DEPARTMENT OF TEACHER EDUCATION AND ADMINISTRATIONUNIVERSITY OF NORTH TEXAS

EDEE 2000 – EXPLORING DIVERSITY THROUGH SOCIAL ACTION

Course Description

This course explores issues related to race and ethnicity, gender, social class, learning differences, and sexual orientation as they impact education in the U.S. 3 hours.

Course Objectives

The course seeks: To enable students to explore their own attitudes and knowledge about diverse U. S. groups, with

particular attention to race, ethnicity, gender, social class, language, exceptionality, and sexual orientation;

To provide students with opportunities to learn about one or more of the specific groups mentioned through participation in community research projects of their choosing;

To enable students to examine the role of social action in addressing the needs of specific groups; To enable students to explore the educational implications of human diversity.

Standards Addressed

Many of the Texas PPR Standards are addressed by this course at the knowledge level and some at the skill development level. This course specifically addresses the following standards:

Competency 033 (Culture; Science, Technology, and Society)

The teacher understands and applies knowledge of cultural development, adaptation, and diversity, and understands and applies knowledge of interactions among science, technology, and society, as defined by the Texas Essential Knowledge and Skills (TEKS). The beginning teacher:

Understands basic concepts of culture and the processes of cultural adaptation, diffusion, and exchange.

Analyzes similarities and differences in the ways various peoples at different times in history have lived and met basic human needs.

Applies knowledge of the role of families in meeting basic human needs and how families and cultures develop and use customs, traditions, and beliefs to define themselves.

Demonstrates knowledge of institutions that exist in all societies and how characteristics of these institutions may vary among societies.

Understands how people use oral tradition, stories, real and mythical heroes, music, paintings, and sculpture to create and represent culture in communities in Texas, the United States, and the world.

Understands the contributions of people of various racial, ethnic, and religious groups in Texas, the United States, and the world.

Demonstrates knowledge of relationships among world cultures and relationships between and among people from various groups, including racial, ethnic, and religious groups, in the United States and throughout the world.

Analyzes relationships among religion, philosophy, and culture, and the impact of religion on ways of life in the United States and world areas.

Understands the concept of diversity within unity. Analyzes the effects of race, gender, and socioeconomic class on ways of life in the

United States and throughout the world. Understands the various roles of men, women, children, and families in cultures past and

present. Understands how the self develops and the dynamic relationship between self and social

context.

Required Materials

Bigelow, B., Christensen, L., Karp, S., Miner, B., & Peterson, B. (Eds.). (2007). Rethinking our schools: Teaching for equity and justice, Vol. 1. 2nd edition. Milwaukee, WI: Rethinking Schools, Ltd. (Willis Library Reserve Desk, Call No. GRW 06604)

Bigelow, B., Harvey, B., Karp, S., & Miller, L. (Eds.). (2001). Rethinking our schools: Teaching for equity and justice, Vol. 2. Milwaukee, WI: Rethinking Schools, Ltd. (Willis Library Reserve Desk,Call No. GRW 06617

Suggested Reading

Zinn, H. (2005). A people’s history of the United States: 1492-Present. NY: HarperCollins Publishers

Frequently Used Web Sites: In addition to the required texts, this course includes key program assessments and requires internet access and Microsoft Office. Some of the assignments may require individual selection and reading of articles and documents. You will also collect first-hand information from videotapes and interviews.

Expectations for Students and Assignments

1. Punctual and regular class attendance. Only University excused absences will be accepted. The instructor validates ALL excuses. For our constructivist course, students must be present for the entire class. With the exceptions of religious and officially authorized absences (e. g, participation in UIL events), there will be no other excused absences. Three (3) absences will result in forfeiture of the entire Class Participation grade (8% of the final grade). Four or more absences will result in a final grade of F. A pattern of tardiness or leaving class early will result in point reduction from the Class Participation grade. Late arrival and early voluntary dismissal counts as half (½) of an absence. Consistent, quality class participation may redeem some points lost due to absence.

