HUMAN RELATIONS INSTRUCTOR CONTACT INFORMATION: Barbara Rogers Bridges, Ph. D Professor, Bemidji OFFICE HOURS: 24/7 = e-mail .Contact by phone from 8:00 a.m.–7:00 p.m., Monday-Friday. bbridges@bemidjistate.edu 2323 Monroe St. NE, Minneapolis, MN 55418 Phone 612 345 7998 Summer 612 845 0416 Box 17, Sandy Point, Maine 04972

Mission Statement BSU prepares teachers through inquisitive, involved, reflective practice. The framework outlining our program sets a standard that is rigorous, exemplary and innovative. The curricular structure is research based and organized around the Standards of Effective Practice. Graduates are proficient, collaborative, technologically literate and environmentally aware teachers, who work effectively in various settings with diverse learners.

Course Title ED 3140 or ED 5140 (graduate level) Human Relations 3 Credits

BOOKS: ED 3140 Human Relations. We will be reading three books. Being Muslim by Haroon Siddiqui. The other two are A Spirit Catches You and You Fall Down :Fadiman and Neither Wolf nor Dog: Nerburne Bonus: Last Standing Woman , Winona LaDuke.

Schedule Virtual Time: 24/7–24 hours a day and 7 days a week at your home, internet access or community resourceReal Time Location: Anoka Community College, Coon Rapids, MN.

Participants will:Develop an awareness of the existence of oppressionIdentify the elements which contribute to an oppressive situationUnderstand the concept of multiple worldviewsUnderstand the definitions of cultural institutions Understand the oppressive and non-oppressive Identify some of the advantages and disadvantages of being in an oppressor role. Develop practical strategies for the class roomDevelop strategies for working with families and the community

Purpose The purpose of the curriculum in ED 3140-5140 Human Relations is to assist teacher educators in discovering, creating, maintaining and understanding personal and institutional oppression.

The viewpoint of this curriculum for teacher education in Minnesota is that the schools must help our nation become an “open society” in which a variety of cultures, value systems and lifestyles not only co-exist but are nurtured and validated as viable.

Some of the major blocks to achievement of such a society are manifested by social class barriers, racism, sexism, anti-Semitism, Christian egocentrism, and concentrations of economic power. It seems to have been a part of much of human history.

Grading Range PLEASE NOTE

90 AND 99 are both an A in the college world. 80 and 89 both a B. No need to obsess over points unless they change your letter grade. Participate in Bonus Points! They count on the top!

A 100% - 90%

B 89% - 80%

C 79% - 70%

D 69% - 60%

F 59% and below Assessments: Work due ON TIME. NO LATE WORK ACCEPTED.

In this course, we will examine this subject through readings, discussion, film and TV deconstructions, creative expression, service learning and personal experience. Our key processing approach will be reflection. Reflection, Reflection and Reflection. Praxis! Paulo Freire first outlined the concept of Praxis. Practicing Praxis involves the constant input of new data and our reflection on the new data followed by changing our minds! We will experience Cognitive Dissonance: A state when what one believes to be true is contradicted by what one sees to be true. Cognitive dissonance is the condition you experience right before you change your mind. Creative thinkers often change their minds. They actively seek

We will attempt to define Normal: The usual, ordinary, expected, likely, regular or standard. (Costello, 1997). The norm is what we as a culture often strive for in the clothes we wear, our cars, houses, taste in art, and religious preference. Occasionally, as with SATscores, we encourage achievement above the norm. Often people who make lifestyle choices outside the norm are viewed with suspicion.

1. One –Two Paragraph Reflection Readings and Activities = 50%Friedman/Takaki (globalism) One Teacher in 10( GLBT) TV Deconstruction (media analysis) No Thanks Thanksgiving ,Neither Wolf Nor Dog (American Indian) Movie Deconstruction (transgender, anti-Semitism, multi-racist, obesity, gender) White/Male Advantage, Latino/Hispanic Giddy Multitudes (African and African American), Mental Illness and Addiction, Independent Topic (student selected),Marginalized Experience (in the shoes).Family Connections throughout.A. Summary of selected readingB. Significant synthesis or idea from the readings and discussions.C. SPECIFIC ORIGINAL activity or lesson for the K-12 classroom -INCLUDE ASSESSMENT!! This course is not a hoop jumping survey. You will be expected to develop practical curriculum to INTEGRATE into your already existing course content.

