Since 1492, European explorers and settlers have tended to ignore the vast diversity of the people who had previously lived here. It soon became common to lump all such groups under the term "Indian." In the modern American world, we still do. There are certain experiences common to the survivors of these tribes. They all have had their lands compromised in some way and suffered the horrors of reservation life.
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MOSAIC selects, reviews, and promotes books that authentically and realistically portray the diversity of all students, from both historical and contemporary perspectives.
Every resource is reviewed by ESU 18 committee members for accuracy, authenticity, content and perspective, characterization, setting, and literary quality. Only the "best of the best" resources are included in the annual MOSAIC collection.
This Gulf of Maine educational website takes students aboard the submersible Alvin. Classroom activities explore nautical and mythical names, such as the Titanic, instruct students how to make a model of the ocean floor in a shoebox, and introduce topics such as deep sea vents and plate tectonics.
Students will discuss and explore the cultures that have contributed to making the United States the unique and diverse country it is today.
The American Yawp constructs a coherent and accessible narrative from all the best of recent historical scholarship. Without losing sight of politics and power, it incorporates transnational perspectives, integrates diverse voices, recovers narratives of resistance, and explores the complex process of cultural creation. It looks for America in crowded slave cabins, bustling markets, congested tenements, and marbled halls. It navigates between maternity wards, prisons, streets, bars, and boardrooms. Whitman’s America, like ours, cut across the narrow boundaries that strangle many narratives. Balancing academic rigor with popular readability, The American Yawp offers a multi-layered, democratic alternative to the American past.
The lessons presented in this module on animal diversity are based on the social constructivist theory of learning. Learners construct their own understanding and develop their own skills, both individually and as part of a peer group. The activities presented here will help you, but a large part of the responsibility rests on you, in the aim of fostering learner empowerment.
This resource guide, for instructors and students in introductory astronomy courses, focuses on the contributions to astronomy of African, Asian, Hispanic, South Pacific, Islamic, and Native American cultures. It also contains a section on reports and articles for achieving greater diversity in science. Written by Andrew Fraknoi, the guide is part of a series sponsored by the Heliophysics Forum of the Space Missions Directorate at NASA. It includes written, on-line, and audio-visual materials, which can be used directly in the classroom, for student papers, or for personal enrichment.
This exercise contains two interrelated modules that introduce students to modern biological techniques in the area of Bioinformatics, which is the application of computer technology to the management of biological information. The need for Bioinformatics has arisen from the recent explosion of publicly available genomic information, such as that resulting from the Human Genome Project.
This course's aims are two-fold: 1) to offer students the theoretical and practical tools to understand how and why cities become torn by ethnic, religious, racial, nationalist, and/or other forms of identity that end up leading to conflict, violence, inequality, and social injustice; and 2) to use this knowledge and insight in the search for solutions. As preparation, students will be required to become familiar with social and political theories of the city and the nation and their relationship to each other. They also will focus on the ways that racial, ethnic, religious, nationalist or other identities grow and manifest themselves in cities or other territorial levels of determination (including the regional or transnational). In the search for remedies, students will be encouraged to consider a variety of policymaking or design points of entry, ranging from the political- institutional (e.g. forms of democratic participation and citizenship) to spatial, infrastructural, and technological interventions.
This course will serve as both an introduction to contemporary political philosophy and a way to explore issues of pluralism and multiculturalism. Racial and ethnic groups, national minorities, aboriginals, women, sexual minorities, and other groups have organized to highlight injustice and demand recognition and accommodation on the basis of their differences. In practice, democratic states have granted a variety of group-differentiated rights, such as exemptions from generally applicable laws, special representation rights, language rights, or limited self-government rights, to different types of groups. This course will examine how different theories of citizenship address the challenges raised by different forms of pluralism. We will focus in particular on the following questions: - Does justice require granting group-differentiated rights? - Do group-differentiated rights conflict with liberal and democratic commitments to equality and justice for all citizens? - What, if anything, can hold a multi-religious, multicultural society together? Why should the citizens of such a society want to hold together?
This Science NetLinks lesson, first of a two-part series will show students that many kinds of living things can be sorted into groups in many ways using various features to decide which things belong to which group and that classification schemes will vary with purpose.ContextThis lesson is the first of a two-part series on classification. This lesson is intended to supplement students' direct investigations by using the Internet to expose students to a variety of living organisms, as well as encourage them to start developing classification schemes of their own.
This Science NetLinks lesson is the second of a two-part series on classification. This lesson extends the investigation of living organisms carried out in the first lesson by exposure to the idea that a variety of plants and animals can be classified into one or more groups based on the various characteristics of a specific group.
This revision of the Teaching and Learning in New Mexico: Considerations for Diverse Student Populations Module offers a broad overview of how diversity (i.e., culture, language, exceptionality, and socioeconomic status) affects learning and how teachers can better meet the needs of all their students in their classes.
Collective poetry is an exercise designed to encourage students to work from a shared pattern in order to join their voices in a collective rhythm.
Syllabus and lesson plans for a five class -- three hours per class. The curriculum on globalization and the ways in which community colleges can adapt to prepare students for it.
A course designed to help teachers reach all students and to depend upon diverse cultures as a source of strength for curriculum and for classroom development.
This activity will help students learn about Minnesota animals and characteristics that distinguish them from one another.
- Material Type:
- Lesson Plan
- Science Education Resource Center (SERC) at Carleton College
- Provider Set:
- Pedagogy in Action
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Cultural Psychology reviews the cultural, community, and ecological factors that play a role in how people perceive their environment. The goal of this course is to investigate the ways in which culture can affect aspects of that individual's psychology. Upon successful completion of this course, the student will be able to: identify current trends in contemporary cultural psychology and compare and contrast these concepts with historical and empirical psychological theory; compare and contrast variations in cognitive processes and expectations amongst cultures; describe the difference between measuring and quantifying intelligence within different cultural groups, including culturally normed assessment tools; explain the study of intercultural relations and communication; demonstrate an awareness of theories of cultural differences in affective expression, including both culture-specific and universal concepts; list factors of motivation and cultural implications; identify the stages of human development, including racial and ethnicity-specific developmental theories with a focus on comparing and contrasting individualistic and collectivistic themes; list the criteria for various psychological disorders, including cultural adaptations and culture-bound syndromes. This free course may be completed online at any time. (Psychology 403)
This article provides an overview of culturally responsive teaching and highlights resources for more information.
- Environmental Science
- Material Type:
- Ohio State University College of Education and Human Ecology
- Provider Set:
- Beyond Penguins and Polar Bears: An Online Magazine for K-5 Teachers
- Jessica Fries-Gaither
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