys and girls differently in the classroom, on the athletic field, and in the counselor’s office. Most teachers don’t think they discriminate in their reactions to boys and girls but upon careful consideration, teachers realize they interact differently to each sex.

170 Chapter 5 Test Questions Multiple Choice 1. Sexual attraction to persons of the opposite sex is a. Homosexual. b. Heterosexual. c. Transgender. d. Transvestite. 2. Lesbian, gay, bisexual, transgender, queer/questioning people are collectively referred to as a. LGBTQ. b. Homosexual. c. Heterosexual. d. Gay. 3. Males who are sexually attracted to other males are a. Lesbian. b. Gay. c. Transgender. d. Transvestite. 4. Women who are sexually attracted to other women are a. Transgender. b. Transvestite. c. Heterosexual. d. Lesbian. 5. Student-initiated clubs of LGBTQ and straight students that provide a safe place for students to discuss issues and meet others with similar interests are a. Gay-straight alliances. b. Homophobic clubs. c. Queer theory organizations. d. Rainbow coalitions. 6. One’s sexual attraction to persons of the same or opposite sex or both sexes is a. Gender identity. b. Race. c. Sexual orientation. d. Discrimination. 7. Sexual attraction to persons of the same sex is a. Homosexual. b. Heterosexual. c. Transgender. d. Intersexual. 8. Recent data indicates that the percentage of the population that identifies as lesbian, gay, bisexual, or transgender is a. 1%. b. 3.5%. c. 10%.

171 d. 23.5%. 9. Sexual attraction to both the same sex and opposite sex is a. Intersexual. b. Lesbian. c. Homosexual. d. Bisexual. 10. Persons who have a psychological sense that their gender does not match their biological sex are a. Lesbian. b. Heterosexual. c. Transgender. d. Intersexual. 11. The term that refers to males who are sexually attracted to other males, and is also used as a general term that applies to all LGB persons is a. Gay. b. Straight. c. Lesbian. d. Transsexual. 12. Persons born with sexual organs of both men and women are a. Transsexual. b. Homosexual. c. Intersexual. d. Bisexual. 13. Persons, especially males, who adopt the dress and behaviors of the opposite sex are a. Transsexual. b. Transgender. c. Transvestite. d. Intersexual. 14. Persons who have surgically changed their genitals and characteristics to match their gender identity are a. Transsexual. b. Transgender. c. Transvestite. d. Intersexual. 15. The theory that challenges categories of man/woman and gay/straight is a. Educational theory. b. Queer theory. c. Homophobic theory. d. Sexual identity theory. 16. The general term for all nonheterosexuals that acts as a more political term to connote nonconformity is a. Straight. b. Transgender. c. Homophobic. d. Queer.

172 17. An irrational fear of or aversion to homosexuals that leads to prejudice, discrimination, and sometimes violence against gays, lesbians, bisexuals, and transgendered persons is a. Homosexism. b. Heterosexism. c. Racism. d. Hate crime. 18. The period of time that began in the 1950s when homosexuals were thought to be more of a threat to national security than Communists was the a. Lavender Scare. b. Gay Rights Movement. c. Manifest Destiny. d. Rainbow Coalition. 19. The legislation that banned homosexual immigrants from entering the country was the a. McKinney-Vento Act. b. Public Law 93-112. c. McCarran-Walter Act. d. Proposition 227. 20. The refuge for gays who were not welcome in other bars and in which the gay rights movement was born is a. Lavender Hotel. b. Stonewall Inn. c. Holiday Inn. d. San Francisco Hostel. 21. The first openly gay person to win an election (when he was elected to the San Francisco Board of Supervisors in 1977) was a. Harvey Milk. b. Allan Spear. c. Barney Frank. d. Gerry Studds. 22. The first political action committee (PAC) to lobby on behalf of gays and lesbians is a. Equal Rights Committee. b. Human Rights Campaign Fund. c. Family Rights Group. d. Gay-Straight Alliance. 23. The court case in which a gay student was awarded $1 million in damages for the physical abuse and verbal harassment he endured as school administrators looked the other way was a. Lau v. Nichols. b. Roe v. Wade. c. Brown v. Board of Education. d. Nabozny v. Mary Podlesny, William Davis, Thomas Blauert. 24. The court case in which it was decided that a teacher’s sexual orientation was a valid reason for dismissal only if it contributed to poor job performance was

173 a. Lau v. Nichols. b. Morrison v. Board of Education. c. Brown v. Board of Education. d. Roe v. Wade. 25. All of the following are reasons for taking on the challenge to incorporate content about LGBTQs in the curriculum except a. Standardized test scores. b. Student safety. c. Physical and emotional health. d. Diversity and equity. 26. The percentage of LGBTQ students that report they are not taught anything about their culture or identity is a. 1%. b. 12%. c. 23%. d. 77%. 27. The incorporation of LGBTQ issues in the curriculum is often referred to as a. Standardizing the curriculum. b. Modifying the curriculum. c. Queering the curriculum. d. Modulating the curriculum. 28. The assumption that heterosexuality is normal and any other sexual identity is abnormal is a. Heterosexuality. b. Homosexuality. c. Homophobism. d. Heteronormativity. 29. All of the following states prohibit the positive portrayal of LGBTQs in the school curriculum except a. Alabama. b. Arizona. c. Vermont. d. Mississippi. 30. One of the states that requires homosexuality to be portrayed negatively in the curriculum is a. Texas. b. Vermont. c. Massachusetts. d. Alabama. 31. All of the following are strategies teachers can use to support LGBTQ students except a. Encourage an understanding of sexual diversity. b. Ignore homophobic remarks made by students or other adults. c. Present information on LGBTQs without embarrassment or condemnation. d. Promote the healthy development of self-identified LGBTQ youth in the school setting.

174 32. The proposed legislation that would prevent any school program or activity funded by federal funds from discriminating based on actual or perceived sexual orientation or gender identity is a. Title IX. b. Title II. c. Student Non-Discrimination Act d. Gay-Straight Act. 33. Spaces in school that may be marked by a pink triangle or other LGBTQ symbol in which students can be themselves and feel free to discuss issues related to their gender identity are a. Triangle zones. b. Discrimination-free spaces. c. Safe zones. d. Gay-Straight Alliances. 34. The percentage of students that reported that a GSA existed in their school is a. 45%. b. 20%. c. 10%. d. 75%. 35. The legislation that requires that student clubs be established and managed by students is a. Title I. b. Title IX. c. Student Non-Discrimination Act. d. Federal Equal Access Act.