2. Major Projects and Participation = 50%Participation/Discussions and Metaphor Sculpture

NOTE: Graduate Students (ED5140) Your grade will be a three way average.33% One –Two Paragraph Reflection Readings and Activities 33% Major Projects and Participation 33% Graduate Project1% WOW Factor

You will need to use Microsoft “Word” to successfully submit assignments in this course. Word  docx is the preferred version.

Teaching Methods to Be Modeled by Teacher and Practiced by StudentsProfessor “lecture”   * Textbook and or selected readings *  Small and large group discussion *  Cooperative learning *  Video  *  Web 2.0 *Onsite observation  *  Role playing  *  Student presentation *  Interview  *  Internet curriculum review, research and resources *  Mentor lesson review and theory-to-practice * Accessing community resources *

Technology Expectations Students are expected to familiarize themselves with D2L, the course management platform for this course in order to access course materials, participate in online course discussion, and submit assignments. A student orientation to D2L is available at the BSU/CEL website. Students should further be comfortable navigating the Internet to access online resources and responsible for making sure that their Mac/ PC computer is compatible with D2L regarding browser and plug-in requirements. Use Firefox with D2L! Students should be able to use Microsoft Office Suite (Word, PowerPoint, Excel) effectively. All written assignments must be submitted in Microsoft Word. You need access to all technology including a computer, Word 97 (at a minimum), publisher to create jpgs (images), willingness to learn Web 2.0

programs (FREE), BE AWARE THAT YOU WILL NEED TO CREATE AN ACCOUNT IN ORDER TO VIEW WIKI, PREZI, GOOGLE DOC ETC WEBSITES!!

PlagiarismBorrowing someone else's words or ideas is called plagiarism. Any passage copied verbatim, with small changes, or in paraphrase must be acknowledged with a citation. Ghost writing is preparing work for another or having another prepare one's own work. Dishonesty of any kind in relation to academic work threatens the integrity of the academic enterprise and is prohibited at Bemidji State University. You are expected to practice the highest standards of ethics, honesty, and integrity in all academic coursework. Any form of academic dishonesty (e.g., plagiarism, cheating, or misrepresentation) may result in disciplinary action. Possible disciplinary actions may include failure for part or all of the course, as well as suspension from the university. Remember what is important is what YOU are learning and able to reflect upon. Give credit and reference where needed; learn to site your sources, and express yourself IN YOUR OWN WORDS. A citation at the end of each sentence does not meet the requirements. You need to gather the data and synthesize IN YOUR OWN WORDS.

Universities Policy and proceduresGo to http://www.bemidjistate.edu/studentaffairs/stguide/polproced.html for BSU Policies & Procedures.

Attendance:Because this course is taught via the Internet, there is no regular F2F attendance time requirement. However, students are expected to interact on a regular basis with the instructor and the other students through the online discussion module. If we met weekly in a traditional college classroom, we would be discussing things for two to three hours. We need to simulate that type of exchange online. If you do not participate in the discussions - you are skipping class.

Class ParticipationStudents will be required to participate in various discussions as indicated in the course schedule and list of assignments. Student postings should make a positive contribution to the class discussion of a topic.

Participation: Discussion BoardOverview: Participation in the discussion board is where you apply the learning from the readings and activities. Questions will be asked and you and your classmates will respond. Periodically, you will be asked to lead a discussion. At this time you will be responsible for monitoring the threads of the conversation and making sure it does not get off-track; you can create new avenues to stimulate the discussion. Discussion leaders do NOT express their own paradigm worldview. They are a “guide on the side”.

The discussion board provides the opportunity for every student to communicate with REFLECTIVE voice. This curriculum strategy is also an avenue for the professor to authentically assess the student’s understanding.

Due: Your discussion quality and quantity is reviewed at the end of each month. NOTE: Three month semester has 3 discussions. 4th will remain blank. We are looking for critical and creative processing of the readings, discussions and activities, as well as every student’s expansion of worldview.

Quantity: 10 posts a week is the minimum which will earn you a C but variables will occur according to quality as a respondent and as a discussion leader. Leaders are chosen randomly. No specific sequence.

