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.
The Art of Teaching the Arts: A Workshop for High School Teachers is an eight-part professional development workshop for use by high school dance, music, theatre, and visual art teachers. The workshop examines how principles of good teaching are carried out in teaching the arts at the high school level. In the eight one-hour video programs, seven principles of effective teaching are introduced, then explored in depth. Teachers from arts magnet high schools and comprehensive high schools across the country are shown demonstrating their practice and discussing their goals, methods, and experiences. An interactive Web site and a print guide support and augment the video programs. The Web site includes activities for workshop sessions that encourage participants to draw on their own experiences; background on the schools and teachers featured in the video programs; and interactive features that provide perspective on the teaching principles.
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.
There are few contexts where people are not confronted by difference in the workplace, in organisations and public spaces, and as an aspect of the general body politic. The challenge, therefore, is how to value what different groups may bring to the collective while, at the same time, maintaining cohesive societies. Contemporary South Africa is no exception in facing realities such as these although the specific contours that the challenges take are obviously shaped by South Africa's history, its socioeconomic capacities, and the particular demographics that form its population. Widespread legislative reform has attempted to redress stratification along a number of axes of difference. Employment equity measures such as affirmative action which were conceptualised in countries like the USA were designed to introduce a representative number from minority groups into relatively homogenous organisations. The changes envisioned for South African organisations are of a different order in this country where the majority demographic has to be brought into the centre politically, economically, and organisationally - a fundamental transformation in processes, structures, identities and relationships. The case studies that are presented here are a reminder of this sometimes volatile transformation of South African life where new opportunities and challenges often come into conflict with old mindsets and practices.
This exercise opens up discussion on global biodiversity loss. Students count the number of species they can find in a five-minute block of time in both an urban green space and natural, unmanaged forest area. They will begin to recognize low and high biodiversity areas and understand what affects biodiversity loss. This exercise can be completed in one normal two-hour lab session. This SERC Starting Point site includes learning goals, context for use, teaching tips, assessment, and references.
- Environmental Science
- Life Science
- Material Type:
- Science Education Resource Center (SERC) at Carleton College
- Provider Set:
- Starting Point (SERC)
- Starting Point: Teaching Entry Level Geoscience
- Cathy Manduca
- Suzanne Savanick
- Suzanne Savanick, Science Education Resource Center, Carleton College, email@example.com
- Date Added:
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.
Diversity and Equity Interventions in South Africa (DEISA) was a research programme that studied the transformation industry in South Africa, exploring issues such as the kinds of interventions being undertaken under the rubric of diversity and equity, how these are experienced by people working in organisations, the theoretical frameworks used by practitioner,s and especially how they may or may not articulate with the quest for social justice in a democratising South Africa. The project examined 1) a questionnaire submitted to diversity practitioners across South Africa and 2) diversity interventions conducted at 12 South African organisations. These organisations included government institutions and private sector companies and ranged from multinationals to small family-owned concerns. They were situated mostly in the two major hubs of the South African economy, Gauteng and Cape Town. Two studies were in other regions of the country, Mpumalanga and North West Province.
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.