175 Short Answer 1. Describe the stages through which people who identify as LGBTQ move to clarify their sexual identity. (Learning Outcome 5.1) 2. Explain the Lavender Scare and how it impacted the gay rights movement. (Learning Outcome 5.2) 3. Why do equal rights for women, gays, and lesbians continue to be contested? (Learning Outcome 5.2) 4. Define heterosexism and describe the toll that heterosexism takes on LGBTQ youth and educators in the nation’s schools. (Learning Outcome 5.3) 5. Describe some strategies that will ensure your future classroom values sexual diversity among students and supports LGBTQ students in having positive and successful experiences in schools (Learning Outcome 5.4)

176 Chapter 5 Test Answers Multiple Choice 1. B 2. A 3. B 4. D 5. A 6. C 7. A 8. B 9. D 10. C 11. A 12. C 13. C 14. A 15. B 16. D 17. B 18. A 19. C 20. B 21. A 22. B 23. D 24. B 25. A 26. B 27. D 28. D 29. C 30. A 31. B 32. C 33. C 34. A 35. D

177 Chapter 5 Test Answers Short Answer 1. The first step is a realization that they are sexually attracted to same-sex individuals, which is different than most of their peers. The next stage often includes exploration and experimentation as they determine whether they are LGBT, which could include testing relationships with persons of the opposite sex. Eventually they begin to identify themselves with a label or decide that the current labels do not describe them. When they feel comfortable with their sexual identity and are willing to face the possible discrimination and alienation that could accompany their disclosure as LGBT, they come out to others. The last stage of the process allows them to develop pride in their sexual identity 2. The Lavender scare was the period of time that began in the 1950s when homosexuals were thought to be more of a threat to national security than Communists. The U.S. Senate called for a purge of homosexuals from the government, and within a year, the FBI had identified over 400 homosexual government workers. Additionally, gays and lesbians were arrested by the hundreds in bars, parks, and theaters as well as at parties in their own homes. In response, gays and lesbians began gathering in large cities to support each other and their struggles for acceptance and equity in society. 3. This is because people from all parts of the world continue to hold different views about the equality of the sexes. 4. Heterosexism is an irrational fear of or aversion to homosexuals that leads to prejudice, discrimination, and sometimes violence against gays, lesbians, bisexuals, and transgendered persons. Although heterosexism is the more accurate term, homophobia is more commonly used. As a result, LGBTQ youth may experience invisibility and isolation in their homes, community, and schools. 5. Teachers can encourage an understanding of sexual diversity through the presentation of facts, facilitation of discussions, and democratic debates in which everyone’s opinion is respected. They can capitalize on teachable moments to provide facts and correct myths about LGBTQs. Teachers should learn to present information on LGBTQs without embarrassment or condemnation and promote the healthy development of self-identified LGBTQ youth in the school setting.

178 Chapter 6 Test Questions Multiple Choice 1. According to the U.S. Census Bureau, the number of individuals in the United States with some type of disability is a. 1 million. b. 13 million. c. 54 million. d. 102 million. 2. The percentage of U.S. students that receive special education services is a. 1%. b. 5%. c. 10%. d. 25%. 3. The number of students in U.S. schools who are labeled gifted and talented is a. 10,000. b. 125,000. c. 1.2 million. d. 3.2 million. 4. Students with very high intelligence or such unusual gifts and talents in the arts that they require special educational programming to reach their full potential are a. Gifted and talented. b. Disabled. c. Handicapped. d. Acculturated. 5. Students with mental retardation are classified as having a. Learning disabilities. b. Intellectual disabilities. c. Speech impairments. d. Autism. 6. Categorizing students according to disability is a. Labeling. b. Racism. c. Nonsexist education. d. Marginalization. 7. The published opinions of judges, which interpret statutes, regulations, and constitutional provisions is a. Caste. b. Case law. c. Civil rights. d. Disposition. 8. The case in which the U.S. Supreme Court found that if a state undertakes the provision of free education for its citizenry, the property right of an education is established is a. Roe v. Wade.

179 b. Plessy v. Ferguson. c. Brown v. Board of Education. d. PARC v. The Commonwealth of Pennsylvania 9. The case in which the U.S. Supreme Court ruled that all children ages 6 to 21 were to be provided a free public education is a. PARC v. The Commonwealth of Pennsylvania. b. Plessy v. Ferguson. c. Mills v. Board of Education. d. Murray v. Pittsburgh Board of Public Education. 10. The case in which the U.S. Supreme Court mandated that the District of Columbia schools provide a publicly supported education to all children with disabilities is a. PARC v. The Commonwealth of Pennsylvania. b. Plessy v. Ferguson. c. Murray v. Pittsburgh Board of Public Education. d. Mills v. Board of Education. 11. The legislation that requires reasonable accommodations for those with disabilities and prohibits the denial of participation in any program receiving federal funds solely on the basis of one’s disability is a. Proposition 227. b. Section 504 of Public Law 93-112. c. Public Law 94-142. d. McKinney-Vento Act. 12. The comprehensive legislation signed into law in 1975 that guaranteed all children ages 3-21 with disabilities a free and appropriate education in the least restrictive environment is a. Proposition 227. b. Section 504 of Public Law 93-112. c. Public Law 94-142. d. McKinney-Vento Act. 13. A written program required for all children with disabilities under IDEA is a(n) a. Individualized education program (IEP). b. Section 504 Plan. c. Title IX plan. d. Tracking plan. 14. The legislation passed in 1990 which was designed to end discrimination against individuals with disabilities in private-sector employment, public services, public accommodations, transportation, and telecommunications is a. Individuals with Disabilities Education Act. b. Americans with Disabilities Act. c. Education for All handicapped Children Act. d. Proposition 227. 15. The Individuals with Disabilities Act Amendments (PL 101-476) added services for students with a. Intellectual disabilities. b. Learning disabilities. c. Autism.

180 d. Visual impairments. 16. A needs assessment for moving children from student status to adulthood is a(n) a. Transition plan. b. IEP. c. 504 plan. d. Title IX plan. 17. The multi-tiered approach to meeting the needs of children that aims to provide intervention to students who are not achieving at comparable rates with their peers is a. Assistive technology. b. Response to intervention. c. Full inclusion. d. Special education. 18. Under PL 94-142 Congress set a goal to fund the mandate at 40% of the cost to educate children with disabilities. As of 2009, the actual funding level is at a. About 5% of the original goal. b. About 17% of the original goal. c. About 52% of the original goal. d. About 97% of the original goal. 19. The first case related to “an appropriate education” for a student with a disability to reach the U.S. Supreme Court was a. Ingraham v. Wright. b. Franklin v. Gwinnett County Public Schools. c. Flores v. Morgan Hill. d. Hendrick Hudson School District v. Rowley. 20. The group that is most likely to form their own cultural group is those with a. Visual impairments. b. Learning disabilities. c. Intellectual disabilities. d. Physical disabilities. 21. The organization whose membership prerequisite is a high score on an intelligence test is a. Council for Exceptional Children. b. Mensa. c. Easter Seals. d. United Cerebral Palsy Association. 22. The representation of a group in a category that exceeds expectations or differs dramatically from the representation of others is a. Disproportionality. b. Racism. c. Discrimination. d. Special education. 23. All of the following are major problems with overrepresentation of minority students except a. Negative effects of labeling. b. Placement in isolated and restrictive settings.