Constraints – it is generally a good idea to keep your comments to 200 words or less. This keeps the discussion moving and forces you to refine what it is you want to say. I, personally, am from the Haiku School of Communication. Contemporary students respond to brevity of word and wit ; / ) Review the Rules of Conduct document on the discussion board for emoticons and ACRONYMS…All comments are to reflect a professional attitude. At no time will it be acceptable to put someone else's ideas down or to be rude or disrespectful. We do not expect uniformity or conformity; a healthy discussion that addresses the issues of today and your future career as a teacher are welcome.

Gertrude Stein meets Socrates at our party. Think of this model as an old style salon or a Puerto Rican wedding. You will enter a room where tables of people are talking. You do not have to sit down and chat at every table but you should

circulate around and join several different conversations-making sure you do not only sit with your friends who see the world in a similar way as you do. We all feel comfortable with people who are just like us (that validates our life choices as being “right” < ; > 00). Willingness to invite cognitive dissonance into your life will be rewarded in Human Relations.

Disabilities Service Upon request this document can be made available in alternate formats. Please contact the instructor (your name and phone number) or Kathy Hagen in the Disability Services Office at 755-3883. Please contact the Disability Services Office ONLY if you have a need for accommodations for a documented disability in this class. All other contact should be with your instructor only.

Special AccommodationsThe university offers a variety of accommodations to assist students with their academic work (e.g., priority registration, note-takers, out-of-class testing, taped readings). Students needing special accommodations should contact the instructor. Bemidji State University has a Writing Resource Center, where undergraduate students can receive tutoring and help with written assignments. The Writing Resource Center can be reached at http://distance.bemidjistate.edu/strs/WRC.html .

Student Responsibilities Students are: Expected to have access to necessary technology- including a computer, Word 97 (at a minimum), publisher

to create jpgs, willingness to learn Web 2.0 programs (FREE), BE AWARE THAT YOU WILL NEED TO CREATE AN ACCOUNT IN ORDER TO VIEW WIKI, PREZZI, GOOGLE DOC ETC WEBSITES!!

expected to read/review/explore the web-page resources posted in the CONTENT module posted for each week. responsible for knowing and applying any grading criteria for written assignments responsible for reading  a wide selection of discussion postings posted for a given topic responsible for using common sense to solve problems. Teachers need to be self starters. Start now! responsible for POSTING weekly discussion messages that reflect understanding of the content presented in the

assigned readings and/or chapter of our text book (s), personal experience, other discussions, and extended research

responsible for assuring that their computer is compatible and working to engage effectively in this online course.

responsible for uploading assignments before or on the assigned due date/time. responsible for reviewing the Messages from Dr. B calendar and syllabus before they ask the professor

questions answered on those documents!! Responsible for conducting themselves as scholars ready to start thinking for themselves and solving their own

problems. The DLiTE and FasTrack programs are focused on the knowledge acquisition and student disposition - not the grade. You need to pass your MTLE tests! Successful teacher dispositions show independent thinking, flexibility, willingness to solve problems in creative ways and interest in scholarship. Put simply: Smart with Heart.

ALERT: CRITICAL AND CREATIVE THINKING WILL BE REWARDED. Read a statement from a K-12 guest in my Human Relations class and my reply: Authored by: Cheryl Miller on: Nov 20, 2010 11:07 AM, Subject: Creative Student

Hi., As a creative student in a public school system I received a fair amount of encouragement from the art department, however in all the other classes I never felt challenged to come up with creative solutions to class assignments and was told to follow through the steps one by one to arrive at the solution. 

I think that not only for me, but for the majority of the students, there could be a much greater focus on creative problem solving and practical applications for creativity throughout the school system rather than corralling the "art kids" together and having them paint a pot of flowers. I think that this would also lead to a greater amount of creative students feeling valued as a contributing member of society rather than having to justify their creativity within a very small art world.

While I don't feel I was marginalized by my teachers, I do feel they could have made "being different" in the eyes of the students more of the norm. What I mean is that could have encouraged students to show their individuality rather than rewarding the students who fit into the mold.

From Barbara:I am the professor for this course and I  thank you for sharing! As most of my students can attest...I hear your pain. You may be surprised but I leave many of my assignments open for individual (translate creative) solutions and many students HATE that approach... they want a step-by-step directive! So....with the push towards critical and creative thinking, I hope to see what you describe change in the future. I am trying as hard as I can to help my students go to the class room valuing the creative approach and prepared to move beyond how they were taught!

