The Between Teachers And Their Students During History Classrooms Nationwide

In Tucson, Arizona ethnic studies classes caused controversy over what kinds of classes should be allowed in Tucson’s public schools. The Latino population of students was greatly being effected by only a 50% graduation rate. The ethnic studies curriculum was created to engage students with a history from a different cultural viewpoint than what was usually taught in public high school. From the outside of the classroom the opposing forces against ethnic studies believed that the hidden curriculum within the classes was detrimental to students. This was because it was teaching anti-American beliefs along with creating students who would act with rebellious beliefs and racism. From inside the classroom the teachers and students look to their curriculum and insist that their curriculum was more about having courage to examine history, create understanding and respect for one another and one’s self. They believed in looking at problems that the world was facing and not just accepting them but also trying to make a change for the better. The problematic readings were grounded in the courses use of the "Pedagogy of the Oppressed” with ideals that are based in teachings like Marxism.

Americans value to have the right of equality and liberty, unfortunately not everyone is providential or important enough in society to exceed those values. The struggle for the right of freedom has always been a part of American history and still continues into the 21st century. The country as a whole has struggled to come to an agreement as to who is worthy of equality and freedom. Throughout America, the tension of slavery and women's equality has risen until the people finally realized their worth and that they are not any less of a person because of their gender or race. American history has affected life as we know today and shows the dedication to making America the true land of the free. By comparing and contrasting the perspectives

Schools systematically subjugate minority and black students when a school’s enrollment contains a huge racial majority. If students have no exposure to persons of different ethnicities, cultures, races, and religions, then these students will experience culture shock when they confront “other” people. Even in our class, we talk about black and minority students as another group, one that differs from “us.” We think about the inequalities in school systems as problems we need to fix, not as problems that have influenced our thinking and affect us as prospective teachers. For example, a white graduate student with

History class is not the only issue among students; the nation’s standardized test also leaves Native students behind their peers. Many questions are “Eurocentric and culturally bias” resulting in many students who have grown in a traditional customs unable to answer the questions (Robertson). Many school curricula does not build on the students strength of the student, it is only if the strength and skill is of the dominate culture that it will get attention (Landsman and Lewis 182).

This lesson comes from my 11th grade Modern American History class. It is a requirement for all students. Typically, my classes are comprised of 18-25 students, broken into five sections, two of which are usually honors level. Although my district has an inclusion policy, there is generally one class that is “lower” than the others and includes more identified students. This lesson will be designed to fit into any class with little modifications necessary.

To begin, over the course of this semester, I had the opportunity to conduct my history classroom observations at Sierra Vista High. This high school is a public school located in Baldwin Park and is part of the Baldwin Park Unified School District. Sierra Vista High School has a student population of 1,895 students. The student population consists of 90 percent Hispanic, 6 percent Asian, 3 percent Filipino, and 1 percent white. These demographics were shared by the vice principal of the high school. While I was at Sierra Vista High School, I was given the chance to analyze and observe three history teachers. Thus, in this paper I will discuss and share my experiences observing the

Incorporating topics of the violence and racial tension we see everyday can be difficult when it comes to certain class subjects. If a teacher is having trouble, Pitts takes the time to recommend various units teachers can use to inform students of what actually happened during times of trouble. This includes teaching about a revolutionary book in literature, what propelled the civil rights movement in history, and the black scientists who have contributed greatly to advance medical fields. Although the “black bodies have too often been used” and manipulated, she does not forget to acknowledge the fact that not all white people are bad and not all African Americans are saints. She asks educators to “be on guard against false narratives” and to teach about the white people who had

Nothing gets more consideration in the current educational discussion than the subject of how to evaluate what students learn – an assessment that depends fundamentally on how said students are being taught. Michelle Alexander’s, ‘The New Jim Crow…’ is best taught to high school students in a U.S. History survey class by using a colloquium approach requiring them to read, think and discuss. Said approach is ideal because it fosters intellectual curiosity and intellectual freedom. This should not be a course in which a lecture is given requiring the audience to listen. It is a course in which one takes an interest effectively in the discourse of inquiries that are vital. Common to all colloquium courses this class must include intensive writing, a huge extent of artistic writings, much class discussion, research, a sensible expansiveness of substance, and adaptability for understudy creativity. Under the guidance and direction of the teacher, the students should grapple aloud with the ideas they’ve read. They learn to form arguments and support them with facts; they learn to communicate coherently and