181 c. Lack of legislation to support students. d. Ineffectiveness of services in some special education settings. 24. The group that has historically been greatly overrepresented in classes for students with intellectual disabilities and serious emotional disturbances is a. White students. b. African American students. c. Asian students. d. Latino students. 25. All of the following are greatly underrepresented in classes for the gifted and talented except a. White students. b. African American students. c. Asian students. d. Latino students. 26. The method of reporting data that compares the percentage of a group in a program with the percentage that group represents in the population is a. Risk index. b. Median index. c. Mean index. d. Composition index. 27. The method of reporting data that measures the percentage of a group in a program compared to the percentages of other groups is a. Risk index. b. Median index. c. Mean index. d. Composition index. 28. The percentage of all African American students that are placed in classes for students with intellectual disabilities is a. 1.4% b. 2.6% c. 4.3% d. 9.8% 29. Children born preterm (those under normal gestation and less than 5 lb. 8 oz. [2500 g]) may be at risk of developing a. Fetal alcohol syndrome. b. Down’s syndrome. c. Cognitive and sensory disabilities d. Physical disabilities. 30. Assessments that favor one group over another are a. Biased assessments. b. Racist assessments. c. Discriminatory assessments. d. Deductive assessments. 31. The legislation that requires all language minority students to be educated in sheltered English immersion programs is a. Title IX.

182 b. IDEA. c. NCLB. d. Proposition 227. 32. An instructional process in which English language acquisition is structures so that nearly all instruction is in English is a. Bilingual education. b. Multicultural education. c. Sheltered English immersion. d. Assimilation. 33. According to Maslow’s theory, reaching one’s full potential is a. Acculturation. b. Assimilation. c. Self-actualization. d. Self-fulfilling prophecy. 34. Making available to all persons with disabilities or other handicaps, patterns of life and conditions of everyday living which are as close as possible to or indeed the same as regular circumstances and ways of life of society is a. Privilege. b. Normalization. c. Least restrictive environment. d. Marginalization. 35. Giving value to individuals with mental retardation is a. Social role valorization. b. Marginalization. c. Normalization. d. Miscegenation.

183 Short Answer 1. Explain the history behind the educational rights gained by individuals with disabilities. (Learning Outcome 6.2) 2. Discuss the major components of the Americans with Disabilities Act. (Learning Outcome 6.3) 3. Why was it significant that the Individuals with Disabilities Education Act emphasized the person first and not the disability? (Learning Outcome 6.3) 4. Why do educators and child advocates feel that many children are inappropriately placed in special education? (Learning Outcome 6.5) 5. Explain some of the concerns that general educators would have with special education students in their classrooms. (Learning Outcome 6.6)

184 Chapter 6 Test Answers Multiple Choice 1. C 2. C 3. D 4. A 5. B 6. A 7. B 8. C 9. A 10. D 11. B 12. C 13. A 14. B 15. C 16. A 17. B 18. B 19. D 20. A 21. B 22. A 23. C 24. B 25. A 26. D 27. A 28. B 29. C 30. A 31. D 32. C 33. C 34. B 35. A

185 Chapter 6 Test Answers Short Answer 1. This answer should address key court legislation such as Brown v. Board of Education, PARC v. the Commonwealth of Pennsylvania, Mills v. Board of Education, Section 504, and Public Law 94-142. 2. Answers should include a discussion of the following: a. Employers cannot discriminate. b. Buses, trains, and their stations must be accessible. c. Physical barriers in hotels, restaurants, stores, and stadiums must be removed. d. Telephone services must be available for the deaf. 3. This signifies the government’s understanding and acceptance that individuals with disabilities are people or individuals first. 4. Some contributing variables, which need to be included in the answer, are: poverty, lead poisoning, over-referrals, racial bias, assessment issues, and unexplained issues. 5. Some of the issues that general educators have with special education students are: the general educators are not trained to deal with certain disabilities, special needs students detract from the attention given to the other students, and resources and materials are very limited.

186 Chapter 7 Test Questions Multiple Choice 1. The English spoken by a particular group of individuals in a community that is typically the professional educated middle class with the highest degree of influence and prestige is a. Ebonics. b. Standard English. c. Pidgin English. d. Nonstandard dialect. 2. A creole of English with words and phrases from Hawaiian, Chinese, Japanese, etc. is a. Ebonics. b. Standard English. c. Pidgin English. d. Nonstandard dialect. 3. A system of vocal sounds and/or nonverbal systems by which group members communicate with one another is a. Language. b. Race. c. Socioeconomic status. d. Ethnicity. 4. Variations of a language usually determined by region or social class is a. Language. b. Accent. c. Dialect. d. Caste. 5. A dialect of the same language that is not considered standard is a. Ebonics. b. Standard English. c. Pidgin English. d. Nonstandard dialect. 6. A vernacular or dialect of the majority of Black Americans is a. Ebonics. b. Standard English. c. Pidgin English. d. Nonstandard dialect. 7. The informal or conversational speech in a community is a. Creolization. b. Bilingualism. c. Colloquialisms. d. Bidialecticalism. 8. The number of identified languages spoken in the United States is a. 50. b. 117.

187 c. 381. d. 743. 9. The secretive vocabulary of a co-culture group is a. Slang. b. Ebonics. c. Nonstandard dialect. d. Argot. 10. Groups of people who exist and function apart from the dominant culture are a. Co-cultures. b. Others. c. Ethnic groups. d. Feminists. 11. The ability to speak two languages is a. Monolingualism. b. Bilingualism. c. Multiculturalism. d. Biculturalism. 12. The ability to speak only one language is a. Monolingualism. b. Bilingualism. c. Multiculturalism. d. Biculturalism. 13. The process that occurs when a second language replaces the first is a. Additive bilingualism. b. Multiculturalism. c. Monolingualism. d. Subtractive bilingualism. 14. The process that occurs when two languages are of equal value and neither dominates the other is a. Additive bilingualism. b. Multiculturalism. c. Monolingualism. d. Subtractive bilingualism. 15. The way an individual pronounces words is a. Dialect. b. Language. c. Accent. d. Argot. 16. The dialect that is spoken more than any other in the United States is a. Ebonics. b. Midwestern dialect. c. Southern dialect. d. Northeastern dialect. 17. The ability to speak in two or more dialects is a. Bilingualism. b. Monolingualism.

188 c. Bidialectalism. d. Monodialectalism. 18. The language considered proper in a community is a. Formal standard. b. Informal standard. c. Indigenous standard. d. Language standard. 19. The acceptable written language that is typically found in grammar books is a. Formal standard. b. Informal standard. c. Indigenous standard. d. Language standard. 20. A natural language that has been developed and used by persons who are deaf is a. English as a Second Language. b. Signed English. c. Official English. d. American Sign Language. 21. A system that translates the English oral or written word into a sign is a. English as a Second Language. b. Signed English. c. Official English. d. American Sign Language. 22. The process of communication that occurs without words is a. Nonverbal communication. b. Verbal communication. c. Official English. d. Formal English. 23. Students who have limited or no English skills and who are in the process of learning English are a. English Language Learners. b. Ethnic groups. c. Immigrants. d. Assimilated. 24. The school district with the largest ELL enrollment is a. Chicago. b. New York. c. Los Angeles Unified. d. Dallas. 25. The percentage of ELL students that are failing to make progress toward English language proficiency is a. 10%. b. 25%. c. 40%. d. 50%. 26. The graduation rate for ELL students is a. 16%.

