1) how you learn well, how the assignment fits your learning style,
2) what you could have done differently to improve your performance and learning on the assignment. The process also includes
3) how you will apply knowledge (to your future teaching and learning career):
Content: e.g. new information, new approaches to learning, etc. (3 points)
Skills & Processes: e.g. time management, report writing, organization, technical skills, etc. (3 points)
How has this assignment helped you examine and modify cultural biases that can affect your future teaching practice (4 points)
For this class you will write these thoughts down as reflections/meta-analysis and turn them in with your assignments. Meta-analysis can not be done in a few minutes. You need to allow sufficient time to really THINK about your learning experience INSTRUCTION SHEET: IMMIGRANT ANCESTORS & CULTURE REPORT(50 points)
Make a list of all the ethnicities/nationalities/religions/races you can find in your background. (5 points)
Follow the guidelines on the worksheet (NEXT PAGE). Do five worksheets, one per ancestor. (25 points)
Remember to include a meta-analysis, minimum one-page. (20 points)
Note: You may use Daniels’, Coming to America, encyclopedias, and other reliable sources if you need a reference on languages spoken, religions, or why and when certain ethnic/religious groups came.
Alternative Assignment #1 : Complete the list on you but do the 5 worksheets on five immigrants you interview (#9 must be detailed) or on the ancestors of a friend or your spouse. Alternative Assignment #2 : Complete the list on you but do the 5 worksheets on a set of ‘‘ancestors’’ I assign you by using Roger Daniels’ Coming to America and other references. You must send an email request for the ancestor set at least two weeks prior to the assignment due date.
See Course Outline for due date.
Print a copy of this worksheet to fill in for each immigrant ancestor (minimum 5). Use ONLY the immigrant (or earliest known) ancestor you can trace for a particular line. For example if your maternal great-grandfather is an immigrant ancestor, then do not use his descendants. Aunts, uncles, and cousins are not ancestors. Include ancestors from both sides of your family if possible. You MUST answer #9 to receive full credit. Use Roger Daniels’ Coming to America, encyclopedias, and other reliable sources for information on probable languages, ethnic immigration history, probable religions, etc. If you don’t know something, look it up!
Name of ancestor____________________________
Specific relationship of ancestor to you/your friend (include side of family) __________________________ If this is not your ancestor, write whose ancestor it is here ________________________________________
Ethnicity/nationality of ancestor_______________________
Date (or approximation) of when the ancestor arrived in what is now the USA________________________
Religion (or best source-based estimate-cite source) of ancestor________________________
Racial grouping (check one)
___Caucasian (western Asian, European, some north African, native Australian, Indian sub-continent,
___Mongoloid (North & South American Native, eastern Asian, Pacific island origins)
___Negroid (most sub-Saharan African origins)
Language spoken upon arrival to what is now the USA (or by tribe)________________________________
Voluntary and involuntary status, check all that apply:
____ opportunity/voluntary (economic opportunity, religious freedom, refugee, voluntary indentureship)
____ enslaved/involuntary (some Native Americans, many Africans, involuntary indentureship)
____ conquered/subjugated/involuntary (Native American, some Mexicans, Native Alaskans, Hawaiians,
Puerto Rican, Guyanese)
9) Challenges encountered, contributions made, government help (including homestead land, land grants, etc.) this ancestor received as an immigrant or cultural/linguistic minority and other pertinent information._________
Objective: Students will complete a cross-cultural experience that will increase their empathy for cultures different from theirs and practice their observation skills. The experience will be followed by a written report to demonstrate their observation skills and practice writing skills, and a meta-analysis to practice reflection on applications to teaching and learning.
