New York University
Steinhardt School of Culture, Education and Human Development
Department of Teaching and Learning
Childhood Undergraduate Program
Fall 2014 – Syllabus – CHDED-UE 1142 sections 002
Multicultural Perspectives on Social Studying and Curriculum Design
Wednesdays: 4:55pm- 7:25pm
Cynthia R. Copeland
239 Greene Street, 6th Floor
[email protected]
646-331-6102/ Office hours by
appointment
Section 002
Meet in building 25 W 4th, Room C-4
Overview of Courses in the Undergraduate Childhood Program
Your journey to becoming an elementary teacher intensifies in your Junior and Senior year. The methods
courses you are now taking in your Childhood/ Childhood Special Education Program are all connected.
The coursework and assignments are designed to help you deepen your thinking about: yourself in your
evolving role as a teacher; the students you will teach; and, the content to be taught to them. As you learn
the pedagogy of teaching, you will engage in a variety of assignments and class activities. You will do
individual as well as small group work and show evidence of mastery of that work through such measures as
writing reflection papers, conducting case or child studies, participating in class discussions and
presentations, posting Wikispaces responses, developing lesson plans, adapting and designing curricula,
creating final group projects or taking final exams, and/or creating brochures that explain concepts you have
learned. Instructors throughout the Childhood/Special Education program make every effort to coordinate
the assignments and their due dates.
In the junior year, a theme across your courses is the role of assessment in teaching and learning. In each of
your fall courses – Math, Literacy, Integrated Arts in Childhood, Special Education and Integrated Seminar –
you will explore that theme from varied perspectives.
In the senior year, themes across your courses are an ongoing process of reflection on personal philosophy
and commitment to equitable education as well as (b) the integration and adaptability of the content taught
in the elementary school to meet the needs of diverse learners. In each of your fall courses – Integrating
Seminar, Special Education, Integrated Curricula in Social Studies, Multicultural Education & Curriculum
Design – you will explore those themes from varied perspectives.
An experience that bridges your Junior and Senior Year is the ongoing development of your professional
teaching portfolio. By integrating educational theory and classroom practice, your coursework will enable
you to develop critical skills and understandings necessary to becoming a teacher.
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Fall 2014 – CHDED-1142
Purpose/Description of the Course
CHDED-UE 1142 will provide an introduction to the foundations of multicultural, culturally relevant
education, with particular attention to its implications in the area of Social Studies. We will examine issues of
historical and current inequities in our schools and society. The course is designed to explore dimensions of
identity and diversity, as well as concepts of prejudice, discrimination and racism. It introduces the theory
and skills necessary for successful culturally responsive teaching and establishes the basis for planning
integrative, social studies curricula that are inclusive of all voices and perspectives, and which prepare
students to be agents of change in their own lives and education. The course is intended to model a broad
variety of instructional strategies aimed at eliciting participation of diverse learners. This course proposes
that multicultural education is by definition and necessity teaching for social justice.
Goals
Students will:
● develop knowledge and understanding of the dimensions of identity, including race, ethnicity,
religion, gender, sexual orientation, socio-economic class, and their impact on school achievement
and experiences.
● examine the roles of identity, power and privilege in their respective educational experiences in order
to better understand their relationship to their future students.
● develop familiarity with major contemporary scholars in the field of culturally relevant, multicultural
education.
● learn to understand and use the 5 elements of social justice education,
● develop skills of cross-cultural understanding and respect through in class activities and research
within their field placements.
● develop awareness of multiple voices in history, and ability to critique extant Social Studies materials.
● engage in the ongoing process of reflection on personal philosophy and commitment to equitable
education.
● develop multicultural social studies units using backwards design, thematic teaching and social studies
and common core standards.