James W. Loewen wrote the book “Lies My Teacher Told Me” to help students understand the past of the United States, and how it is effecting the present time. “Lies My Teacher Told Me” looks at 12 different American history textbooks, and points out the different lies, flaws, and sugar coated stories the textbooks present. Lowen explains how textbooks practice heroification, and how race and race relations are a major issue when it comes to American history. Among these topics, Lowen also sheds light on the truth about social classes in America, and how textbooks lie about the past and try to avoid the recent past all together.

In James Baldwin’s article “A Talk to Teachers” he utilizes paradox, tone, and anecdote to persuade the audience that an educational system where students are taught the true meaning of American history and identity must be established in order to create a society where people of all races contribute their ideals to society.

Teaching in racially diverse classrooms often leaves educators feeling uncertain about how to proceed and how to respond to historically marginalized students. There is pressure to acknowledge and accept students of color with different perspectives, to diversify the syllabi, be more aware of classroom dynamics, and pay attention to how students of color experience the learning process.

Everyone knows the classics. Romeo and Juliet, Jane Eyre, Great Expectations, the novels of white characters in Western settings commonly read in high school English classes. Lost in the backrooms of school libraries, The House on Mango Street and Uncle Tom’s Cabin are hidden away, stories of minorities boxed in by cardboard and majority rule. While America’s student body becomes increasingly diverse (and schools rush to adapt), some say curriculum has stayed monochromatic by regularly painting the story of the white majority while failing to represent minority backgrounds and experiences fairly and leaving minority students struggling to relate to texts presented in the classroom. Others say the American curriculum should

While completing coursework at CSUMB for the Liberal Studies program, the researcher was inspired by its classes to be a Diversity and Multicultural Scholar and a Social Justice Collaborator. By evaluating their own and others’ experiences as influenced by social identities, socialization practices, and societal institutions from both historical and contemporary perspectives it helped the researcher open their eyes in how they want to be in their classroom as an educator. In the researchers LS 380: Teaching for Social Change, LS 394: Multicultural literature , and LS 398: Social Foundations of Multicultural Education classes, the researcher critically examined the value of diversity and multiculturalism which interested her in the teaching

I believe that my academic background and personal interests provide a solid foundation for contributing to the graduate history program at Sacramento State. My primary interests are in exploring the interplay between race, gender, and culture in 20th century American and European history and its influence on issues of cultural identity and memory. In addition, my coursework introduced me to theoretical and interdisciplinary approaches such as critical race theory and postcolonial studies. Through courses such as History and Theory (HIST 200) and History and Memory (HIST 282F), I hope to continue developing my interests, knowledge of theory and historiography, and learn more about history as a discipline.

The constant struggle between students and teachers, regarding communication and understanding, creates a never-ending battle. Failing to take the time to get to know their students, teachers can cause miscommunication and lack of understanding. Where a child is from, who their parents are, how they were raised, and many other parts of a child’s life matters and frames how the child grows and views the world. Not being from an area and not knowing what has gone on in the community can make you feel blind towards why your students may behave a certain way. Ethnographic studies are sometimes used by teachers or researchers to get a better understanding on how a group of people learn. Ethnography is defined as the study of the customs of individual peoples and cultures. Through this study, the researcher examines family dynamics, child to child interactions, social activity, culture, economic demographics, and many other factors. It allows the researcher to get to know how people function in a setting where they would feel comfortable. When applied to the learning style of students, this study can assist teachers in understanding students on a personal level, so that they can communicate effectively in the classroom. In this paper, I will explore different studies where ethnography was used, how Ways with Words influenced the studies, and lastly whether or not these studies helped in the advancement of literacy understanding.