Professor ResponsibilitiesThe professor will:

return email and phone communications within 2 days unless otherwise announced in the course answer Important Questions to the Professor within 2 days Communicate to the group under Messages FROM the Professor grade discussion participation on a monthly basis. grade written assignments approximately 7-14 days of the due day Provide access to an appropriate textbook, selected readings, interactive discussions, and designed activities and

assessments which, when completed at a high level of performance should deliver the content required by the Minnesota Board of Teaching Standards and Indicators for Minnesota state teaching licensure. Understanding our mission, you will understand why we are not prone to eliminating or reducing our learner objectives.

.2000 STANDARDS OF EFFECTIVE PRACTICE ED3140 /5140 Human Relations

Standards

MN- Minnesota Licensure Standards (2011)

ASSESSED

Subject Area: 8710.2000 Standards of Effective Practice

Subpart: Subp. 3. Standard 2, student learning. A teacher must understand how students learn and develop and must provide learning opportunities that support a student's intellectual, social, and personal development. The teacher must:

Standard: 2G. use a student's thinking and experiences as a resource in planning instructional

Discussion boards Assessment Criteria: Post at least 10-15 reflective, critical reasoning messages, lead a discussion using

activities by encouraging discussion, listening and responding to group interaction, and eliciting oral, written, and other samples of student thinking.

described discussion leadership strategies, write a poem, from the view as one of the attendants at the first Thanksgiving and submit a one-page paper with a conclusion which suggests practical lessons for the K-12 classroom. Poem Assessment Criteria:33 % Did the poem speak from a voice which might have been at the first Thanksgiving ( if indeed that event actually happened). 33%  Did you create a poetic art work, using poetic devices and creating an image? 33% Did you illustrate that you understand that there were would have been MULTIPLE PERSPECTIVES and conflicting agendas at such a gathering?2 Bonus Points for SPECIFIC activity designed for family /school interaction.

SEP INDICATORS For use to upload to efolio

LEARNING ACTIVITY ACTIVITY/CRITERION

Standard 3 Diverse Learners: A teacher must understand how students differ in their approaches to learning and create instructional opportunities that are adapted to students with diverse backgrounds and exceptionalities.

3A.  Understand and identify differences in approaches to learning and performance, including varied learning styles and performance modes and multiple intelligences; and know how to design instruction that uses a student’s strengths as the basis for continued learning;

  The students create a Community Demographic Deconstruction Analysis Grid The students identify and analyze their particular community’s ethnographic distribution and suggest cultural specifics they need to be mindful of-as they design their curriculum delivery methods. EMPHASIS ON THE IMPORTANCE OF FAMILY /SCHOOL COLLABORATION.

The students create a Community Demographic Deconstruction Analysis Grid The students identify and analyze their particular community’s ethnographic distribution and suggest cultural specifics they need to be mindful of-as they design their curriculum delivery methods. EMPHASIS ON THE IMPORTANCE OF FAMILY /SCHOOL COLLABORATION.

3D Understand how to recognize and deal with dehumanizing biases , discrimination, prejudices, and institutional and personal racism and sexism.

Students spend a day as a marginalized person.

 

Expert Voice Week. The most effective way to understand the experience of the marginalized student is to hear from the primary source. Each student “brings” a guest to class to speak from their expert worldview.

TV/Video Deconstruction Activity > The media has an increasing influence on developing stereotypes as we move into the age of technology. Current stats report contemporary students collect 87% of their “knowledge” on line.

Please use the following criteria to review your assigned partner. Along with their criteria grade, please provide a paragraph of feedback. If you have personal experiences or resources-please share them with your partner.  This is an opportunity to put what you have learned this semester into practice! In the Shoes: 25 points   Designed an authentic marginalized experience 25 points   Walked in the shoes 50 points    Summary paragraph of the experience with a SPECIFIC  K-12 classroom activity.

 Assessment Criteria: Bring an expert voice guest (the pool is the planet!), post from 10-15 messages and questions on Saturday.

