Chadron State College
MWF 9:00 am
TR 9:00 am
Ms. Kathy A. Peters
1601 E. 27
3pm except when teaching, traveling, or supervising teacher
interns AND by appointment
es the i
nfluence of human relationships upon learning, growth and development, including an
examination of significant problems in education as they relate to multi
ethnic students. Emphasis will be placed on
the development on interpersonal skills, class
room climate, and in meeting the emotional needs of
as part of
(General Catalog 2011
Tiedt, Pamela L. & Iris
M. Tiedt (2010
Multicultural Teaching 8
Allyn & Bacon.
L. & Redman, Angela R., (20
A Casebook for Exploring Diversity 4
Be admitted to the professional year.
personal copy of the above text
Read and discuss the text
th a small group of peers in presenting
Participate in 2
children’s literature for bias and racism.
Attend all class meetings.
The Visionary Leader Model
Chadron State College’s Teacher
Education Program is designed to produce Visionary Leaders. Visionary
Leaders inherit our profession’s quintessential traditions and tools, and are made aware of the best contemporary
educational research and developments. We bequeath a vital educationa
one that honors both tradition
to our students.
The Visionary Leader model is depicted by three interlocking circles, each representing an interrelated area of
the curriculum: General Studies, Specialty Studies, and Professiona
l Studies. One circle, professional studies,
consists of six components that make up the conceptual framework for the Education Unit. These components
Human Relations and Diversity
These six areas constitute the conceptual framework for the professional preparation programs at Chadron
State College. All six components are interwoven throughout the professional preparation programs.
The Teacher Education Unit has identified six (6) broad student learning outcomes that are expected of all
program completers. Each student learning outcome is a reflection of one of the following six components of
the Unit’s conceptual
framework “Developing Visionary Leaders”:
Each of the six broad student learning outcomes are assed at various intervals (gateways) througho
teacher education program. (These six components are also used to organize and define the Unit’s
dispositions, as described in our conceptual framework document. The six expected student learning outcomes
are as follows:
Upon completion of the CSC
teacher education program, candidates will be able to
promote activities that elicit critical thought, beyond recall and comprehension. (Thinking Skills)
develop and maintain a physically inclusive and emotionally safe classroom environment conducive to
effective learning that encourages student concerns, embraces elements of diversity, and exhibits an
understanding of child growth and development. (Human Relations)
design and assess learning activities (with sequential goals and objectives), utilizing a
measures to make instructional and/or curricular decisions. (Assessment)
demonstrate and promote effective communication skills (with students and adults), while respecting
diversity and engaging students in the learning enterprise through motiv
ation and constructive learning
plan and deliver teaching
learning activities that are consistent with identified learning objectives and
ability level of students while using a variety of instructional methodologies/strateg
ies to prescribe for
individual differences. (Methodology
demonstrate conduct befitting a professional educator to include the following dispositions: regular
reflection, positive ethical behavior, respectful and attentive attitude, effec
management skills, appropriate knowledge of subject matter, and professional leadership.
Student and Teacher Candidate Learning Outcomes:
The SPECIFIC learning outcomes for
student and teach
er candidates are to be able
scribe how events which have shaped our lives influence our feelings and
escribe the impact biases have on interpersonal relationships
ranslate knowledge of human relations into skills, dispositions and t
echniques which result in
favorable experiences for students
ecognize the ways in which dehumanizing biases may be reflected in
instructional materials by
critiquing selected children's literature and by sharing samples of appropriate children's lit
during a Children's Literature Book Share
evelop skills to effectively use technology to enhance the lea
rning of diverse
escribe how family and community influence individuals
iscuss communication techniques to effec
tively work with parents of diverse backgrounds and
emonstrate cooperative skills when working with peers by co
articipate in two
which will include a visit to a diverse school and
adapt lessons that will address multicultural issues, societal problems prejudice
disability awareness in
appropriate manner in a classroom
Method(s) of Instruction:
, and reflection
ding and study
on chapter presentations
individual and group presentations
cooperative learning groups
TENTATIVE SCHEDULE OF TOPICS/ACTIVITIES
s section is at
Grading will be b
ased upon preparation and on time
presentation of written ass
Points will be assigned and criteria given to candidates in advance of the due dates.
grade for this class must be at least a "C".