● engage in the ongoing process of reflection on personal philosophy using technology to help shape
our emerging identities as culturally relevant teachers and social justice advocates
Structure
This course is divided into three overarching themes. Theme one of the course is “Understanding
Ourselves, Understanding Multicultural Education.” During this time, we will engage in readings,
activities and reflections that examine who we are, who our students are, developing an
understanding of culture, examining how societal structures impact issues of equity in education, and
defining our role as educators in the struggle for a more just world. Theme two of the course is
“Immersion in Critical Social Studies.” In this section we take the understandings developed in the
beginning of the semester and apply them to the discipline of social studies. We consider some of
what it takes to both teach and learn as social scientists. We will deepen our understanding of
historical content and contemporary issues. We model several types of activities appropriate for social
studies inquiry in elementary schools and learn to examine and critique traditional social studies
methods. The final theme of the course is “Social Studies at the Center of the Curriculum” which
introduces you to aspects of curriculum design through the social studies. To culminate our work this
semester we will work in groups to develop social studies curriculum projects.
Materials
● Course Pack is available at Advanced Copy Center on LaGuardia and 3rd Street. ($20)
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Books will be available at NYU Bookstore but feel free to purchase books online)
○ Daniel-Tatum, B. Why are All the Black Kids Sitting Together in the Cafeteria?
○ Loewen, J. Lies My Teacher Told Me: Everything Your American History Textbook Got Wrong.
○ Seefeldt, C. et al. Social Studies for the Preschool/Primary Child (8th Edition).
■ Note: PDFs of the chapters from Seefeldt will be made available through the wiki
○
Alexander, M. The New Jim Crow: Mass Incarceration in the Age of Colorblindness
●
Note: During the semester, some readings and handouts will be provided as PDFs that will be available
through the class wiki. Students will be notified when this should arise.
●
Recommended Readings & Resources:
○ Au, W. Rethinking Multicultural Education.
○ Cowhey, M. Black Ants & Buddhists
○ Mack, T & Picower, B. Planning to Change the World: A Plan Book for Social Justice Educators,
NYCoRE and Education for Liberation Network.
○ Rogovin, P. The Research Workshop: Bringing the World into Your Classroom
○ Schmidt, L.J. Social studies that sticks: how to bring content and concepts to life.
○ Websites:
■ Edutopia: http://www.edutopia.org
■ Rethinking Schools: http://www.rethinkingschools.org
Field Requirement
The course has two assignments specific to the field: the Child Connection (CC) assignment and the
Professional Development (PD) assignment. More information about these assignments are below in the
assignment section.
Course Requirements
The requirements germane to successful completion of this course are discussed below.
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Attendance: Each session includes collaborative building of concepts and
knowledge. It is crucial that you attend all sessions. In the event that an
unavoidable absence occurs, you must inform your course instructor in advance.
For any class missed, you must speak with three members of class and write a
summary of what happened in your absence on the class wiki. You must also email
any assignments to your instructor on their correct due date- not the day you return
to class.
○ If you miss more than 2 classes for any reason, your grade will be lowered by
no less than one grade level.
●
Participation: The sensitive nature of topics we discuss requires an atmosphere of
mutual respect and understanding needed to create trust. Students should be able
and willing to answer questions, contribute positively to class discussions, listen
openly to experiences and ideas of others. (see Class Norms) Successful
participants make an honest effort to understand issues and viewpoints of others.
Some assignments will be group projects and your accountability to the group is
essential.
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Readings: Your informed participation will depend on thoughtful reading of all
assigned articles. Demonstration of having read and understood the readings will be
made evident through class discussion and wiki posts.
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Child Connection: This assignment provides an opportunity to reflect upon how you
think about children in light of the themes of the course and to learn to build
relationships built on authentic interest and respect. This assignment has 3 parts.
Submissions dates are noted later in the syllabus. More instructions regarding the
assignment will be reviewed during class in the weeks to come.
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Racial-Cultural Autobiography: As part of your journey, you will be asked to reflect
on how you learned about people different than yourself, discuss how this impacts
your perspective on seeing and living in the world today, and also how it informs
your vision of your role as an educator.
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Professional Development: Over the course of the semester, you must complete 6
hours of professional development at local conferences, events, panels, trainings,
community meetings etc. I’ll keep you posted via email about many local events. If
you find out about an event that addresses issues covered in the course, please
email me with the information for approval. You will keep track of your hours on a
log. By the end of October you should have at least completed 3.0 hours of your
requirement. You will use our class Wiki to reflect on the events you attend.
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Final Curriculum Project: In groups you will design a multicultural social studies
curricular project. More details about this will be shared later in the semester.