2. Active participation in class discussion and activities. Your success in this course and our success together depend largely on our listening to and talking with each other about the important and difficult issues of institutionalized prejudice in its various forms. This means that you must be fully present in mind and body each class session. If you engage in off-task behaviors such as text messaging, working on assignments for other classes, reading the newspaper or working crossword puzzles, etc., I will count you absent and note that on your attendance form even though you may be physically present in the room.

Class will start and end on time with one or two breaks as time and content allows. Unless there is an emergency, students will take breaks at the agreed times. If you are unable to attend class, present a medical excuse and arrange with a classmate to inform you of the missed material.

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3. Completion of readings and assignments by due dates. Complete all assignments, quizzes, and exams on their assigned days. Make-up quizzes shall be given with medical or university excuses only.

4. Late assignments ARE NOT accepted after one week.

5. Although many sections of this course are offered, each section is presented, implemented, and evaluated as an individual and separate course.

6. If you believe that a grade that is assigned is in error, you have one week (7 calendar days) from the date the assignment grade is released to contact the instructor in regards to disputing the grade.

Assessment of Learning Outcomes

Learning outcomes of this course will be assessed through a variety of traditional and alternative assessments, including the following:

Weekly written reflections about assigned readings or classroom presentations/activities. Brief essay(s) personal experiences or studies in light professional learning and course topics. Presentation of information as presented in chapter and in class discussions. A poster that informs your classmates about a cultural group Other projects such as notes, posters, graphic organizers, content, or visual representations as

assigned or developed in class

Major Assignments and Grading DistributionAssignment Due %

Autobiography via Blackboard 5

Interview via Blackboard 10

Movie “Move n Review” via Blackboard 10

Poster Project in class 10

Cultural Awareness Project in class 10

Daily Participation/Assignment 10

Weekly Reflection 11:59 p.m. on Saturday prior to class via Blackboard 10

Learning Community Presentation(s)* As Assigned 20

Final Exam 15%*Complete or Partial Work Within Learning Community

Course Requirements, Attendance, and Final Course Grade

Attendance and participation are fundamental in this course. In order to achieve the complete 10% of your final grade, you must attend every class on time and stay the entire class, participate actively and consistently with quality contributions in small group and whole class activities and discussions. Failure to achieve all of these behaviors will results in a reduction in percentage points.

The instructor reserves the right to change course assignments, projects, and examinations throughout the semester. Each assignment/project must be completed and turned in by the due date given. If you are absent on the due date, the assignment/project must be turned in via Blackboard (if applicable). Late assignments/projects will be subject to a deduction of 5 points per academic day (M-F) or non-acceptance at the instructor’s discretion.

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It is expected that all course assignments/projects, inside and outside of class and including examinations, will be completed at the mastery level, as designated by the instructor. If, in the professional opinion of the instructor, an assignment/project is not satisfactorily completed, it may be returned to the student, and the student may be required to re-do the work until it attains the mastery level. The instructor reserves the right to limit the number of times an assignment/project may be re-submitted and to establish a reasonable time frame for resubmissions. If any course assignment/project is not completed at a mastery level by the final resubmission deadline, the instructor reserves the right to assign the student grade of “I” or “F” for the assignment and/or course.

Grading Scale: A = 90-100, B = 80-89.9, C = 70-79.9, D = 60-69.9, and F = <60.

Communication

E-mail within the Blackboard course is the preferred mode of communication in this class. You can expect a response within three working days. It is very important that students who have questions or concerns take the initiative to communicate with the instructor. If you are confused or are falling behind, it is important to seek help as soon as possible. With more urgent matters, please call my cell number.

Submitting Assignments

Every major assignment is documented using the Blackboard. Please put your name on every assignment (both in the title of the saved document and within the document itself). Keep your assignments in a safe place; give them clear titles such as “EDEE 2000 Exploring Diversity.” Clear titles will help you to find your materials as they accumulate. They will also help your instructors to properly credit your work. Hardcopies of assignments will not be accepted, unless (or until) a digital copy has been received using Blackboard.