A student must actively participate in the instructional process.
reading assigned material prior to class, participating in class discussions
and multicultural trips
, and b
active member in group work within the class.
Attendance during class sessions is essential to ALL
Additional information is presented in each class which is n
ot in the textbook A
affect a student's grade. If you ar
rive late or leave early, you are missing important class time. All students
are expected to stay for the entire scheduled instructional time.
Assignment Due Dates
Assignments are due on the date
given by the instructor
ed in after the
e date will be considered late
points will be deducted
per day that it is late
circumstances occur, discussion with the instructor is necessary.
Because you are a professional, s
should contact the ins
tructor by phone, voic
, or e
mail regarding any absences.
Professional quality work is expected.
All assignments must be typed, doubl
have a heading
, be free of typos, and be grammatically correct.
Points earned by each candidate for assignme
nts will be calculated and translated into a percentage grade to
determine final grades for the class.
Education Unit Conceptual Framework:
This course supp
orts the conceptual framewor
eveloping as Visionary Leaders for Lifelong Learning, through the
will be at the forefront for human relations development.
This course will address
and give opportunities to grow communication skills.
ffective teachers must demonstrate professional
all of their school
relations and diversity.
opportunities to practice
experienced in this class
his is an important aspect of human relations for teachers. One
ake sure their
assessments are free from bias. Teachers and students will also want to self
assess themselves on
s they use to work with others.
, professionalism, and be b
free towards others
variety of methods will be explored for working with and reaching others
will also be
used to enhance communication and transfer information.
Student or Teacher Candidate Behavior:
Students and teacher candidates are expected to conduct themselves in conformity with the
highest standards wit
h regard to academic honesty. Violation of college, state, or federal standards with regard to
plagiarism, cheating, or falsification of official records will not be tolerated. Students and teacher candidates violating
such standards will be subject to di
scipline, as per campus policies articulated in the
request a copy of the
from the Vice President for Enrollment Management and Student Services
(Crites 336, 432
The College assumes th
at students and teacher candidates will seek to profit from the
instructional program and will recognize the importance of attending every class meeting of courses for which credit is
expected. Responsibility for notifying faculty of absences and for arra
nging potential make
up rests with the
Attendance is mandatory during the Professional Semester. Should a candidate need to be
absent or late, the instructor
must be notified. Missing c
lass for a job is not allowed. Your
the credential file are based upon professional behavior during this semester.
Civil behavior enhances the academic setting, and is expected at all times.
urtesy and respect for
others are essential elements of the academic culture.
demic environment welcomes a difference of
opinion, discourse, and debate within a civil environment.
Nondiscrimination Policy/Equal Educational Opportunity Policy:
Chadron State College is committed to an affirmative action program to encourage admissio
n of minority and female
students and to provide procedures which will assure equal treatment of all
The College is committed to
creating an environment for all students that is consistent with nondiscriminatory policy. To that end, it is the p
of Chadron State College to administer its academic employment programs and related supporting services in a
manner which does not discriminate on the basis of gender, race, color, national origin, age, religion, disability, or
ent requests for reasonable accommodations based upon documented disabilities should be
presented within the first two weeks of the semester or within two weeks of the diagnosis, to the Disabilitie
6461; CRITES 10
ate College aspires to create a safe and diversity sensitive learning environment that respects the rights,
dignity, and welfare of students, faculty, and staff. Diversity includes the fair representation of all groups of
individuals, the inclusion of min
ority perspectives and voices, and appreciation of different cultural and socioeconomic
group practices. We aspire to foster and maintain an atmosphere that is free from discrimination, harassment,
exploitation, or intimidation. Courses will strive to pr
ovide opportunity for all students to discuss issues of diversity
including, but not limited to, ethnicity, gender, disability, and sexual orientation.