189 b. 36%. c. 64%. d. 79%. 27. Basic, everyday conversational skills, which English Language Learners can develop in approximately two years is a. Cognitive academic language proficiency. b. Nonstandard dialects. c. Standard dialects. d. Basic interpersonal communications skills. 28. The higher levels of proficiency required in highly structured academic situations is a. Cognitive academic language proficiency. b. Nonstandard dialects. c. Standard dialects. d. Basic interpersonal communications skills. 29. A position supported by U.S. English, a citizen’s action group, which is seeking to have English declared as the official language of the U.S. is a. Official English. b. Ebonics. c. Religious Right. d. Sheltered English immersion. 30. An instructional process in which English language acquisition is structured so that nearly all instruction is in English is a. Bilingualism. b. Sheltered English immersion. c. Bicultural education. d. Multicultural education. 31. As of 2010 English as the official language has been adopted in the form of statutes and state constitutional amendments in a. 10 states. b. 23 states. c. 31 states. d. 45 states. 32. By the year 2050, the percentage of U.S. residents that will be immigrants is a. 10%. b. 20%. c. 30%. d. 40%. 33. The use of two languages as the method of instruction, which accepts and develops native language in the instructional process is a. Multicultural education. b. Bilingual education. c. Acculturation. d. Assimilation. 34. The legislation that stipulates that special language programs are necessary if schools are to provide an equal educational opportunity for all students is

190 a. Lau v. Nichols. b. New Jersey v. T.L.O. c. Ohman v. Board of Education. d. Simonetti v. School District of Philadelphia. 35. Programs that emphasize bilingual education as a means of moving from the culture and language most commonly used for communication in the home to the mainstream of U.S. language and culture are a. Bicultural programs. b. Acculturation programs. c. Transition programs. d. Monocultural programs.

191 Short Answer 1. How are some ways that culture influences language? (Learning Outcome 7.2) 2. How is language a function of culture, shaping personal and cultural identity? (Learning Outcome 7.2) 3. What is the difference between accents and dialects? (Learning Outcome 7.3) 4. What were Cummins’ research findings on the length of time for English language learners (ELL) to develop English proficiency? (Learning Outcome 7.5) 5. What is California’s Proposition 227? (Learning Outcome 7.6)

192 Chapter 7 Test Answers Multiple Choice 1. B 2. C 3. A 4. C 5. D 6. A 7. C 8. C 9. D 10. A 11. B 12. A 13. D 14. A 15. C 16. C 17. C 18. B 19. A 20. D 21. B 22. A 23. A 24. C 25. B 26. C 27. D 28. A 29. A 30. B 31. C 32. B 33. B 34. A 35. C

193 Chapter 7 Test Answers Short Answer 1.

2.

3.

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5.

Depending on the cultural or ethnic group or the region of the country, there are different patterns of communication. Southerners are sometimes characterized as typically engaging in pleasantries before getting into substantive or business discussions. Some groups lack comparable words to match English words or concepts. For example, the Lakota Sioux have no words in their language to convey “late” or “waiting.” Language connects individuals to each other because those who share a language or dialect often share the same feelings, beliefs, and behaviors. It provides a common bond for individuals of the same linguistic and same common heritage. In addition, language is used to socialize children into their linguistic and cultural communities. They learn the rules and customs of their language community. An accent refers to how an individual pronounces words, whereas a dialect is a language rule system used by identifiable groups that varies in some manner from a language standard considered ideal. Cummins found that English language learners could develop everyday conversational skill (playground English) within two years. He referred to this level of proficiency as basic interpersonal communicative skills (BICS). However, it generally takes five to seven years to develop higher levels of proficiency required in highly structured academic settings. He referred to this level of proficiency as cognitive academic language proficiency (CALP). California’s Proposition 227 was a state ballot initiative with the intent of ending bilingual education and requiring language minority students to be educated in sheltered English immersion classes for one year.

194 Chapter 8 Test Questions Multiple Choice 1. A day of rest and holiness observed by Jews and a minority of Christian denominations is a. Passover. b. Sabbath. c. Yom Kippur. d. Sukkot. 2. The oldest, most conservative, and most diverse form of Judaism is a. Orthodox Jews. b. Sikhism. c. Old Order Amish. d. Evangelicals. 3. In which of the following regions are you likely to find the majority of students from conservative Protestant backgrounds such as Southern Baptist and Church of Christ, and local churches serve as social institutions for many students? a. Northeast b. Southwest c. West d. South 4. The region in which you are most likely to find students that are members of the Church of Jesus Christ of Latter Day Saints (LDS), or Mormons, is the a. Northeast. b. Southwest. c. West. d. South. 5. The Constitutional Amendment that prohibits Congress from making laws establishing a religion or prohibiting religious worship is the a. First Amendment. b. Third Amendment. c. Fourth Amendment. d. Ninth Amendment. 6. Prayer was removed from public schools by the Supreme Court in a. 1920. b. 1933. c. 1963. d. 1985. 7. A nonreligiously based philosophy promoting man as the measure of all things is a. Sikhism. b. Secular humanism. c. Protestantism. d. Meritocracy. 8. Protestants who adhere to a simple lifestyle and simple forms of worship based on the Bible, and place much focus on the Sermon on the Mount are

195 a. Muslims. b. Evangelicals. c. Liberal Protestants. d. Mennonites. 9. Religions that teach that their own religion is uniquely true and legitimate and all others are invalid are a. Particularistic. b. Multidimensional. c. Monolingual. d. Nativist. 10. The percentage of Americans that claim to have a preference for some religious group is a. 8%. b. 26%. c. 67%. d. 84%. 11. The degree to which one is religious is a. Meritocracy. b. Religiosity. c. Pluralism. d. Intelligent design. 12. All of the following countries are considered to have stringent government and social restrictions on religion except a. Iran. b. United Kingdom. c. Egypt. d. India. 13. A religion founded in Korea in 1954 by Rev. Sun Myung Moon is a. Unification Church. b. Old Order Amish. c. Liberal Protestantism. d. Confucianism. 14. The largest religious group in the United States is a. Catholicism. b. Judaism. c. Protestantism. d. Islam. 15. The Germans were responsible for establishing all of the following denominations in the United States except a. Puritans. b. Lutherans. c. Anabaptists. d. Evangelicals. 16. People who choose not to identify a church membership are called a. Atheists. b. Agnostics.