System Requirements

Students taking this course must meet the system requirements for Blackboard. Any issues about system features must be addressed within the first two days of class. The instructor reserves the right to drop from the class students who have not successfully submitted work online by the end of week 2, whether or not the student has met with the instructor. Blackboard provides a student help desk for technical support. To successfully complete course assignments you must ensure system and software compatibility between your computer and Blackboard. All assignments attachment must be in a Microsoft Office format (i.e. doc, docx, ppt, pptx, etc.) or as a PDF, when appropriate.

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EDEE 2000 CLASS SCHEDULE

Reminder: Chapter readings and reflections are due at 11:59 on Saturday before you come to class.

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DATE TOPIC READINGS ASSIGNED DUE DATE

1 Welcome (online) Autobiography(Assignment No. 1, pg. 6)

2 ***NO CLASS LABOR DAY***

3 Course Overview/Syllabus“Little Things are Big” V1 pg. 113 Interview

(Assignment No. 2, pg. 6)

Submit Autobiography by 11:59 p.m.

on Friday

4 Welcoming Diversity Workshop V1 pg. x-xiV1 pg. 179-185

5 Cultural Concepts V1 pg. 152V2 pg. 188-193

Cultural Awareness Project (CAP)

6 Immigration, Assimilation, and Acculturation

V1 pg. 206-210V2 pg. 73-74,V2 pg. 75

Submit Interview by 11:59 p.m. on

Friday

7 Human Rights and Education V1 pg. 103-105V2 pg. 91-99

Movie “Move n Review”(Assignment No. 3, pg 6.)

8 Institutionalized Prejudice

V1 pg. 3-9V1 pg. 10-11V1 pg. 116-117V1 pg. 154-157

Sign-up Cultural Awareness Project

9 Issues of Race and EthnicityV1 pg. 158-160V2 pg. 181-185V2 pg. 27-29

Submit Movie Review by 11:59 p.m.

on Friday

10 Issues of Social Class

V1 pg. 80-82V1 pg 100-102V2 pg. 135-137V2 pg 140-143

Poster Project

11 Issues of Gender

V1 pg. 118-120V1 pg. 121-123V2 pg. 138-139V2 pg. 107-111

Sign-up Poster Project

12 Issues of Sexual Orientation

V1 pg. 95-96V1 pg. 173-174V2 168-174V2 194-198

13 Models of Multicultural Education & Culturally Responsive Teaching

V1 pg. 15-17V1 pg. 18V1 pg. 47-52V2 pg. 6-10V2 pg. 37-41V2 pg. 163-166

Poster Project, in class.

14 Teaching for Social JusticeV1 pg. 28-34V1 pg. 57-62V1 pg. 188-193

15 Cultural Awareness and Responsibility CAP, in class.

16 ***FINALS WEEK – NO CLASS***

REFLECTIVE ESSAY ASSIGNMENTS

The purpose of the written assignments is to encourage you to reflect critically on and to facilitate and focus your reading and class discussions and activities about diverse U. S. groups. On the date indicated you must submit an essay (three-paged maximum, typed in Times New Roman 12 point font, double-spaced) on the assigned topic for that date. Please submit your essays electronically via Blackboard “Assignments” link.

The grading criteria include: a) evidence of reflective thought that combines your thinking about the assigned reading with class discussions and your community research projects; b) clarity of your written expression; and c) use of appropriate standard English grammar and punctuation. NOTE: I expect you to use Spell Check and Grammar Check prior to submitting each assignment. In order to earn between 90-99 points on each essay, you must adhere to the stated criteria and present work with no more than five typographical, grammatical, or spelling errors. A pattern of numerous misspelled words and poor grammar and syntax and/or a pattern of late assignments will result in grade reduction.

Assignment No. 1, Autobiography. (5%)

Develop an autobiographical time-line in essay form of your most significant or memorable experiences related to race or ethnicity. In your essay, discuss: 1) when you first remember being aware of ethnic or racial differences; 2) when you first were witness to or the victim of discrimination or prejudice (e.g., ethnic, racial, religious, gender, class, size, sexual orientation, etc.); 3) how you developed your own cultural identity; 4) what or who were significant influences on your views (e.g., people, living abroad, books, movies, etc.); 5) consider the groups (e.g. gender, social class, ethnicity, sexual orientation, religion, size, etc.) to which you belong, which one is central to your identity and why; and 6) identify your particular social position based on your gender, ethnicity, and social class and discuss what you perceive to be the advantages and the limitations of your particular social position when compared to others who differ from you.