Intellectual Real Estate / Copyright Notice:
Reproduction of copyrighted material is governed by Copyr
ight Law of the United States (Title 17, United States
Code). Under conditions of this law, students may copy materials for research or scholarship purposes as long as the
copyright holder is cited. In teaching situations, parts of copyrighted material
may be used under the ‘fair use’
guidelines, but only once, and the copyright holder must be cited. Unauthorized use may be liable for copyright
Use of Technology:
Students are encouraged to use the technical resources provided in Chadron S
tate College facilities to support,
enhance, and expand their learning activities. Chadron State College recognizes that learning is a unique human
endeavor best achieved through the interactions of instructors and students. Technology is best used when
supports and enhances teacher
student as well as student
This syllabus and schedule are articulated as an expectation of class topics, learning activities, and expected student
learning. However, the instructor
reserves the right to make changes in this schedule that, within his/her professional
judgment would result in enhanced or more effective learning on the part of the students. These modifications will
not substantially change the intent or objectives of t
his course and will be done within the policies and procedures of
Chadron State College.
SCHEDULE OF TOPICS/ACTIVITIES
We will be taking 2 multicultural trips.
These trips will also be
counted as class time. (
on your schedule from
the Block Team. I’ll announce the exact d
ates of these trips a.s.a.p.)
Thanks in advance for your flexibility with this schedule!
Some Wednesdays from noon
1pm we’ll have PDWs
as part of the E
lementary Block Requirement
Tues., Jan. 10: NO CLASS!
Check Sakai for Children’
Share Assignment. These will be presented in class Jan. 24!
Tues., Jan. 24
Bring your laptop if you have one!
, info card
Share our personal cultural backgrounds.
hat causes poor human relations.
Discuss how events which have shaped our lives influence our feelings
with other people.
how family and community influenc
Research your hometown school website
Explore Disability, Prejudice, and Poverty Issues
External Socioeconomic factors that affect learning (p. 344+ in
Socioeconomic Status & Poverty
A Framework for
by Ruby Payne
Present Children’s Literature Book Share
to a small group
(Your peers will
assess/provide feedback to you as well)
ways in which dehumanizing biases may be reflected in
instructional materials by
Discussion Participation Points Collected
Goal of Multicultural Education? (List top 3
resource in folder
study discussion from
A Casebook for Exploring Diversity
Assign & Schedule g
r Chapter Presentations
explore p. 6
A Casebook for Exploring Diversity
look ahead at schedule
presentation will be
you’ll cover the 2+ opposing viewpoints
. This will
to a small gro
ect Cooperative Learning Groups
complete activity on pg. 35; share results
this is a Cooperative Learning Strategy
divide Ch. 2 information
become the “expert” on this section, &
present to the class
Tues., Feb. 7: (9
Bring a laptop if you have one!
5, 6, 7
Casebook for Exploring Diversity
will present to small groups
REFLECTION to share with whole group.
Your peers will also be
Discuss ways to communicate with parents from different multicultural backgrounds
What to expect/look for on
pation Points Collected
cuss Ch. 11 in
(external socioeconomic factors that affect learning)
Complete pg. 71 cooperative learning group activity
urn in a
ctivity; use rubric
a copy will be provided
teaching strategies: pg. 89+
Wed., Feb. 8: (
Multicultural Trips &
. Explore Ch. 4
Cooperative Learning Activity
Reflecting on your multicultural c
ompetency at this time…. Pg. 371
. Guest Speaker
Discussion Participation Points Collected
biggest “aha” moment
what are you
ooking forward to on the 2 multicultural trips
NO CLASS MTG…. Multicultural Final Project Due!
Submit via Sakai.
Date TBA: 2 Multicultural Trip Reflection Papers:
See Sakai for details
after your 2 trips
May 2 & 3:
; FINALS WEEK
tay tuned for finals week
Elementary Block Lessons
A Casebook for Exploring Diversity
’s Literature Book Share
Use picture books as
to introduce children to
multicultural and diversity issues by reviewing selected children’s literature. Bring ONE book to class to
re which could be used to discourage bias and racism
an opportunity to learn about
ther culture or
a societal problem
Multicultural Trip & Reflection Paper
personal reflection paper
on both trips
Submit via Sakai;
X 2 papers = 6
email and Sakai about the due dates for these 2 papers.
