Continue to Section 2: Alignment Criteria (p. 172)
I would like to know more about how the point values are determined or where a rubric can be found.
14 Matching Annotations
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Begin with Section 1: Non-Negotiable Alignment Criteria (p. 162
I wonder when "evidence" is mentioned, if it refers to the comparison between lesson materials and CCSS standards.
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the harmful effects of neglecting Black history and civilization on the thinking and self-esteem of African-Amer
During my experience as a student in world history, the entire was spent on European civilizations. The history textbook my site currently uses is from 2006 and the bias towards European civilizations is clear; over half of the textbook references European history in great detail. I am shocked that the same concerns that Woodson shared with content are still relevant today. -Alejandro Zamorano
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Although separate Black public schools in the South had African-Amer- ican teachers and administrators, their schools boards, curricula, and text- books were White controlled and do
It is surprising that the same issues found in segregated schools in the early 19th century can still occur in the 21st century with culturally biased curriculum. -Alejandro Zamorano
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and another swing to- ward segregation toda
I would like to know more about the swing towards segregation today and where this trend can be seen.
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rocess, (c) prejudice reduc- tio
Growing up, many kids would often see prejudice as a funny way to make fun of others. I am proud to notice that when a student engages in prejudiced behavior, the vast majority of students will condemn the behavior and remind the student that that behavior is not tolerated. This awareness of students will help to build an empowering school culture.
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r goal of multicultural education, as stated by specialists in the field, is to reform the school and other educational institutions so that students from diverse racial, ethnic, and social-class groups will expe- rience educational equ
When discussing multi cultural education, many of my colleagues will define it in different ways. This explanation of the main goal of multi cultural education is clear and concise.
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tremendous gap between theory and practice
According to Gay, there is a gap between theory and practice in the field. I wonder if this gap between theory and practice exists in other studies on education.
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development of a more democratic society, it is not clear whether making advances along one dimension will necessarily further progress on the other.
According to this statement, it appears as if both participatory and justice-oriented citizenship need to be developed separately. If done correctly, both programs will result in a more democratic society. I wonder how students would develop these two forms of citizenship. Would this learning take place in two separate electives or perhaps in an after school club? -Alejandro Zamorano
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ocus on loyalty or obedience (common components of character education as well) works against the kind of critical reflection and action many assume are essential in a democratic society
As an educator, I should keep this difference in mind, especially when disciplining a student. I am happy to see education move away from punitive punishments which can demand obedience. The restorative justice approach focuses more on critical reflection and taking action to solve the problem.
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eaders in a democracy if their young citizens learned the lessons put forward by many of the proponents of personally responsible citizenship: don’t do drugs; show up to school; show up to work; give blood; help others during a flood; recycle; pick up litter; clean up a park; treat old people with respect.
I found this sentence to be both enlightening and shocking. Growing up, there was always the assumption that being a law abiding citizen can only take place in a democracy. I often forget that even in totalitarian nations such as North Korea, children are taught similar lessons on being a good citizen.
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less likely to emphasize the need for charity and volunteerism as ends in themselves and more likely to teach about social movements and how to effect systemic change
When discussing how to make positive change with my students, actions such as volunteering and participating are always mentioned. It seems like discussing the causes of current issues are often oversimplified or overlooked. -Alejandro Zamorano
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Connolly (1983) has argued, conceptions of democracy and citizenship have been and will likely always be debated – no single formulation will triumph.
This passage reminds me of the bipartisanship currently taking place in the US. I am interested to see how this article will describe the disagreements that also occur in education. -Alejandro Zamorano
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Proponents of this vision emphasize preparing students to engage in collective, community-based efforts. Educational programs designed to support the development of participatory citizens focus on teaching students about how government and community based organizations work and about the importance of planning and participating in organized efforts to care for those in need, for example, or in efforts to guide school policies. Skills associated with such collective endeavors–such as how to run a meeting–are also viewed as important (Newmann, 1975; also see Verba, at al., 1995 for an empirical analysis of the importance of such skills and activities).
As a former ASB activities director, the student leadership culture is a great example of the participatory citizen. While working with my site's ASB, skills on running a meeting and making decisions were definitely taught. A major challenge that my students always faced was how to get the entire student body engaged in campus events and participation. -Alejandro Zamorano
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