Assignment No. 2, Interview. (10%)

Interview one person whose first language is not English. The interview should focus on that individual's experiences learning the English language. In particular, focus the interview on: 1) the method by which the person learned or is learning English; 2) what does/did the person find most frustrating or difficult about the experience; 3) what aspects of U. S. society and culture does the person find difficult to understand; 4) why did the person decide to come to the U. S. Write a three-page essay in which you present your interview findings and then discuss what implications you see in your interviewee’s response for you as a teacher of children whose first language is not English.

Assignment No. 3, Movie Review. (10%)

Throughout the semester I will provide you with a list of events and presentations on campus and in the metroplex. On the course Blackboard website, I have provided a list of movies or videos available in your local video store for rental or some may be found in the UNT media library. You are to attend events or view a movie that will help you learn about a culture and/or group different from a group to which you belong. The idea is that you will experience people different from those who are a part of your normal daily circle of family and friends. You can not submit for credit an experience from your own group(s). Select one item from the list of movies, presentations, or events. View the movie or attend the presentation or event. Based on your interaction with people at the presentation or event or your viewing of the movie, write a brief reflection of your experience. Your reflection should include the following elements: 1) a 75-100 word synopsis or summary description of the movie plot, presentation topic, or event; 2) what insights, new information, or attitude changes you gained about the particular social issue or group involved; 3) what implication(s) you think your new insights, information, or attitudes have for your behavior and attitudes as a future educator.

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Assignment No. 4 DUE DATE: (10%)See assignment description for Assignment No. 3.

Community Service Alternative (20%)

Rather than complete Assignments 3 and 4, you may elect to complete a minimum of 25 hours of community service in an agency or organization that I approve. See the list located under the “Community Service Information” link on WebCTVista. You must use the “Volunteer Sign-in Form” located at the “Community Service Information” link to verify your time. You must submit a reflection of your experiences guided by the questions found under the “Community Service Reflective Essay” link. Use the same instructions and criteria stated in the “Reflective Essay Assignments” section above to prepare your reflection. NOTE: I must approve your project before you begin working on it.

Social Action Alternative (20%)

Rather than complete Assignments 3 and 4, you may elect to research, design and engage in a social action that is related to one of the topics included in the course content. Below are the guidelines for your social action project. Use the same instructions and criteria stated in the “Reflective Essay Assignments” section above to prepare your reflection. NOTE: I must approve your social action project before you begin working on it.

1. Rationale: Discuss why the problem you selected is of concern to you.2. Research: Briefly discuss the steps you took to inform yourself about the various issues related to

the problem. For example, did you talk with "experts," interview people, or read books? Identify your sources.

3. Description of Action: Describe specifically what action you decided to take. Discuss whether you saw your action as: a) merely expressing your concern or b) actually attempting to solve the problem. Also, include a description of how you felt (a) prior to, (b) during, and (c) after you took action.

4. Results: Discuss the results of your action; i.e., what was the response of the person or organization that received your action.

5. Insights: Discuss what insights you gained about (a) yourself and (b) about the issue as a result of the action.

6. Implications for the classroom: Relate your action to the readings on social action from the course readings (“Teaching for Social Justice: One Teacher’s Journey” Vol. 1, pp. 30-33, 35-38. “The Complexities of Encouraging Social Action” Vol.1, pp. 40-41. “Why We Need to Go Beyond the Classroom” Vol. 1, pp. 162-166)

7. Documentation: In addition to your paper, you must provide documentation (e.g., photos, tape recordings, letters from organizations or individuals, etc.) that substantiates your action.