Cooperative Learning Activity:
; Point Value:
Ongoing; Point Value:
group lesson that focuses on Multicultural or Diversity or Prejudice Prevention.
Make it appropriate for a public elementary
or middle school
Point Value: 2
Present, but did not
Listened and added
ed, added their
ideas and expanded
on or asked questions
based on information
Participation points will be collected during classroom discussions.
s Literature Book
books as motivation to introduce children to multicultural and
diversity issues by reviewing selected
book to class to share
which could be used to discourage bias and racism
providing an opportunity to
another culture or addresses a societal problem effecting students.
Students will summarize
one children’s literature book in class
al presentation was within the 10
why the book was ch
osen and what biases or social issue(s) it addresses.
Explore 2+ follow
up activities you’d use
to further explore these issues.
list 3+ questions you’d ask to guide the discussion
ource for this activity.
and author of your book
Identify the Grade
level(s) that this book could be used with
Multicultural Presentation Assessment
(Had a “hook”
caught the audience’s attention
Body of Lesson
& showed differing points of view
knowledge & understanding of information
oup members were involved in presenting
* Showed positive b
and an interest toward your presentation & all students
* Contained a closing or summary that summarized the lesson
Utilized both textbook resources and
4. Actively engaged students
Responded professionally to students’ questions and comments
* Posed questions that extended learning and kept the lesson “moving forward”
Was within the 1
5 allowed minutes
Presentation was presented in a way that displayed the culture in a positive light
bias. A student of
that culture(s) would be comfortable sitt
Reflective Teaching… Complete the following &
submit via Sakai WI
48 hours of your
regarding this lesson plan.
These items went well when my group taught this lesson…
* If I taught this lesson again, I would change…
* The students were/weren’t
actively engaged in this lesson.
* I noticed… during the lesson.
TOTAL ______/ 1
Rubric for Final Project
Purpose of Assignment: This assignment will encourage students to reflect and prepare
at could be used with public school
students to foster an appreciation of the diverse cultures in the United States, to prevent hate/prejudice in the classroom,
multicultural education, and to understand various societal problems.
CONCEPT reflected Prejudice Prevention
focused on Multicultural
ined a "hook"
BODY OF LESSON (create
detailed list of steps
you’d use in
PARENTAL COMMUNICATION (explained 2+ strategies describing how to communicat
parents & adults from varying backgrounds):
MULTIPLE INTELLIGENCE(S) ADDRESSED:
TECHNOLOGY (identified 1+ technology resource that would extend learning on t
(be specific here: oral evaluation?, checklist?, journal?, etc. How many points would you assign
Cooperating Learning Assessment
Name and Job for each Group Member
CIRCLE YOUR NAME
** Rank each
of these on a score from 1 to 10
. 1 is
did not attemp
is exceeded expectation!
Each group member contributed
their share of the task
I contributed to the task.
Other group members were respectful.
I was respectful to other group members.
We completed the tas
Multicultural Trip Reflection Paper
(This Rubric will be used for
Pine Ridge Trip
After returning from the Multicultural trip,
rite a personal reflection
Describe what you saw
Describe what you
Describe what you
Describe what you
+ pages, double
, and had a heading
3+ specific ways
how observing this environment will impact your
First specific idea:
professional quality work (is
from typos and grammar errors
Submitted 2+ comments on the forum
after returning from the trip
(includes 1+ post and 1+ response to someo
ne else’s post)
INTERNET PUBLIC LIBRARY YOUTH DIVISION
FAMILY EDUCATION NETWORK: A PARENTING
& EDUCATION RESOURCE
LIBRARY OF CONGRESS
NATIONAL DISSSEMINATION CENTER FOR CHILDREN WITH DISABILITIES
COUNCIL FOR EXCE
Excellent children’s literature site
U.S. CENSUS BUREAU
NATIONAL ASSOCIATION FOR EDUCATION OF YOUNG CHILDREN
IONAL CENTER FOR FAMILY LITERACY
U.S. DEPARTMENT OF EDUCATION
THE HISTORY NET
(Contains detailed data on every country in the world)
OFFICIAL HOMEPAGES OF THE 50
NATIVE AMERICAN RESOURCES
sites on culture, history, language, ed