TV/Video Deconstruction Observation Criteria 20 points   Followed the directions of the assignment. Selected a topic to watch for, 5 channels, minimum number of hours, completed the hit count chart. 10 points   Evidence of digging below the surface to identify the hidden and subtle messages. 20 points  Sophisticated summary of the data and connecting  it to YOUR contextual life world 20 points  Connecting the findings to the life world of  YOUR students 30  points  Meaningful reflection, as related to your teaching practice, including SPECIFIC curriculum ideas.

3E Understand how a student’s learning is influenced by individual experiences, talents, and prior learning, as well as language, culture, family, and community values.

Intensive study of three major curriculum paradigms (empirical, interpretive and critical theory and 5 cultural paradigms. Students complete a personal paradigm survey.

Paper outlining the pros and cons of paradigm models. Survey completed to identify personal paradigm. Analysis on paradigm worldviews and their connections to gender and familial disconnects.

Review: 33% List the pros and cons of the 3 major educational paradigms. List the pros and cons of the 5 cultural curriculum paradigms  33% Re-take the paradigm survey and identify the paradigm worldview you most closely relate to and explain your rationale 33% In a paragraph, with economy of word in mind, re-create your teaching philosophy statement.  What is the purpose of public education and how will you

support that purpose? 1%. Thinking the new thought . Wow me. 

 

3F Understand the contributions and lifestyles of the various racial, cultural and economic groups in our society.

Readings, discussions and specific curriculum development focused on the history and contributions made by the following marginalized groups: Friedman/Takaki (globalism) One Teacher in 10( GLBT) TV Deconstruction (media analysis) No Thanks Thanksgiving (American Indian) Movie Deconstruction (transgender, anti-Semitism, multi-racist, obesity, gender) White/Male Advantage, Latino/Hispanic Giddy Multitudes (African and African American), Mental Illness and Addiction, Independent Topic (student selected)

Movie Media Analysis Understanding that their worldview is only ONE valid worldview.. 0-100 points Watch and deconstruct, compare, contrast and synthesize several movies: What the Bleep Do We Know About It Anyway? -nature of reality TransAmerica - a transsexual woman’s search for self, Supersize Me looks at obesity, Crash looks at racism and stereotyping. Constantine’s Sword –anti-Semitism

Assessment Criteria: 1. Our Weekly readings, research and discussions will continue until my learner objectives for that content module have been met. 2. I will close the general discussion and put a Summary discussion thread up. This is not a place for discussion.3. You will summarize ALL the data you have collected in a 200-300 (approximately) statement. 1. Synthesis and  understanding of the major  content points  50 points 2. SPECIFIC CLASSROOM ACTIVITY OR LESSON suggestion.  DO NOT FORGET THE ASSESSMENT! How could you deliver the material to a K-12 classroom? Movie Assessment criteriaCompare and contrast 20 pointsSignificant  aha 10 pointsDeepest disappointment  10 pointsHow these movies changed your worldview. How this movie reflection will change your teaching practice 10 Describe how this art form provides access to new ideas that the printed word does NOT 20Lesson  activity  30 

3G Understand the cultural content, worldview, and concepts that comprise Minnesota-based American Indian tribal government, history language and culture.

 Read and Discuss “Neither Wolf nor Dog”: Nerburne, Why I Am Not Thankful for Thanksgiving, and See No Indian, Hear No Indian.

View 3 primary source U Tube presentations.“ Listen” to Invited Guests voice(s)

Students write a poem from the voice of a possible attendee at the first Thanksgiving (if indeed that event happened).

Assessment Criteria: Post at least 10-15 reflective, critical reasoning messages, lead a discussion using described discussion leadership strategies, write a poem, from the view as one of the attendants at the first Thanksgiving and submit a one-page paper with a conclusion which suggests practical lessons for the K-12 classroom. Poem Assessment Criteria:33 % Did the poem speak from a voice which might have been at the first Thanksgiving ( if indeed that event actually happened). 33%  Did you create a poetic art work, using poetic devices and creating an image? 33% Did you illustrate that you understand that there were would have been MULTIPLE PERSPECTIVES and conflicting agendas at such a gathering?2 Bonus Points for SPECIFIC activity designed for family /school interaction.

3H. Understand cultural and community diversity; and know how to learn about and incorporate a student’s experiences, cultures, and community resources into instruction.