READING DISCUSSION GROUPS (10% )

For each assigned set of readings from Rethinking Our Classrooms, vols. 1 and 2, you will engage in a 15 minute discussion with your reading group members at the beginning of each class period. Each member will prepare for the discussion by reading the materials prior to coming to class and by completing the duties assigned to his or her role during the discussion. (See “Reading Discussion Group Roles and Evaluation Form” on the course home page on Blackboard.) Using the Reading Discussion Group Evaluation Form, each member will post an evaluation of each group discussion. You must post your evaluation prior to the beginning of class the following week. Failure to submit your evaluations in a timely manner will result in a grade of 0 for that reading assignment. Each evaluation constitutes 1% of your total grade.

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Teacher Education & AdministrationUniversity and Departmental Policy Statements

Disabilities Accommodation: “The University of North Texas complies with Section 504 of the 1973 Rehabilitation Act and with the Americans with Disabilities Act of 1990. The University of North Texas provides academic adjustments and auxiliary aids to individuals with disabilities, as defined under the law. Among other things, this legislation requires that all students with disabilities be guaranteed a learning environment that provides for reasonable accommodation of their disabilities. If you believe you have a disability requiring accommodation, please see the instructor and/or contact the Office of Disability Accommodation at 940-565-4323 during the first week of class.”

Observation of Religious Holidays: If you plan to observe a religious holy day that coincides with a class day, please notify your instructor as soon as possible.

Academic Integrity: Students are encouraged to become familiar with UNT’s policy on academic integrity: http://www.unt.edu/policy/UNT_Policy/volume3/18_1_16.pdf. Academic dishonesty, in the form of plagiarism, cheating. or fabrication, will not be tolerated in this class. Any act of academic dishonesty will be reported, and a penalty determined, which may be probation, suspension, or expulsion from the university.

Acceptable Student Behavior: Student behavior that interferes with an instructor’s ability to conduct a class or other students' opportunity to learn is unacceptable and disruptive and will not be tolerated in any instructional forum at UNT. Students engaging in unacceptable behavior will be directed to leave the classroom and the instructor may refer the student to the Dean of Students to consider whether the student's conduct violated the Code of Student Conduct. The university's expectations for student conduct apply to all instructional forums, including university and electronic classroom, labs, discussion groups, field trips, etc. The Code of Student Conduct can be found at www.deanofstudents.unt.edu.

Attendance: See the instructor’s attendance policy.

Eagle Connect: All official correspondence between UNT and students is conducted via Eagle Connect and it is the student's responsibility to read their Eagle Connect Email regularly.

Cell Phones and Laptop: Students should turn off cell phones when they are in class unless the phones are being used for learning activities associated with the course.

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SETE: The Student Evaluation of Teaching Effectiveness (SETE) is expected for all organized classes at UNT. This brief online survey will be made available to you at the end of the semester, providing you a chance to comment on how this class is taught. I am very interested in the feedback I get from students, as I work to continually improve my teaching. I consider the SETE to be an important part of your participation in this class.

Collection of Student Work: In order to monitor students' achievement, improve instructional programs, and publish research findings, the Department of Teacher Education and Administration collects anonymous student work samples, student demographic information, test scores, and GPAs to be analyzed by internal and external reviewers.

TK20: Some undergraduate and graduate education courses require assignments that must be uploaded and assessed in the UNT TK20 Assessment System. This requires a one-time purchase of TK20, and student subscriptions are effective for seven years from the date of purchase. Please go to the following link for directions on how to purchase TK20: http://www.coe.unt.edu/tk20. Announcements regarding TK20 will also be posted on this website.

Comprehensive Arts Program Policy. The Elementary Education program area supports a comprehensive arts program to assist preservice and inservice teachers to design and implement curricular and instructional activities which infuse all areas of the arts (visual, music, theater, and movement) throughout the elementary and middle school curriculum.

Technology Integration Policy. The Elementary, Secondary, and Curriculum & Instruction program areas support technology integration to assist preservice and inservice teachers to design and implement curricular and instruction activities which infuse technology throughout the K-12 curriculum.