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Total 100
pts
Grading Policy / Grading Rubrics
Each assignment will be assessed using a rubric created by the instructor. Rubrics will be posted in the weeks
prior to the due date of different assignments.
Statement for Student with Special Needs
Any student attending NYU who needs an accommodation due to a chronic,
psychological, visual, mobility and/or learning disability, or is Deaf or Hard
of Hearing should register with the Moses Center for Students with Disabilities at 212 998-4980, 240 Greene
Street, www.nyu.edu/csd.
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Course Schedule: Readings and Assignments
Theme I: Understanding Ourselves, Understanding Multicultural Education
September 3rd/ Class 1: Building Community/Defining Culture
Meet and greet and other activities
Object Study
September 10th/Class 2: Understanding Multiculturalism and Multicultural Education
Assignment(s) Due:
● Before reading your articles create a T-chart identifying what you believe to be Multicultural Education.
Then while reading the articles jot down what the articles suggests as being elements that define
Multicultural Education.
○ Write a brief reflection on your T-chart, discussing what you found when comparing what you had
thought initially, and what new information you gathered from the readings.
● Wiki posts
● Identify a potential student for your Child Connection Assignment
Readings:
● Heather Hackman “5 Essential Components of Social Justice Ed
● Ooka Pang, V. “Why Multicultural Education”
● Gorski, P. “The IS and ISN’T of Multicultural Education” & Two Pager on Multicultural
● Sleeter, C. & McLaren, P. “Origins of Multiculturalism”
Curriculum
September 17th/Class 3:Racial-Cultural Identities: Who are we? Who are our students? Diversity,
Community & Equity: Live in Town Hall
Trip to CEC1 – Town Hall Meeting: Special Guest: NYCDOE Chancellor, Carmen Farina
P.S. 20, 166 Essex Street, (Essex between Houston & Stanton Street) Meet in Classroom, walk over together
Assignment(s) Due:
● Wiki posts
● “Where/I am From Poem”
Readings:
● Daniel Tatum, B. Why Are All the Black Kids Sitting Together in the Cafeteria. Ch. 1-4, 6
● Nieto, S. “About Terminology” from Affirming Diversity.
• Explore CEC1 website at: http://cecd1.org/. Check out the “About” section specifically to become
familiar with the Mission Statement, “What We Do,” and read through at least one (1) set of Minutes.
September 24th/Class 4: Examining our Hidden Assumptions/Becoming Advocates & Allies
Assignment(s) Due:
● Racial/ Cultural Autobiography (4-5 pages)
● Wiki-posts
Readings:
● Daniel Tatum, B. Why Are All the Black Kids Sitting Together in the Cafeteria. Ch. 7-end
● Rethinking Schools, “Taking Multicultural, Anti-racist Education Seriously, An Interview with Enid Lee.”
from Rethinking Schools Special Edition.
● Weiner, L. “Challenging Deficit Thinking”
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October 1st/Class 5: Wards of the State: K - Prison Pipeline
Assignment(s) Due:
•
Wiki Post
Readings:
● Alexander, M.: The New Jim Crow - Intro & Chapters 1-3
October 8th / Class 6: Wards of the State: K – Prison Pipeline
Guest Speaker: Jia Lee, Educator, Earth School, former teacher of Youth Incarcerated at Rikers’ Island
Assignment(s) Due:
• Part 1 of your Child Connection Assignment
October 15th /No Class (In Exchange of Saturday Field Trip)
Assignment(s) Due:
• Wiki Post
Readings:
● Alexander, M. The New Jim Crow - Chapters 4-6
● Schmidt, Chapter 6: “Place Based Learning” from SSTS
● Start thinking about and begin research for your Election study piece which is due on Nov. 5th.
Saturday, October 18th /Class 7: Field Trip: African Burial Ground 10:00 AM (For those observing the
Sabbath, please make arrangements to attend on own at a convenient time, but before October 29th)
Meet at the Burial Ground Site, in front of building
290 Broadway (between Duane & Reade Streets)
Assignments/Readings:
• Visit the website: http://www.nps.gov/afbg/index.htm
• Read National Park Service Draft Management Report: Chapter 2: History & Significance
October 22nd/Class 8: Becoming Educators for Multiculturalism & Social Justice Ed.
