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Multicultural Learning Modules: During the 2003-2004 academic
year, the Multicultural Equity Council and the Learning Outcomes
Committee sponsored a project in which faculty from across the
disciplines were invited to design modules that integrated
multiculturalism and that could be adapted by other instructors for use
in a variety of classes. The following are the modules that emerged from
that project. They are designed for all faculty to use a reference
and/or to adapt for their own courses.
Teaching in and Understanding
Diverse Classrooms
Major Authors: A Study in Multiculturalism
The Diversity Kit
Bad Sistas: Black
Women Rappers and Sexual Politics in Rap Music
The Harlem
Renaissance: A Time of Great Hope and Endless Possibilities
What is Terrorism?
Beginning to Understand the Language and
Social Constructions of Gender and Sexuality
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Teaching in and Understanding Diverse Classrooms
Phil Ray Jack
Greenriver’s classrooms are becoming increasingly diverse as more
international students are attracted to American classrooms. This
provides opportunities for discovery and promoting understanding, but
it also creates complex issues. How does one teach a class so that it
is challenging for those who are familiar with the language and
culture without leaving English Language Learners behind? How can an
instructor create an environment where a student feels safe to express
themselves and share information about their cultures when the
students are feeling insecure about their grades? This module offers
suggestions for teaching that can be used in any classroom to meet the
diverse needs of the students and includes sample assignments for
math, business, and writing courses.
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Major Authors: A Study in Multiculturalism
Julie Moore and Elizabeth Brownell
This assignment asks
students to write a paper in which they will select a minority author,
study one of this author’s primary texts (poetry, short fiction,
essay, film, speech, or play) and then compare or contrast this
primary text to one of three things: a social condition related to
multiculturalism (racial discrimination, identity issues, etc.), a
historical event related to multiculturalism, or another primary text
by a minority author in which multiculturalism is central. In
addition, students will complete a Reflective Writer’s Memo as a final
step to this paper. This module has two options, one geared towards
students at an English 110 level and another geared towards students
at an English 111, 112, 113 level. The assignment was developed so
that it could be applied in a variety of disciplines, from social
sciences to humanities, and bibliographies are attached to help
faculty across the disciplines integrate texts that would help their
students complete this paper assignment.
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The Diversity Kit
Diana Mamerto Holz and Candy Benteu
This “kit” provides tools that may support faculty in introducing
diversity activities into their classroom instruction. It includes
the following items:
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A notebook of icebreakers and mini lessons that
can be used in any discipline
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Two short video tapes on "Talking about Race"
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A teaching manual to supplement the video tapes
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A classroom guide to cross-cultural understanding
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A book of affirmations, quotes, and ideas to
spark our awareness.
In addition, we have included a cloth that can be
used as a table covering to set the tone for your classroom or
workshop. We have found that a rich fabric can “soften” the feel of a
room. A maraca is included as a prop that can be used to get the
attention of the students. We sometimes break students into small
groups and then shake the “rattle” when it is time to come together
for discussion.
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Bad Sistas: Black
Women Rappers and Sexual Politics in Rap Music
Jennifer Whetham
This module takes both its name and its structure
from an essay by Tricia Rose: the course will center around the three
central themes Rose claims are predominant in the works of black
female rappers:
The content of the course involves feminist
readings of hip hop texts (movies, music videos, and rap songs)
through scholarly texts, informal student writing, and class
discussions. The capstone of the three week module is a presentation
by each student: either a formal essay or a creative project designed
by the students, either alone or in groups. The three week module will
lead students to discover and investigate the patriarchal discourses
female and male rappers operate in, and specifically focus on how
female rappers both enter into conversation with and against male
rappers. The materials this module provides could be used by both the
English Division and the Humanities Division—in an English course, a
philosophy course, or a speech and rhetoric course.
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The Harlem
Renaissance: A Time of Great Hope and Endless Possibilities
Brad Johnson
The Harlem Renaissance learning module explores
the spiritual and artistic awakening of the “Negro” brought about by
various social and economic forces, resulting in one of the richest,
most vibrant artistic eras of the early 20th century, while
recognizing that its legacy has influences in today’s music,
literature, the arts, and scholarship. The activities and resources
allow this module to be used in the K-12 classrooms and post-secondary
schools. This particular module will be a 6-8 day unit. Various
programs and divisions at Green River can utilize these materials,
namely Project Teach, Early Childhood Education, the Social Sciences,
the Humanities, and English. Courses where this may be used include
art, speech, philosophy, history, political science, social science,
and music classes, to name some. Student activities/assignments for
this module include maintaining daily journals; taking quizzes on
novel, film, and lectures; sharing written responses to the visual
arts presentation; participating in literature-based seminars,
class discussions, and reading journal assignments; and collaborating
on a final 3-5 page written project.
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What is Terrorism?
Lisa Trujillo
In this module/lesson, students work to define
terrorism and then apply the definition to world events. The
materials come from “Rethinking Schools” (Bill Bigelow) and Michael
Moore’s Bowling for Columbine curriculum; in addition,
there are two articles provided which will complement/supplement.
This lesson has thus far been used at GRCC in an HSC Civics class and
in both levels of reading classes. It is well-suited or adaptable for
social science courses--history, political science, sociology,
philosophy—as well as many writing courses (ENGL 100, 110, 112, for
example.)
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Beginning to Understand the Language and
Social Constructions of Gender and Sexuality
Lisa Trujillo
This Module has two
parts—you can do either one or both. This module addresses Examining
Diversity--Competencies 2, 3, 4.
This is
a pretty “safe” lesson/s as far as issues of sexual orientation/gender
identity are concerned. It is all fairly informational and, for the
most part, stays away from the “it’s right or wrong” discussion. In the
first part, students will be starting with gender roles and how they are
transmitted. Students usually have a good time with the activities.
The article is quite useful, and there is a short quiz provided for it.
The second part involves learning about the terms used in discussing
gender and sexual orientation. The videos address homophobia and gay
bashing, and the DVD interviews can be borrowed from Lisa Trujillo
(x4200) if there are other aspects of the issue that instructors would
like to address. This lesson could be used in writing courses, gender
studies courses, sociology, psychology, and reading, among others.
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