A class divided summary essay

Honors Addendum

EDU-330 Social Justice for Educators

Honors Competency Alignment

The following checked competencies align to the readings, supplemental materials, and assignments below that are differentiated for Honors students enrolled in this course.

☒ Make ethically sound decisions that are supported with logic and aligned with contemporaries in various disciplines.

☐ Exhibit the qualities of great leaders who are able to inspire, motivate, and change or improve the conditions within their sphere of influence.

☐ Integrate theory from the classroom to serve within various discipline-specific settings.

☐ Use evidence and research for the purposes of making data-based decisions that are supported by literature from relevant fields of study.

☐ Critically evaluate the quality of evidence and consider all sides to an issue before formulating a position.

☒ Consider the perspectives of diverse cultures, traditions, and worldviews when interacting with people, texts, and ideas.

© 2016. Grand Canyon University. All Rights Reserved.

© 2016. Grand Canyon University. All Rights Reserved. 10

Honors Requirements

Topic 3 Framework of Cultural Proficiency

Readings and Supplemental Materials:

Common Behavioral Patterns that Perpetuate Power and Relations of Domination

Read “Common Behavioral Patterns that Perpetuate Power and Relations of Domination,” by Adair and Howell, from Tools for Change (2007).

https://www.tcg.org/pdfs/events/fallforum/Common_Behavioral_Patterns_that_Perpetuate_Power_Relations.pdf

Cultural Criticism & Transformation

Watch “Bell Hooks: Cultural Criticism & Transformation,” located on YouTube.

https://youtu.be/zQUuHFKP-9s

Assignment: Stakeholders and Cultural Competence Continuum Rationale

Revise and expand upon the Controversial Topic Summary you submitted in Topic 2. In 750-1,000-words:

1. Identify three stakeholder groups that were most affected by the issues you described in your Controversial Topic Summary.

2. Integrate your personal experiences with this topic, drawing upon socialization, oppression, racism, and privilege.

3. Consider the historical, institutional, ideological, and cultural dimension of the groups’ position in the U.S. Explain how this influences your understanding of each group at the societal level.

4. Place the stakeholder groups on the cultural competence continuum.

5. Submit a rationale that justifies your placement of the stakeholders on the continuum.

Conclude by describing the effect of the controversial issue on you as a future teacher, and on your students, and offer potential solutions for the issues you identified that you could implement in your future classroom.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center.

This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to Turnitin.

Topic 3 Honors Rubric: Stakeholders and Cultural Competence Continuum Rationale

Criteria

% Value

No submission

Insufficient

Approaching

Acceptable

Target

% Scaling

0%

65%

75%

85%

100%

Identify Three Stakeholder Groups

20%

No submission.

Summary does not clearly identify stakeholder groups that were most affected by the controversial issue. Description of how they were affected is missing or unclear. Each stakeholder group is not placed on the cultural competence continuum and a rationale is either not included or is unclear.

Summary identifies stakeholder groups that were most affected by the controversial issue and describes how they were affected. Each stakeholder group is placed on the cultural competence continuum and a rationale that includes examples is provided, justifying that placement.

Summary identifies three stakeholder groups that were most affected by the controversial issue and describes how they were affected. Each stakeholder group is placed on the cultural competence continuum and a rationale that includes examples is provided, justifying that placement.

Summary identifies three stakeholder groups that were most affected by the controversial issue and thoroughly describes how they were affected. Each stakeholder group is placed on the cultural competence continuum and a convincing rationale that includes relevant, thoughtful examples is provided, clearly justifying that placement.

Effect of the Controversial Issue on Teacher Candidate as a Future Teacher

20%

No submission.

Description of the effect of the controversial issue on teacher candidate as a future teacher is unclear, insufficiently detailed, or unrealistic for implementation in the classroom.

A general description of the effect of the controversial issue on teacher candidate as a future teacher is provided along with broadly described solutions that could be implemented in the future classroom.

A clear description of the effect of the controversial issue on teacher candidate as a future teacher is provided along with appropriate potential solutions for the identified issue and examples of how they might be implemented in the future classroom.

A thorough description of the effect of the controversial issue on the teacher candidate as a future teacher is provided, along with thoughtful, realistic potential solutions, including specific examples of what those solutions might look like once implemented in the classroom.

Personal Experiences with Socialization, Racism, Oppression, and Privilege

20%

No submission.

Personal experiences are discussed, but are somewhat vague.

Personal experiences with socialization, racism, oppression, and privilege are explained in relation to the controversial topic.

Personal experiences with socialization, racism, oppression, and privilege are clearly explained in relation to the controversial topic.

Personal experiences with socialization, racism, oppression, and privilege are clearly and thoroughly explained in relation to the controversial topic.

Historical, Institutional, Ideological, and Cultural Dimension of the Groups’ Position in the U.S.