Assignment(s) Due:
• Wiki post
• Please bring your copy of Alexander
Readings:
• Alexander, M. The New Jim Crow
• Sue et al., “Racial Microaggressions in Everyday Life”
• Picower, B. “Teaching Outside of One’s Race” in Radical Teacher”. In Radical Educator
Theme II: Immersion in Critical Social Studies
October 29th/Class 9: Talk Show & What are the Social Studies: An Introduction
Assignments Due:
● Questions Sheet for Education Scholar Panel
● Child Connection Assignment Part 2
Readings:
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Fall 2014 – CHDED-1142
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Seefeldt, C. Chapter 1: “These are the Social Studies” from SSP
Loewen, J. Introduction from Lies My Teacher Told Me (LMT)
ALSO:
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Everyone will be responsible for reading ONE of the following articles thoroughly:
○ Delpit, L. “Education in a Multicultural Society: Our Future’s Greatest Challenge”
○ Hilliard III, A.G. "No Mystery: Closing the Achievement Gap Between Africans and Excellence" from
Young, Gifted and Black.
○ Chang, B. & Au, W. “You’re Asian, How Could You Fail Math?”
○ Nieto, S. "Who Does the Accommodating?" from The Light in Their Eyes.
○ Ladson-Billings, G. “Seeing Color, Seeing Culture”
**Use question sheet and be PREPARED to respond to questions.**
November 5th/Class 10: Bringing Social Studies to Life (Columbus & The NYS Gubernatorial Election)
Assignment(s) Due:
● Bring in a lesson you find on teaching Columbus from the Internet & Lesson Analysis Sheet
● Have at least 3 of your six hours of PD fieldwork completed, including a posting on the Wiki for the three
hours.
Readings:
● Loewen, J. Chapters (TBD by Lit Circle Groups)
● Rethinking Schools. Columbus Trial Readings (Will be handed out in class)
● Bring in a lesson you find on teaching Columbus from the Internet, evaluate the lesson, and be prepared
to discuss how you might adapt the lesson using your new understandings of this point in history
● Election Study piece choose two gubernatorial candidates and find an article /resource for each stating
their position on education and teacher/union issues. Write a commentary about their positions and
discussing why you agree/disagree. Bring to class.
Part III Social Studies at the Center of Curriculum Planning
November 12th/ Class 11: Curriculum Design for Social Justice
Assignment(s) Due:
● Bring in a list of potential topics, concepts or questions you would like to be your focus for your final
project.
Readings:
● Bob Peterson, “Presidents and Slaves: Helping Students Find the Truth”
● Loewen, J. Chapters (TBD by Lit Circle Groups)
● Rogovin, P. Intro, Ch. 1, and Ch. 2 from The Research Workshop (will be posted on Wiki)
● Enduring Understandings and Essential Questions (Handouts will be distributed)
● Examine the NYS Social Studies Standards/Common Core
November 19th/ Class 12: Social Studies and ELA/Planning & Assessment
Assignment(s) Due:
● Child Connection Assignment Part 2
● Choose a topic in Loewen’s book that you would like to further develop into a unit. Use EU/EQ worksheet
to develop EU’s and EQ’s.
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Fall 2014 – CHDED-1142
Readings
● Richman, K. “Teaching Thematically in a Standards Context”
● Handout on EUs & EQs
● Seefeldt, C. Chapters Chapter 3: Planning and Assessment (hand out from above)
● Core Standards (to be distributed in class)
November 26th/ Class 13: No Class – Happy Thanksgiving
Assignment(s) Due:
None
Readings
● Readings TBA
December 3rd/Class 14: Inquiry to Action/Project Group Meetings w/ Instructor & Working with Families
and Communities
Groups will come meet individually with Cynthia
Assignment(s) Due:
● Have completed all 6 hours of your PD hours, submit log, and make sure you have completed postings on
wiki.
● Child Connection Assignment Part 3: Letter to Teacher
Readings: Loewen Chapters and supplemental readings/materials for your Group Projects
December 10th /Class 15: Final Group Project Share & Class Reflections
Assignment(s): Project Presentations
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