196 c. Unchurched. d. Fundamentalists. 17. Protestants who view Christianity in ways meaningful in a world of science and continual change who stress the right of the individual to determine what is true in religion are a. Evangelicals. b. Liberal Protestants. c. Mennonites. d. Old Order Amish. 18. Protestants who generally believe that the Bible is inerrant, that the supernatural is distinct from the natural, and that salvation is essential are a. Liberal Protestants. b. Unchurched. c. Conservative Protestants. d. Agnostics. 19. Conservative Christians who advocate the teaching of creation as presented in the Bible as opposed to the theory of evolution are a. Agnostics. b. Atheists. c. Fundamentalists. d. Unchurched. 20. Conservative Christians who insist on the necessity of a conversion experience, acceptance of the authority of the Bible, and of the birth, miracles, and resurrection of Jesus as supernatural events are a. Evangelicals. b. Liberals. c. Agnostics. d. Orthodox Jews. 21. The term advocated by conservative Protestants who support the teaching of the Biblical account of creation in public schools in addition to or in place of the theory of evolution is a. De facto segregation. b. Intelligent design. c. Creation science. d. Evolution. 22. A theory that only an intelligent being could have created a natural world so complex and well-ordered as ours is a. Evolution. b. Nativism. c. Gap theory. d. Intelligent design. 23. The religion that believes that Jesus Christ founded their Church and that the Apostle Peter was the first in the line of bishops leading to the current Bishop of Vatican City is a. Catholicism. b. Protestantism.

197 c. Mormonism. d. Sikhism. 24. The religion that has developed the largest private educational system in the world is a. Catholicism. b. Protestantism. c. Mormonism. d. Sikhism. 25. One of the oldest religions in the world that also provides the historical roots of both Catholicism and Protestantism is a. Judaism. b. Confucianism. c. Hinduism. d. Buddhism. 26. Liberal Jews who accept children born to non-Jewish mothers as Jews are a. Orthodox Jews. b. Messianic Jews. c. Reform Jews. d. Hasidic Jews. 27. The second largest religion in the world, whose name means to submit to the will of Allah or God is a. Protestantism. b. Catholicism. c. New Age. d. Islam. 28. Those who practice Islam are called a. Sikhs. b. Christians. c. Mennonites. d. Muslims. 29. The fourth largest religion in the world whose adherents believe in reincarnation and emphasize virtue, good conduct, morality, insight, and wisdom is a. Buddhism. b. Islam. c. Christianity. d. Catholicism. 30. The major religion that does not limit itself to a single book of writings or to one God, and believes that the goodness of an individual’s life determines how he or she will be reincarnated is a. Christianity. b. Judaism. c. Hinduism. d. Sikhism. 31. The religion founded by Guru Nanak that stresses a universal single God, and that union with God is accomplished through meditation and surrender to divine will is

198 a. Christianity. b. Judaism. c. Hinduism. d. Sikhism. 32. The religion, founded in Persia, in which the founder claimed to be the divine manifestation of God and the last of a line of divine figures is a. Baha’i. b. Sikhism. c. New Age. d. Christian Science. 33. The California voter initiative to ban gay marriage that passed in 2008 is a. Proposition 227. b. Proposition 8. c. No Child Left Behind. d. Section 504. 34. Funds allocated to parents that they may use to purchase education for their children from public or private schools in the area are a. Vouchers. b. Charter systems. c. Magnet schools. d. Virtual schools. 35. The banning of expressive materials such as books, magazines, films, videos, or works of art from public access is a. Censorship. b. Racism. c. Discrimination. d. Stereotype.

199 Short Answer 1. Explain how understanding the importance of religion to students and their families is an advantage in developing effective teaching strategies. (Learning Outcome 8.1) 2. Why should educators avoid stereotyping all students from one denomination? (Learning Outcome 8.2) 3. Provide some specific examples of how the religious landscape of the United States has been changing in recent years. (Learning Outcome 8.3) 4. Why is school prayer a controversial issue? (Learning Outcome 8.6) 5. Explain the impact of censorship in public schools. (Learning Outcome 8.6)

200 Chapter 8 Test Answers Multiple Choice 1. B 2. A 3. D 4. C 5. A 6. C 7. B 8. D 9. A 10. D 11. B 12. B 13. A 14. C 15. A 16. C 17. B 18. C 19. C 20. A 21. C 22. D 23. A 24. A 25. A 26. C 27. D 28. D 29. A 30. C 31. D 32. B 33. B 34. A 35. A

201 Chapter 8 Test Answers Short Answer 1. When a teacher understands the cultural impact of the religious beliefs of their students, instruction will be more effective in class because it will lead to the appreciation of diversity. 2. Answer should mention that diversity is found within every religion, there is appreciation in awareness, and awareness provides for an environment conducive to learning. 3. Although the United States remains primarily a Christian nation, steady changes have occurred over the past few decades. The percentage of Americans who identify themselves as Christians has declined by 10%. Nearly all Protestant denominations have declined in membership. Survey findings suggest that Americans are becoming less religious. 4. Answers should discuss that the law now is in essence a voluntary prayer law, law prevents public group prayer, and private prayer is permitted in schools. 5. Answers should include a discussion of the following: censorship has led to the resignation or dismissal of administrators and teachers, it has split communities, and certain people are very passionate about the need to rid schools of objectionable material.

202 Chapter 9 Test Questions Multiple Choice 1. The study of places, cities, countries, mountains, deserts, rural areas, oceans, continents, and communities is a. Geometry. b. Geography. c. Cartography. d. Geology. 2. The study of the physical features of the earth such as the climate, soils, vegetation, water, and landforms is a. Physical geography. b. Human geography. c. Societal geography. d. Racial geography. 3. All of the following are elements of human geography except a. Physical landforms. b. Economic systems. c. Social systems. d. Cultural systems. 4. Classism, racism, ethnicity, poverty, and language are all components of a. Physical geography. b. Human geography. c. Societal geography. d. Racial geography. 5. Three out of every four people currently live in the a. Southern hemisphere. b. Western hemisphere. c. Eastern hemisphere. d. Northern hemisphere. 6. The largest country in the world in terms of population is a. Indian. b. United States. c. China. d. Russia. 7. A geographic area that includes a city with substantial population and adjacent communities that are economically connected to the city is a. Rural. b. Suburban. c. Metropolitan. d. Bucolic. 8. The region with the highest percentage of Hispanic residents is a. West. b. South. c. Midwest.

203 d. Northeast. 9. The communities that surround a city and are home to many of the city’s workers are a. Suburbs. b. Metropolitan areas. c. Rural areas. d. Bucolic areas. 10. The result of European Americans, African Americans, and American Indians intermarrying and developing unique cultures, languages, and dialects is a. Cultural pluralism. b. Dispositions. c. Bilingualism. d. Creolization. 11. The region with the highest percentage of African American residents is a. West. b. South. c. Midwest. d. Northeast. 12. The region of the country that follows a mountain chain from New York down to Georgia is a. Southeast. b. Northwest. c. Appalachia. d. Texas panhandle. 13. The least racially diverse area of the country is a. New England. b. South. c. Midwest. d. Appalachia. 14. The “breadbasket” of the nation, which produces enough grain to feed several nations, is a. Appalachia. b. New England. c. Mid-Atlantic. d. Great Plains. 15. The region with the highest percentage of people in poverty is a. Southwest. b. New England. c. Mid-Atlantic. d. Southeast. 16. The percentage of US residents that live in the western states is about a. 5%. b. 10%. c. 20%. d. 40%. 17. The state with the largest population in the country is

204 a. California. b. New York. c. Virginia. d. Texas. 18. The state with the lowest average teacher salaries is a. New York. b. Georgia. c. Mississippi. d. South Dakota. 19. The state with the highest average teacher salaries is a. New York. b. Georgia. c. Mississippi. d. South Dakota. 20. The state with the highest per capita student expenditures is a. Arizona. b. California. c. New York. d. New Jersey. 21. In a recent study, all of the following states showed the highest rates of religiosity except a. Vermont. b. South Carolina. c. Mississippi. d. Arkansas. 22. The region in which residents indicated the strongest belief in God is a. East. b. South. c. Midwest. d. West. 23. The largest concentration of Catholics is found in the a. South. b. Northeast. c. West. d. Midwest. 24. The largest concentration of evangelicals is found in the a. South. b. Northeast. c. West. d. Midwest. 25. The state that tops the nation in overall well-being, as determined by life evaluation, emotional health, work environment, physical health, healthy behaviors, and access to basic necessities is a. Vermont. b. Maine. c. California.