 

The students, through the robust and carefully guided discussions, process the philosophical foundations which have formed their worldview. Through the readings and an “expert voice” day, the students come to understand how the students and parents in their class have their own equally valid worldview experiences and community resources. EMPHASIS ON THE IMPORTANCE OF FAMILY /SCHOOL COLLABORATION.

Assessment Criteria: Post at least 10-15 reflective, critical reasoning messages a week, lead a discussion using described discussion leadership strategies. 20% of final grade

2 Bonus Points for SPECIFIC activity designed for family /school interaction.

3J. Know about community and cultural norms.

 

The students create a Community Demographic Deconstruction Analysis Grid The students identify and analyze their particular community’s ethnographic distribution and suggest cultural specifics they need to be mindful of-as they design their curriculum delivery methods. EMPHASIS ON THE IMPORTANCE OF FAMILY /SCHOOL COLLABORATION.

Assessment Criteria: 20 points   Collect demographic data on your city, town or village.20  points Collect demographic data on the school district you work (or hope to work ) in. 20   points Synthesize and analyze (200-400 words) 40 points    Design SPECIFIC curriculum strategies to meet the needs of YOUR specific audience. EMPHASIS ON THE IMPORTANCE OF FAMILY /SCHOOL COLLABORATION.Consider socio-economic issues and target learning styles. 2 Bonus Points for SPECIFIC activity designed for family /school interaction.

3P. Bring multiple perspectives to the discussion of subject matter, including attention to a student’s personal, family, and community experiences and cultural norms. PLUS (3) the concepts of "belonging" and "family connectedness" as crucial to the development of [learners}; and (4) the process and necessity of collaboration with families and other adults in support of the learning of young adolescents.

The extensive readings and discussions, both formal and informal demonstrate that all people are a product of their life journey. The students are guided to understand that the Western European paradigm is only one viable worldview, no better and no worse. The emphasis is on challenging “one way” philosophies. EMPHASIS ON THE IMPORTANCE OF FAMILY /SCHOOL COLLABORATION.

Study, understand and be able to self-describe a personal philosophical worldview by reviewing the educational and cultural curriculum paradigms.

 The professor keeps a discussion quality and quantity tally for each student, making sure the standards and indicator learner objectives are covered. Students are able to write reflective summaries on the readings and/or submit a one-page synthesized paper with a conclusion which suggests practical lessons for the K-12 classroom . See following for an example of grading criteria. EMPHASIS ON THE IMPORTANCE OF FAMILY /SCHOOL COLLABORATION.2 Bonus Points for SPECIFIC activity designed for family /school interaction.See Standard Assessment 3E

3R Identify and applytechnology resources to enable and empowers learners with diverse backgrounds, characteristics and abilities.

Movie Media Analysis Understanding that their worldview is only ONE valid worldview.. 0-100 points Watch and deconstruct, compare, contrast and synthesize several movies: What the Bleep Do We Know About It Anyway? -nature of reality TransAmerica - a transsexual woman’s search for self, Supersize Me looks at obesity, Crash looks at racism and stereotyping. Constantine’s Sword –anti-Semitism and Christian egocentrism.

Movie Assessment criteriaCompare and contrast 20 pointsSignificant  aha 10 pointsDeepest disappointment  10 pointsHow these movies changed your worldview. How this movie reflection will change your teaching practice 10 Describe how this art form provides access to new ideas that the printed word does NOT 20Lesson  activity  30  Cyberbully? No Way, Not MeOne option would be to compare real-time bullying with cyber-bullying and consider how different groups are impacted.

5P.  develop expectations for student interactions, academic discussions, and individual and group responsibility that create a positive classroom climate of openness, mutual respect, support, inquiry, and learning;

6B. understand how cultural and gender differences can affect communication in the classroom

  The extensive readings and discussions, both formal and informal demonstrate that all people are a product of their life journey. The students are guided to understand that the Western European paradigm is only one viable worldview, no better and no worse. The emphasis is on challenging “one way” philosophies. EMPHASIS ON THE IMPORTANCE OF FAMILY /SCHOOL COLLABORATION.

Synthesize and translate readings, discussions and experiences into a visual metaphor sculpture. Many artists and political revolutionaries have used art to communicate. The most famous are probably the Mexican Muralists. Diego Rivera painted on the walls of the National Palace (the government building) in Mexico City. How do you inspire a revolution within a population who is illiterate? Paint pictures!