20%

No submission.

The historical, institutional, ideological, and cultural dimension of the groups’ position in the U.S. are not thoroughly discussed, but are present. How this position influences understanding of each group at the societal level is minimally addressed.

The historical, institutional, ideological, and cultural dimension of the groups’ position in the U.S. is discussed minimally. How this position influences understanding of each group at the societal level is discussed.

The historical, institutional, ideological, and cultural dimension of the groups’ position in the U.S. is discussed. How this position influences understanding of each group at the societal level is explored.

The historical, institutional, ideological, and cultural dimension of the groups’ position in the U.S. is discussed in a sophisticated manner. How this position influences understanding of each group at the societal level is thoroughly explored.

Mechanics of Writing (includes spelling, punctuation, grammar, language use)

10%

No submission.

Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register) and/or word choice are present. Sentence structure is correct but not varied.

Some mechanical errors or typos are present, but are not overly distracting to the reader. Correct and varied sentence structure and audience-appropriate language are employed.

Prose is largely free of mechanical errors, although a few may be present. The writer uses a variety of effective sentence structures and figures of speech.

Writer is clearly in command of standard, written, academic English.

Paper Format (use of appropriate style for the major and assignment)

5%

No submission.

Appropriate template is used, but some elements are missing or mistaken; lack of control with formatting is apparent.

Appropriate template is used, and formatting is correct, although some minor errors may be present.

Appropriate template is fully used; There are virtually no errors in formatting style.

All format elements are correct.

Research Citations (in-text citations for paraphrasing and direct quotes, and references page listing and formatting, as appropriate to assignment and style)

5%

No submission.

References page is present, but citations are inconsistently used.

References page is included. Sources are appropriately documented, although some errors may be present.

References page is present and fully inclusive of all cited sources. Documentation is appropriate and citation style is usually correct.

In-text citations and a references page are complete. The documentation of cited sources is free of errors.

Topic # 6

Readings and Supplemental Materials:

Unpacking ‘Unpacking the Invisible Knapsack

Read the blog, “Unpacking ‘Unpacking the Invisible Knapsack,' ” by Shetterly, located on the Shetterly Blogspot.

http://shetterly.blogspot.com/2014/01/unpacking-unpacking-invisible-knapsack.html

Packing the Invisible Knapsack

Read “Packing the Invisible Knapsack,” by Hayes, located on the Huffington Post website.

http://www.huffingtonpost.com/ernestine-hayes/white-privilege_b_1711987.html

60 Years After Brown, School Diversity More Complex Than Ever

Read the article by Maxwell (2014) from Education Week, and watch the three embedded videos: http://www.edweek.org/ew/articles/2014/05/14/31brown-overview.h33.html

Assignment:

A Class Divided and the Invisible Knapsack Review

Imagine that your principal has come to you and stated that the district is interested in hosting a professional development workshop for educators to help them broaden their cultural competence, improve their family-teacher relationships, and enhance educational experiences for all students. The district is proposing using the materials from "A Class Divided" and "White Privilege: Unpacking the Invisible Knapsack" for the workshop.

Part 1

Your principal has asked you to submit a 250-500 word persuasive essay either in support of or against the use of the material in these resources. In your essay, include specific examples that discuss whether the materials could be used to help individuals broaden their cultural competence, build stronger relationships, and create more relevant educational experiences.

Part 2

Create a 10-12 slide digital presentation that would help kick-off this professional development workshop. Choose one of the articles or videos featured in the 60th anniversary of Brown resource listed above, and write talking points on what has changed and where we still need to go. How can this information help teachers in this professional development workshop?

Your presentation should include:

· A link to one of the videos featured in the 60th anniversary of Brown resource and bullet pointed talking points for an interactive discussion on the video you chose.

· Definitions of oppression, privilege, and whiteness.

· Explanations on how oppression, privilege, and whiteness are difficult to see.

· Examples of how social groups are represented in popular culture.

· The key differences between celebrating diversity and antiracist education.

· Common misconceptions about racism.

· Suggestions for immediate changes that can be made in classrooms at the school.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to Turnitin.

Topic 6 Honors Rubric: A Class Divided and the Invisible Knapsack Review

Criteria

% Value

No submission

Insufficient

Approaching

Acceptable

Target

% Scaling

0%

65%

75%

85%

100%

Essay Persuades Stakeholders for or Against using A Class Divided and White Privilege: Unpacking the Invisible Knapsack

40%

No submission.

Essay does not persuade stakeholders for or against using A Class Divided and White Privilege: Unpacking the Invisible Knapsack in a professional development for teachers.

Essay takes a position either for or against using A Class Divided and White Privilege: Unpacking the Invisible Knapsack in a professional development for teachers. Examples are present, but broad and somewhat simplistic.