205 d. Hawaii. 26. The region in the US with the highest rate of obesity is the a. South. b. Northeast. c. West. d. Midwest. 27. All of the following states generally vote Republican except a. Utah. b. Idaho. c. Alaska. d. Vermont. 28. Countries that have lower per capita income, greater poverty, and much less capital development than the nations that wield global economic power are considered a. Urbanized. b. Rural. c. Developing. d. Dominant. 29. The US city with the highest infant mortality rate (twice the national average) is a. Boston. b. New York City. c. Washington, DC. d. Dallas. 30. Schools in which the curriculum emphasizes a particular subject or field such as performing arts or mathematics and science are a. Charter schools. b. Private schools. c. Magnet schools. d. Vocational schools. 31. Public schools that are exempt from many of the bureaucratic regulations of traditional public schools are a. Charter schools. b. Private schools. c. Magnet schools. d. Vocational schools. 32. Movement from one place to another is a. Migration. b. Immigration. c. Emigration. d. Transition. 33. Movement from one country to another with the goal of permanently settling there is a. Migration. b. Immigration. c. Emigration. d. Transition.

206 34. A system that connects countries economically, politically, environmentally, and culturally through an economy supported by free trade and worldwide labor markets is a. Democracy. b. Globalization. c. Equality. d. Ethnocentrism. 35. A policy in which a nation or culture believes they are superior to all others and are destined to rule over nations and cultures is a. Manifest destiny. b. Racism. c. Nationalism. d. Miscegenation.

207 Short Answer 1. Differentiate between physical and human geography. (Learning Outcome 9.1) 2. How has the population of the Appalachian region changed over time? (Learning Outcome 9.2) 3. Describe the development of suburbia and suburban schools. (Learning Outcome 9.4) 4. Define globalization and describe its impact. (Learning Outcome 9.5) 5. Describe how educators can learn about local and regional differences influencing the students in their classes. (Learning Outcome 9.6)

208 Chapter 9 Test Answers Multiple Choice 1. B 2. A 3. A 4. B 5. D 6. C 7. C 8. A 9. A 10. D 11. B 12. C 13. A 14. D 15. A 16. C 17. A 18. D 19. A 20. D 21. A 22. B 23. B 24. A 25. D 26. A 27. D 28. C 29. C 30. C 31. A 32. A 33. B 34. B 35. A

209 Chapter 9 Test Answers Short Answer 1. Physical geography is the study of the physical features of the earth (climate, soils, vegetation, water, and landforms). Human geography is the study of the economic, social, and cultural systems that have evolved in a specific location of the world. 2. Answers may include, but are not limited to, the following: a) Primarily settled by German and Irish immigrants b) The population was displaced multiple times as government projects took over land for a variety of purposes c) The people have been stereotyped as hillbillies, independent mountaineers, living in poverty, being lazy…however this has not been characteristically true of individuals living in Appalachia. d) Appalachia is primarily rural, with some subsistence farming still occurring in areas. However, the majority of the population now lives near metropolitan areas bordering the region. e) Appalachia has limited diversity, primarily white. f) More recent high school graduation rates reflect the national average. 3. Answers may include, but are not limited to, the following: a) Suburbia was developed primarily after WWII b) Was initially composed of smaller communities, which then grew into larger centers of commerce and in some areas, to a metropolis c) Many suburbs are racially, economically, ethnically, linguistically, and religiously diverse d) Some corporations have developed “edge cities” in which their employees live and work in a central locale, often in up-scale developments e) Suburban schools are more recently built, typically in good repair f) Suburban schools have higher standardized test scores than urban or rural schools g) Suburban schools typically have more highly qualified teachers, diverse course offerings and extra-curricular activities, and programs for students who are considered “gifted and talented,” than rural or urban schools 4. Globalization is a system that connects countries economically, politically, environmentally, and culturally through a global economy supported by free trade, international corporations, and worldwide labor markets. 5. Answers may include, but are not limited to, the following: a) Become educated about school traditions/mascots, etc. Often these are rooted in historical or regional events b) Understand the collective and individual histories of the students and their families, through interviews, surveys, class projects c) Create special programs for immigrant students, helping them to learn about the cultural norms of the school/area, as well as share their own experiences d) Become knowledgeable about school and community resources available to students and families, relative to economic, religious, ethnic, or linguistic needs e) Become knowledgeable about second language acquisition processes, as well as assimilation and acculturation processes

210 f) Build a community of learners that values difference and affirms students’ identities, experiences, and uniqueness

211 Chapter 10 Test Questions Multiple Choice 1. Individuals between the ages of 18 and 24 are a. Adolescents. b. Young adults. c. Teenagers. d. Generation Y. 2. The generation born between 1965 and 1976 is called a. Generation X. b. Generation Y. c. Generation Z. d. The Lost Generation. 3. Generation Y refers to the generation of people born between a. 1965 and 1976. b. 1977-1994. c. 1990-present. d. 1940-1964. 4. The age cohort of individuals born after 1990 is a. Generation X. b. Generation Y. c. Generation Z. d. The Lost Generation. 5. Online networking that people use to communicate with friends who have common interests is a. Text-to-speech programs. b. Social media. c. Assistive technology. d. Computer-based learning. 6. All of the following statements accurately describe Generation Y-ers except a. they are the most tolerant generation. b. they tend to choose teamwork over individualism. c. they were generally raised with little or no structure or organized activities. d. they tend to be very close to their parents. 7. A website where users can upload, view, and share videos is a. Assistive technology. b. Blog. c. Cyberbullying. d. YouTube. 8. A major problem with online reference sites such as Wikipedia is a. Cyberbullying. b. Accuracy. c. Speed. d. Graphics.