Instructions: All students will complete only one Cross-Cultural Experience during the semester. Assignments correspond to topic headings in the Course Outline. The selected experience must be completed and the report/meta analysis submitted by the date that corresponds to the due date indicated in the COURSE OUTLINE. The Cross-Cultural Experience must be done during this semester: reports on previous experiences will not be accepted. For the completed Cross-Cultural Experience:
Email proposal (which assignment you will do and briefly how you will accomplish it) to Dr. Fregeau at least two class meetings prior to due date to get written permission to proceed (submit this permission with your report). This must be an experience you have not yet had. (5 points),
submit a short objective report (not a critique or opinion paper) on the experience and the information you learned (minimum 20 lines). Be sure to include how the information was acquired (20 points) and,
meta-analysis on your experience (20 lines minimum) See Meta-Analysis Instruction Sheet. (20 points)
You will contribute a brief summary of your experience during the appropriate class discussion as time permits. (5 points)
Your grade will be based on multicultural appropriateness, accuracy and detail of summary, and thoughtfulness and completeness of reflection/meta-analysis.
Below is a list of Experiences from which you may choose. Due dates correspond to when we cover the related topic in class and are in the EDF 315 Course Outline: #1. Visit a low income/poverty neighborhood & the school local students attend. Possible neighborhoods include Crichton, DIP, dirt roads off Howell's Ferry Rd., Old Pascagoula Rd. near Tillman's Corner, Hillsdale Heights (off Cody Road), Alabama Village (Prichard), Gulf Village (Prichard), and Chickasaw Housing (Chickasaw).
#2. Attend a cultural event of a different race/ethnicity than your own. Talk to a group member about the culture.
#3. Attend the meeting/activity of an exclusively women’s/men’s group OR do an activity “normally” done by the opposite sex.
#4. Attend an event held in a language you do not speak/understand (no movies or performances).
#5. Spend part of a day at home with a family/person whose a) race, b) language, c) religion, d) disability, or e) sexual orientation you are not familiar with. May not be with a friend/relative. These experiences have various Due Dates. #6. Attend the service of a faith about which you are uninformed.
#7. Attend an ASD meeting/social or a PFLAG meeting.
#8. Interview a former/current gang member (interview must be in person).
#9. Participate in a cultural event that is not listed in #1-#8 above (e.g. International Festival, Greek Fest, International Student organization event, Africatown Celebration, etc.)
INSTRUCTION SHEET: CURRENT RESEARCH ISSUE & HANDOUT(50 points total)
Objective: Students will learn to use electronic databases to locate primary research-based information that will increase their knowledge of course topics. They will then practice their classroom oral and written presentation skills. Students will practice audio visual or computer technology skills in their presentations.
Instructions: Select a topic (one for the course) from the bold small capitals topics list provided under each day in the EDF 315 COURSE OUTLINE. Find an empirical1 or historiographic research article that provides current information (1997+) on the topic. Do not use any of the readings given by the instructor as your empirical/historiographic article. Be prepared on the due date to:
a) Present a brief summary (5-10 minutes) of the highlights of the article to the class (appropriate for multiple learning styles, you must include audio-visuals, a guest speaker, or PowerPoint3),
b) Ask a question or make a statement to initiate a discussion and lead that discussion, and
c) Be prepared to answer questions. (25 points)
Prepare a 1-page summary of the article (including complete reference2 information) and provide a copy for each class member/2 for the instructor at the time of presentation; your question must be on your handout. Provide a copy of the empirical article for the instructor. (25 points)
1 Empirical or historiographic research article means it is the peer reviewed publication of a researcher’s own research in a professional journal or book. 2 Must include all the components of a reference as illustrated below. Each reference includes author’s name; year of publication; title of article, and name of journal. Web site addresses may be included but cannot substitute for the complete reference information!
Gibson, M. (1987). The school performance of immigrant students: A comparative view. Anthropology and Education Weekly, 7(4), 7-18.
3PowerPoint presentations may be NO MORE than 5 slides. Slides may not contain cut and pasted text from the article. YOUR TOPIC ______________________________________________ DUE DATE________________
INSTRUCTION SHEET: DIFFERENT CULTURE INTERVIEW & REPORT (50 points)