The students read several articles focused on gender issues, discuss, summarize and create practical strategies for the classroom.

The professor keeps a discussion quality and quantity tally for each student, making sure the standards and indicator learner objectives are covered. Students are able to write reflective summaries on the readings and/or submit a one-page synthesized paper with a conclusion which suggests practical lessons for the K-12 classroom . See following for an example of grading criteria. EMPHASIS ON THE IMPORTANCE OF FAMILY /SCHOOL COLLABORATION.2 Bonus Points for SPECIFIC activity designed for family /school interaction.

Criteria: A and B10% Must be assemblage art, Must be bigger than a breadbox and smaller than a vacuum cleaner.10% Must be 3-dimentional,10% Must have a deconstruction artist's statement with your name displayed.10% Must have a response sheet/book for guests to give feedback. 10% Does the sculpture communicate a Human Relations message 10% Does the sculpture show solid elements and principles of design? 10% Does your sculpture incorporate history and/or culture?10% Does the sculpture incorporate a new sophisticated thought or idea? 10% Was the sculpture created with skill and craftsmanship?

10 point bonus Will the sculpture spend time in the community! See Standard Assessment 3E, 3P

Independent Research Criteria;

6I.  support and expand learner expression in speaking, writing, and other media;

6K.  use a variety of media and educational technology to enrich learning opportunities

Readings, discussions and specific curriculum development focused on the history and contributions made by the following marginalized groups: Friedman/Takaki (globalism) One Teacher in 10( GLBT) TV Deconstruction (media analysis) No Thanks Thanksgiving (American Indian) Movie Deconstruction (transgender, anti-Semitism, multi-racist, obesity, gender) White/Male Advantage, Latino/Hispanic Giddy Multitudes (African and African American), Mental Illness and Addiction, Independent Topic (student selected)

UTube, Wiki, D2L, Prezi , Voice thread and other Technologies are used by the students to create curriculum.

It is impossible to cover every marginalized group you may find in your classrooms in the short time we have together. 25 points Research your topic.  Find article(s) on the Education Index Wilson  database and in the popular press,25 points Synthesize your conclusions focusing on SPECIFIC DATA  which will be useful to know in a classroom setting. 200-400 words. 50 points Create a discussion thread, post your summary and your references and lead a discussion. Respond to peers.

Assessment Criteria: 1. Our Weekly readings, research and discussions will continue until my learner objectives for that content module have been met. 2. I will close the general discussion and put a Summary discussion thread up. This is not a place for discussion.3. You will summarize ALL the data you have collected in a 200-300 (approximately) statement. 1. Synthesis and  understanding of the major  content points  50 points

http://authenticvoice.pbworks.com/w/page/34343409/FrontPage

http://hrgrad.pbworks.com/w/page/24407135/FrontPage

Standard: D. A teacher of social studies understands that personal identity is shaped by an individual's culture, by groups, and by institutional influences. The teacher must understand:

Read

Neither Wolf Nor DogLast Standing Woman

Our Weekly readings, research and discussions will continue until my learner objectives for that content module have been met. 2. I will close the general discussion and put a Summary discussion thread up. This is not a place for discussion.3. You will summarize ALL the data you have collected in a 200-300 (approximately) statement.

10B. understand how factors in a student's environment outside of school, including family circumstances, community environments, health and economic conditions, may influence student life and learning;

Deconstruction Analysis Grid The students identify and analyze their particular community’s ethnographic distribution and suggest cultural specifics they need to be mindful of-as they design their curriculum delivery methods. EMPHASIS ON THE IMPORTANCE OF FAMILY /SCHOOL COLLABORATION.  The students create a Community Demographic

The students create a Community Demographic Deconstruction Analysis Grid The students identify and analyze their particular community’s ethnographic distribution and suggest cultural specifics they need to be mindful of-as they design their curriculum delivery methods. EMPHASIS ON THE IMPORTANCE OF FAMILY /SCHOOL COLLABORATION.

Indicator:

(4) the vital role the process of achieving harmony and balance and the American Indian value system play in American Indian philosophy and in the daily lives of American Indians;

17 other data points

Primary Source UTube, written essay and real time guests.

1. Synthesis and understanding of the major content points 50 points