212 9. The yearly list that identifies characteristics that distinguish incoming freshmen class from the students of years past who preceded them is a. Digital Millennium List. b. International Assessment of Progress. c. Mindset List. d. Regional Educational Laboratory List. 10. The physical or psychological mistreatment of a child is a. Search and seizure. b. Psychosocial crisis. c. Child abuse. d. Grievance. 11. The nonaccidental injury inflicted by a child's caretaker is a. Physical abuse. b. Neglect. c. Sexual abuse. d. Emotional abuse. 12. The involvement of adults with children or underage adolescents in sexual activity is a. Physical abuse. b. Neglect. c. Sexual abuse. d. Emotional abuse. 13. The failure of the parents, guardian, or caregiver to provide for the basic needs of a child is a. Physical abuse. b. Neglect. c. Sexual abuse. d. Emotional abuse. 14. A pattern of behavior in which children are chronically belittled, humiliated, or rejected, or they have their self-esteem attacked is a. Physical abuse. b. Neglect. c. Sexual abuse. d. Emotional abuse. 15. The percentage of children in the US that are considered "overweight" is a. 3%. b. 16%. c. 32%. d. 48%. 16. The campaign launched in 2010 by First Lady Michelle Obama to address the childhood obesity epidemic is L et's Move N o Child Left Behind. F ood Pyramid Plan.

213 W aist Watchers. 17. The life period from ages 13 through 18 is a. Young adulthood. b. Adolescence. c. Late childhood. d. Early childhood. 18. Children and youth who are economically disadvantaged to a degree that can affect their educational opportunities are a. cognitively disabled. b. At risk. c. Developmentally disabled. d. Enculturated. 19. Actions such as drug use or premarital sex which could lead to alcohol or drug dependency, teenage pregnancy, sexually transmitted diseases, etc. are a. High-risk behaviors. b. Special needs. c. Grievances. d. Achievement gaps. 20. Use of drugs or alcohol to a level of addiction or other at-risk behaviors is a. High-risk behavior. b. At-risk behavior. c. Special needs. d. Substance abuse. 21. The percentage of students in the US who have had at least one alcoholic drink is a. 25%. b. 52%. c. 73%. d. 94%. 22. The percentage of American youth and young adults that smoke cigarettes on a daily basis is a. 5%. b. 20%. c. 40%. d. 60%. 23. The racial group that has the highest percentage of smokers is a. White. b. African American. c. Hispanic. d. Native American. 24. Drug use for all of the following substances decreased in recent years except a. Methamphetamine. b. Ecstasy. c. Marijuana. d. Heroin. 25. The percentage of students in the US that have had sexual intercourse at least once is

214 a. 27%. b. 35%. c. 46%. d. 78%. 26. The group with the highest teen birthrate is a. Whites. b. Hispanics. c. African Americans. d. Native Americans. 27. The group with the highest percentage of HIV infection is a. Whites. b. Hispanics. c. African Americans. d. Native Americans. 28. The practice of sending nude or semi-nude pictures from cell phone to cell phone is a. Blogging. b. Texting. c. Social networking. d. Sexting. 29. Using information and/or communication technologies to harass or threaten an individual or group is a. Texting. b. Cyberbullying. c. Social networking. d. Blogging. 30. The group with the highest percentage of teenage suicide is a. Whites. b. Hispanics. c. African Americans. d. Native Americans. 31. The deliberate act of harming one’s own body is a. Cyberbullying. b. Self-injury. c. Suicide. d. Emotional abuse. 32. The method that many gang members use to communicate and stake a claim on certain areas is a. Tattoos. b. Graffiti. c. Clothing. d. Websites. 33. A subculture created by African American youth on the street that now has worldwide appeal resulting in massive marketing in clothing, music, and rap is a. Skinheads. b. Blood Red Dragons. c. Hip-hop.

215 d. Sikhism. 34. An improvised from of dancing with intricate and sometimes acrobatic moves is a. Breakdancing. b. Rap. c. Line dancing. d. Hip-hop. 35. All of the following are possible behavioral symptoms of substance abuse except a. Increased secrecy about possessions or activities. b. Use of incense, room deodorant, or perfume (to hide smoke or chemical odors). c. Increase in borrowing money. d. Positive school work changes.

216 Short Answer 1. Discuss some of the variables that contribute to the dissonance that some adolescents develop with their parents. (Learning Outcome 10.1) 2. Discuss the impact of poverty and social class on children. (Learning Outcome 10.1) 3. Generation Y are the children of the baby boomers, and are the largest generation since their parents’ generation. What are the characteristics that teachers are likely to see in this group? (Learning Outcome 10.2) 4. What is the difference between physical abuse and physical neglect in children? (Learning Outcome 10.3) 5. What should you the teacher do if you are concerned with a student whom you think may be considering self-destructive behavior? (Learning Outcome 10.4)

217 Chapter 10 Test Answers Multiple Choice 1. B 2. A 3. B 4. C 5. B 6. C 7. D 8. B 9. C 10. C 11. A 12. C 13. B 14. D 15. C 16. A 17. B 18. B 19. A 20. D 21. C 22. B 23. A 24. D 25. C 26. B 27. C 28. D 29. B 30. D 31. B 32. B 33. C 34. A 35. D

218

Chapter 10 Test Answers Short Answer 1. Physical abuse refers to nonaccidental injuries inflicted by a caretaker on a child. Physical neglect involves the deliberate neglect or extraordinary inattentiveness to a child’s physical well-being. 2. Problems may develop between an adolescent and parent when emotional ties shift from the family to peers. As peer influence increases, parental interaction with their child may decrease. Parental expectations add to problems when they expect problems with their children, resulting in a self-fulfilling prophecy. Adding to the problems is the adolescents asserting their rights to assume adult behaviors but without complementary adult-like responsibility. 3. If you as a teacher suspect possible suicidal behavior, friendly low-key questions or statements may be appropriate, such as “you seem down today” or “is something bothering you?” If an affirmative response is given, then a more direct but supportive question may be asked. Know your limitations, avoid making judgments, and make appropriate referrals and/or get competent help. 4. Generation Y individuals tend to be more positive about the future than Generation X. This group has high educational expectations, with a majority expecting to enter into the professions. They are the most racially tolerant and most technologically advanced group in our country. They are, as a group, close to their parents, with many indicating that their parents are their best friends. They are used to grade inflation and have been carefully programmed with activities by their parents. 5. Poverty creates numerous problems for children. Children from single-parent homes often lack adequate role models (often the male figure). Appropriate child care may be difficult to find, especially for single working mothers. Inadequate child care may compromise the child’s socialization and development processes.

219 Chapter 11 Test Questions Multiple Choice 1. Teachers that encourage students to speak from their own experiences are using the technique of a. Engaging students. b. Encouraging student voices. c. Providing direct instruction. d. Facilitating collaboration. 2. All of the following strategies encourage student voices except a. Depend on lecture format. b. Encourage dialogue between students and teacher. c. Utilize written and artistic expression. d. Use journals for student reactions to class experiences. 3. Classroom projects, student research, and critical analysis are all strategies used to a. Raise standardized test scores. b. Improve student attendance. c. Engage students. d. Identify students with special needs. 4. All of the following are strategies for keeping students motivated except a. Making learning an independent thing. b. Helping students keep on top of their workload. c. Showing your pride in students’ good work. d. Making sure students understand. 5. The United Nations declaration that called on countries around the world to provide human rights and social justice to their populations is a. Title IX. b. Worldwide Migration Act. c. McKinney-Vento Freedom Act. d. Universal Declaration of Human Rights. 6. The federal legislation that provides support to children from low-income families is a. Title I. b. Title III. c. Title VII. d. Title IX. 7. The federal legislation that provides for gender equity in schools is a. Title I. b. Title III. c. Title VII. d. Title IX. 8. All of the following are examples of school climate except a. Scores on standardized tests are available to parents. b. The gender or race of students waiting to be seen by the assistant principal in charge of discipline.