Essay persuades stakeholders for or against using A Class Divided and White Privilege: Unpacking the Invisible Knapsack in a professional development for teachers. Specific examples are provided that discuss whether the materials could be used to help broaden teachers’ cultural competence, build stronger relationships, and create more relevant educational experiences.

Essay convincingly persuades stakeholders for or against using A Class Divided and White Privilege: Unpacking the Invisible Knapsack in a professional development for teachers. Realistic, compelling examples are provided that support or refute the materials could be used to help broaden teachers’ cultural competence, build stronger relationships, and create more relevant educational experiences or that the materials prove to be more detrimental than beneficial to teacher development.

Personal Experiences that Inform Ethically Sound Decisions

20%

No submission.

Definitions of and explanations of how oppression, privilege, and whiteness are difficult to see are explored. The key differences between celebrating diversity and antiracist education are explained. Suggestions for immediate changes that can be made in classrooms at the school are present.

Definitions of and explanations of how oppression, privilege, and whiteness are difficult to see are generally explored. The key differences between celebrating diversity and antiracist education are generally explained. Suggestions for immediate changes that can be made in classrooms at the school are present.

Definitions of and explanations of how oppression, privilege, and whiteness are difficult to see are clear. The key differences between celebrating diversity and antiracist education are clearly explained. Suggestions for immediate changes that can be made in classrooms at the school are present.

Definitions of and explanations of how oppression, privilege, and whiteness are difficult to see are thoroughly explored. The key differences between celebrating diversity and antiracist education are comprehensively explained. Suggestions for immediate changes that can be made in classrooms at the school are present.

Consideration of Perspectives of Diverse Cultures, Traditions, and Worldviews when Interacting with People, Texts, and Ideas

20%

No submission.

Examples of how social groups are represented in popular culture are explored. A video from the 60th anniversary of Brown and bullet pointed talking points for an interactive discussion on the video are explained. Common misconceptions about racism are present.

Examples of how social groups are represented in popular culture are generally explored. A video from the 60th anniversary of Brown and bullet pointed talking points for an interactive discussion on the video are generally explained. Common misconceptions about racism are present.

Examples of how social groups are represented in popular culture are clearly explored. A video from The 60th anniversary of Brown and bullet pointed talking points for an interactive discussion on the video you chose are clearly explained. Common misconceptions about racism are present.

Examples of how social groups are represented in popular culture are thoroughly explored. A video from 60th anniversary of Brown is selected and bullet pointed talking points for an interactive discussion on the video are comprehensively explained. Common misconceptions about racism are present.

Thesis Development and Purpose

6%

No submission.

Thesis and/or main claim are insufficiently developed and/or vague; purpose is not clear.

Thesis and/or main claim are apparent and appropriate to purpose.

Thesis and/or main claim are clear and forecast the development of the paper. It is descriptive and reflective of the arguments and appropriate to the purpose.

Thesis and/or main claim are comprehensive; contained within the thesis is the essence of the paper. Thesis statement makes the purpose of the paper clear.

Paragraph Development and Transitions

6%

No submission.

Some paragraphs and transitions may lack logical progression of ideas, unity, coherence, and/or cohesiveness. Some degree of organization is evident.

Paragraphs are generally competent, but ideas may show some inconsistency in organization and/or in their relationships to each other.

A logical progression of ideas between paragraphs is apparent. Paragraphs exhibit a unity, coherence, and cohesiveness. Topic sentences and concluding remarks are appropriate to purpose.

There is a sophisticated construction of paragraphs and transitions. Ideas progress and relate to each other. Paragraph and transition construction guide the reader. Paragraph structure is seamless.

Mechanics of Writing (includes spelling, punctuation, grammar, language use)

5%

No submission.

Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register) and/or word choice are present. Sentence structure is correct but not varied.

Some mechanical errors or typos are present, but are not overly distracting to the reader. Correct and varied sentence structure and audience-appropriate language are employed.

Prose is largely free of mechanical errors, although a few may be present. The writer uses a variety of effective sentence structures and figures of speech.

Writer is clearly in command of standard, written, academic English.

Paper Format (use of appropriate style for the major and assignment)

1%

No submission.

Appropriate template is used, but some elements are missing or mistaken; lack of control with formatting is apparent.

Appropriate template is used, and formatting is correct, although some minor errors may be present.

Appropriate template is fully used; There are virtually no errors in formatting style.

All format elements are correct.

Research Citations (in-text citations for paraphrasing and direct quotes, and references page listing and formatting, as appropriate to assignment and style)

2%

No submission.

References page is present, but citations are inconsistently used.

References page is included. Sources are appropriately documented, although some errors may be present.

References page is present and fully inclusive of all cited sources. Documentation is appropriate and citation style is usually correct.

In-text citations and a references page are complete. The documentation of cited sources is free of errors