TExES Test Preparation. To meet state requirements for providing 6 hours of test preparation for teacher certification candidates, the UNT TExES Advising Office (TAO) administers the College of Education TExES Practice Exams. Students who want to take a practice exam should contact the TAO (Matthews Hall 103). Students may take up to two exams per session that relate to their teaching track/field at UNT. Students should also plan accordingly, as they are required to stay for the entire testing period. Current students must meet the following criteria in order to sit for the TExES practice exams: Students must (1) be admitted to Teacher Education, (2) have a certification plan on file with the COE Student Advising Office, and (3) be enrolled in coursework for the current semester. For TExES practice exam registration, go to: http://www.coe.unt.edu/texes-advising-office/texes-practice-exam-registration. If you need special testing accommodations, please contact the TAO at 940-369-8601 or e-mail the TAO at coe-tao@unt.edu. The TAO website is www.coe.unt.edu/texes. Additional test preparation materials (i.e. Study Guides for the TExES) are available at www.texes.ets.org.

“Ready to Test” Criteria for Teacher Certification Candidates . Teacher certification candidates should take the TExES exams relating to their respective certification tracks/teaching fields during their early-field-experience semester (i.e. the long semester or summer session immediately prior to student teaching).

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Six Student Success Messages. The Department of Teacher Education & Administration supports the six student success messages on how to succeed at UNT: (1) Show up; (2) Find support; (3) Take control; (4) Be prepared; (5) Get involved; and (6) Be persistent. Students are encouraged to access the following website: https://success.unt.edu. The site contains multiple student resource links and short videos with student messages.

Conceptual Framework: The Educator as Agent of Engaged Learning

Improving the quality of education in Texas schools and elsewhere is the goal of programs for the education of educators at the University of North Texas. To achieve this goal, programs leading to teacher certification and advanced programs for educators at the University of North Texas 1) emphasize content, curricular, and pedagogical knowledge acquired through research and informed practice of the academic disciplines, 2) incorporate the Texas Teacher Proficiencies for learner-centered education, 3) feature collaboration across the university and with schools and other agencies in the design and delivery of programs, and 4) respond to the rapid demographic, social, and

technological change in the United States and the world.

The educator as agent of engaged learning summarizes the conceptual framework for UNT's basic and advanced programs. This phrase reflects the directed action that arises from simultaneous commitment to academic knowledge bases and to learner centered practice. "Engaged learning" signifies the deep interaction with worthwhile and appropriate content that occurs for each student in the classrooms of caring and competent educators. "Engaged learning" features the on-going interchange between teacher and student about knowledge and between school and community about what is worth knowing. This conceptual framework recognizes the relationship between UNT and the larger community in promoting the commitment of a diverse citizenry to life-long learning. In our work of developing educators as agents of engaged learning, we value the contributions of professional development schools and other partners and seek collaborations which advance active, meaningful, and continuous learning.

Seeing the engaged learner at the heart of a community that includes educators in various roles, we have chosen to describe each program of educator preparation at UNT with reference to the following key concepts, which are briefly defined below.

1. Content and curricular knowledge refer to the grounding of the educator in content knowledge and knowledge construction and in making meaningful to learners the content of the PreK-16 curriculum.

2. Knowledge of teaching and assessment refers to the ability of the educator to plan, implement, and assess instruction in ways that consistently engage learners or, in advanced programs, to provide leadership for development of programs that promote engagement of learners.

3. Promotion of equity for all learners refers to the skills and attitudes that enable the educator to advocate for all students within the framework of the school program.

4. Encouragement of diversity refers to the ability of the educator to appreciate and affirm formally and informally the various cultural heritages, unique endowments, learning styles, interests, and needs of learners.

5. Professional communication refers to effective interpersonal and professional oral and written communication that includes appropriate applications of information technology.

6. Engaged professional learning refers to the educator's commitment to ethical practice and to continued learning and professional development.

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Through the experiences required in each UNT program of study, we expect that basic and advanced students will acquire the knowledge, skills, and dispositions appropriate to the educational role for which they are preparing or in which they are developing expertise.

A broad community stands behind and accepts responsibility for every engaged learner. UNT supports the work of PreK-16 communities through basic and advanced programs for professional educators and by promoting public understanding of issues in education.

This course syllabus is intended to be a guide and may be amended at any time by the instructor.

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