220 c. Bulletin boards are covered with pictures of students from all races. d. The football team is composed primarily of African Americans. 9. The unstated norms, values, and beliefs about the social relations of school and classroom life that are transmitted to students is the a. Formal curriculum. b. Null curriculum. c. Hidden curriculum. d. Extracurriculum. 10. A method for ensuring that cultural identity will not be a basis for relating differently to students is a. PRAXIS exams. b. Research. c. Self-examination. d. Peer tutoring. 11. The practice of separating students based on their perceived academic abilities for instruction that is supposed to be most appropriate to their abilities is a. Tracking. b. Racism. c. Homogeneous grouping. d. Heterogeneous grouping. 12. All of the following are examples of unequal power except a. Teachers require their rules be followed. b. All students are required to complete standardized tests. c. Teachers require students to give up their home languages. d. Teachers require students to give up their dialects in order to receive approval. 13. A pedagogy that affirms the cultures of students, views the cultures and experiences of students as strengths, and reflects the students’’ cultures in the teaching process is a. Critical thinking. b. Culturally responsive teaching. c. Bilingual education. d. Assimilation. 14. Schools in which teacher-student connections and relationships are most markedly absent are a. Small rural schools. b. Medium vocational schools. c. Large suburban schools. d. Large urban schools. 15. According to a recent study, teenagers recommend all of the following for forming connections with students except a. Knowing the material. b. Keeping your biases to yourself. c. Using sarcasm in the classroom. d. Caring about what’s going on with them. 16. To provide the greatest assistance to all students, teachers should

221 a. Apply the same treatment to each student. b. Treat students differently based solely on group membership. c. Work towards meeting individual needs and differences. d. Utilize tracking as a way to meet the needs of students. 17. A key problem in cross-cultural communications is a. Misunderstanding of cultural cues. b. Negativity on the part of the student. c. Negativity on the part of the teacher. d. Lack of facial cues and body language. 18. Values, attitudes, and commitments that guide the work of teachers and other school professionals are a. Canons. b. Dialects. c. Dispositions. d. Proficiencies. 19. Dispositions of multicultural education include all of the following except a. Social justice. b. Racism. c. Honesty. d. Fairness. 20. An organization of states established to develop performance-based standards for what beginning teachers should know and be able to do is a. NEA. b. AFT. c. INTASC. d. KERA. 21. The underlying concepts that undergird a subject are a. Basic literacy. b. Numeracy skills. c. Big ideas. d. Standards. 22. Students working together with the teacher on projects is an example of a. Language development. b. Contextualization. c. Direct instruction. d. Joint productive activity. 23. The best example of the language development standard is a. Students working with teachers on projects. b. Teachers involving community members in instructional design. c. Teachers respecting native languages and dialects and building on them to teach students patterns of discourse in schools. d. Parents volunteering in schools. 24. Connecting teaching and curriculum to students’ lives in order to give meaning to the subjects being taught is a. Contextualization. b. Challenging activities.

222 c. Joint productive activities. d. Language development. 25. Teaching complex thinking skills in order to develop cognitive complexity is a. Contextualization. b. Challenging activities. c. Joint productive activities. d. Language development. 26. Teaching through conversation, engaging students through dialogue is a. Instructional conversation. b. Challenging activities. c. Joint productive activities. d. Big ideas. 27. A teacher’s projection of a student’s academic achievement based on socioeconomic, social, and cultural factors that do not indicate a student’s academic potential is a. Harassment. b. Prejudice. c. Normalization. d. Self-fulfilling prophecy. 28. Organizing groups or classes in way that shows normal variation in ability or performance, with no basis in achievement, race, or class is a. Homogeneous grouping. b. Heterogeneous grouping. c. Racist grouping. d. Discriminatory grouping. 29. The students who suffer the most from tracking practices are a. Those from groups who are disproportionately placed in low-ability groups. b. Those in gifted and talented programs. c. Those with special skills in mathematics and science. d. Those with special skills in reading and writing. 30. The principles, rules, standards, values, or norms that guide a Western European education is a. Curriculum. b. Canon. c. Culture. d. Culturally responsive teaching. 31. Coursework that incorporates the histories, experiences, traditions, and cultures of students in the classroom and supports and celebrates diversity in the broadest sense is a. Bilingual. b. Purposeful. c. Multicultural. d. Nonsexist. 32. A philosophy that expects citizens to provide for those persons in society who are not as advantaged as others is

223 a. Equality. b. Equity. c. Social justice. d. Democracy. 33. An effort to see an issue clearly and truly to judge it fairly without a preset bias is a. Equality. b. Social justice. c. Critical thinking. d. Disposition. 34. A classroom that helps overcome power inequities that exist between students and teachers, in which students become active participants in governing classrooms is a a. Socially just classroom. b. Democratic classroom. c. Analytical classroom. d. Departmentalized classroom. 35. Student projects that address equity, democratic, and social justice issues in the community are a. Meaningful projects. b. Hands-on projects. c. Collaborative projects. d. Multicultural projects.

224 Short Answer 1. What are the basic components of a multicultural curriculum? (Learning Outcome 11.1) 2. How can and should multicultural teachers focus on learning? (Learning Outcome 11.2) 3. What is the importance of caring on the part of teachers? (Learning Outcome 11.3) 4. Why is it important to respond to the voices of their students, their families, and the community? (Learning Outcome 11.5) 5. What are the initial steps that educators can take to develop multicultural proficiencies? (Learning Outcome 11.8)

225 Chapter 11 Test Answers Multiple Choice 1. B 2. A 3. C 4. A 5. D 6. A 7. D 8. A 9. C 10. C 11. A 12. B 13. B 14. D 15. C 16. C 17. A 18. C 19. B 20. C 21. C 22. D 23. C 24. B 25. B 26. A 27. D 28. B 29. A 30. B 31. C 32. C 33. C 34. B 35. A

226 Chapter 11 Test Answers Short Answer 1.

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A multicultural curriculum should support and celebrate the cultures of the students. It should include the histories, experiences, traditions, and cultures of the students in the classroom. Multicultural teachers should help students understand the big ideas, the concepts that undergird the subject. They should encourage students to question what is written in textbooks and in newspapers and what they see on TV and the movies. They should help students learn through hands-on activities Students indicated that they are more willing to work and perform better when they feel teachers care about them. When teachers care, they have high expectations for their students and push them to meet those high expectations. Multicultural teaching should start from the students’ life experiences. Multicultural teachers incorporate the voices of the students and their families and communities, and they encourage students to speak from their own experiences. This effort legitimates the voices and experiences of the students’ culture rather than just the dominant culture. In developing multicultural proficiencies, educators first need to know their own cultural identity and the degree to which they identify with the various cultural groups of which they are members. Secondly, they should be able to accept the fact that they have prejudices that may affect the way they react to students in their classrooms. By acknowledging these prejudices, they can develop strategies to compensate or overcome them.