Department
of Graduate Education
Spring
2006
Course:
ED 590 Education in a Multicultural Society
Credits: 3
Texts: Altman, L. (1993). Amelia’s road.
Hernandez,
Hilda. (2001). Multicultural
education 2nd edition.
Merrill Prentice Hall.
Kozol, Jonathan. (1991) The shame of
a nation.
Merrill, J. (1972)
The toothpaste millionaire. Boston, Houghton Mifflin Co.
Pak, S. 2003. Sumi’s first day of
school ever.
Roberts,
C. (2004). Founding
mothers.
Time:
Wednesday
Office Hours: Monday
Wednesday
By
Appointment
Home Phone Number: (973) 618-3610
E-Mail address: jjasmine@caldwell.edu
COURSE DESCRIPTION
This course focuses on a multiethnic/multicultural curriculum with goals that are consistent with the needs of a global society. Educators become informed, active citizens capable of making reflective decisions in a world beset by momentous social and human problems. Educators learn how to solve social problems through responsible action, and develop a sense of political efficacy and the ability to influence public policy.
The graduates of
education programs at Caldwell College meet the three sub-components of TEAC
Quality Principle I
1.1 Subject Matter Knowledge
1.2 Pedagogical Knowledge
1.3 Caring and Teaching Skills
These sub-components
align with the 10
|
A. Develop an understanding of social, cultural, and individual factors that affect the development and performance of students 1.2, 1.3 |
|
B. Make connections between what teachers know and how they teach in their own classrooms 1.1, 1.2 |
|
C. Understand different ways to address diversity in the classroom 1.1, 1.2 1.3 |
|
D. Develop skills necessary for effective teaching in a diverse classroom 1.1, 1.2, 1.3 |
|
E. Develop an understanding of others through literature 1.1, 1.2, 1.3 |
Student participation is vital to the learning process in this course. The use of practical situations, current events, critical discussions, and a variety of group activities will assist students in meeting the objectives of this course. Students are expected to think about the assigned readings and consider how they relate to the concept of diversity in the classroom.
Shame of a Nation
Written Response (25 points)
Using class readings, personal experiences, and research students will write a 4-5 page reaction to Kozol’s analysis.
Shame of a Nation
Discussion (25 Points)
Each group will facilitate a discussion of a section of Shame of a Nation. Using prompts for discussion and activities, each group will lead the class in a discussion of issues as related to the book. An outline of the discussion will be submitted to the instructor. Students will have approximately 25 minutes for the discussion.
Annotated Web Site
List (25 Points)
Each class member will search for ten web sites that address multicultural issues appropriate for teachers, his/her students, subject area, and grade level. A summary of each web address will be given describing the site and its advantages. Keep in mind some of these sites should be used by students; others should be for teacher resources.
If possible, make copies of this list for the class.
Group Project and Presentation (25
Points)
Groups of 4-5 people will become a Curriculum Committee. They will choose 4 books from the websites listed below. Students will choose a primary book, an upper elementary book, a middle school book, and a high school level book. These will be multicultural in nature. Students will create a 15 minute PowerPoint presentation to “Board of Education members” to discuss why these books need to be in the English/reading curriculum of their school and at what expense others will be removed.
Each group will complete a written rationale, a hardcopy of their PowerPoint presentation, reference list if applicable, and any other necessary material.
http://www.isomedia.com/homes/jmele/joe.html
http://scholar.lib.vt.edu/ejournals/ALAN/spring96/mcdonald.html