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The Eastern New Mexico University College of Education and Technology (ENMU CET) views
itself and its constituents as a community of learners, involved in an on-going journey of
investigation. This course reinforces the vision that the CET has a strong commitment of the
preparation of life-long learners who are continuously involved in professional growth, learning,
and development.
Continuous learning is seen as a long-term collaborative journey, or TREC (Theory, Research,
Effective Practices, and Commitment). This learning journey is unique, while it leads to a sense
of empowerment based upon the context of the high plains of the southwest, much of the journey
is marked by means of the various measures or benchmarks along the way.
In this course the significance of the learning journey or TREC is measured by assignments and
assessments are defined in the following course requirements.
Instructor:
Email:
Office:
Geni Flores
[email protected]
ED 138
Class Meeting Time: 7:00-9:30 p.m. Thursdays
BLED 578
Teaching the Multicultural Heritage of the Southwest
Spring, 2011
3 Credit Hours
Required Texts:
Mondragon, John B. and Ernest S. Stapleton (2005). Public
Education in New Mexico. University of New Mexico Press.
Albuquerque, New Mexico
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Banks, J. A. (2009). Teaching Strategies for Ethnic Studies,
Eighth Edition. Pearson, Boston.
Other Required Reading:
Students must choose one book from the following reading list:
Bless Me,Ultima, Rudolfo Anaya
Heart of Aztlán, Rudolfo Anaya
Hermanos de la Luz, Ray John de Aragón.
The legend of La Llorona, Ray John de Aragón
We fed them Cactus, Fabiola Cabeza de Baca
My Penitente Land, Fray Angélico Chávez
Comadres; Hispanic women of the Río Puerco Valley, Nasario
García
Más Antes; Hispanic folklore of the Río Puerco Valley, Nasario
García
Roots of Resistance, Roxanne Dunbar Ortiz
Concha, Concha Ortiz y Pino
Memories of Cíbola, Abe Peña
Tortilla Chronicles, Marie Romero Cash
UFOs over Galisteo, Roberto J. Tórrez
Mi abuela fumaba puros, Sabine Ulibarrí
Sueños, Sabine Ulibarrí
Sweet Nata, Gloria Zamora
Course Description
This course is designed as a means for incorporating
Multicultural Education into the regular classroom setting. The
main focus will be through social studies, and the focal point
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will be the Southwestern United States, and mainly New Mexico.
We will look at how Federal policy & famous court cases,
educational practices and racism across our land has shaped the
education of diverse, disadvantaged groups, such as those who
have traditionally lived in the Southwest. We will look at how
socio-economic and political elements have impacted the lives of
Hispanics, Native Americans, African Americans, Anglos and
Asians across our land. We will focus on the specific cultural,
historical, political, religious and social factors that have
shaped the Southwest High Plains. We will review New Mexico
history and shine the spotlight on how various ethnic groups
have lived in conflict and harmony with each other and the
majority groups in power in this state. We will also explore
the myths and legends of the Southwest.
You will be asked to look at history from various perspectives.
We will explore our own biases and areas of concern. We will
learn to present history and social studies through the eyes of
all participants as we explore the multicultural history of our
area. We will not only look at the many ethnic, cultural and
religious groups who have contributed to the history of the
southwest, but we will look at these groups today, from a
sociological standpoint, to see what we need to know to
adequately reach and teach diverse populations in our own
classrooms.
Class Format
This class will be based on a discussion format. Readings will
be assigned for each class meeting. The instructor will present
information at each class meeting to supplement the readings.
Discussion and exchange of opinions are highly encouraged.
Participation is a key ingredient to the success of this class.
There will also be guest speakers, and questions and interaction
are encouraged. Students will participate in a debate which
will reflect two perspectives of an event, a person, or a
cultural group. Every student will participate in one debate
during the semester.
Saturday Classes (Mandatory)
There will be two Saturday classes which will replace four
Thursday night classes. Each Saturday is envisioned as being a
field trip to an historic site in New Mexico or a gathering of
the class for the purpose of sharing material and discussion.
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The instructor will provide more information in class.
class to begin at 9:30 AM and continue until 4:00 PM.
Expect
22-23-1.1. Legislative findings. (2004)
The legislature finds that:
A. while state and federal combined funding for New Mexico's bilingual multicultural
education programs was forty-one million dollars ($41,000,000) in 2003, the funds do not
directly support bilingual multicultural education program instruction;
B. the state's bilingual multicultural education program goals are for all students, including
English language learners, to:
(1) become bilingual and biliterate in English and a second language, including Spanish, a
Native American language, where a written form exists and there is tribal approval, or another
language; and
(2) meet state academic content standards and benchmarks in all subject areas;
C. districts do not fully understand how to properly assess, place and monitor students in
bilingual multicultural education programs so that the students may become academically
successful;
D. because inaccurate reporting on student participation in bilingual multicultural education
programs has a direct impact on state and federal funding, accountability measures are necessary
to track bilingual multicultural education program funds;
E. the federal No Child Left Behind Act of 2001 does not preclude using state funds for
bilingual multicultural education programs;
F. Article 12, Section 8 of the constitution of New Mexico recognizes the value of
bilingualism as an educational tool;
G. professional development is needed for district employees, including teachers, teacher
assistants, principals, bilingual directors or coordinators, associate superintendents,
superintendents and financial officers in the areas of:
(1) research-based bilingual multicultural education programs and implications for
instruction;
(2) best practices of English as a second language, English language development and
bilingual multicultural education programs; and
(3) classroom assessments that support academic and language development;
H. parents in conjunction with teachers and other district employees shall be empowered to
decide what type of bilingual multicultural education program works best for their children and
their community. Districts shall also provide parents with appropriate training in English or in
the home or heritage language to help their children succeed in school;
I. because research has shown that it takes five to seven years to acquire academic
proficiency in a second language, priority should be given to programs that adequately support a
child's linguistic development. The state shall, therefore, fund bilingual multicultural education
programs for students in grades kindergarten through three before funding bilingual multicultural
education programs at higher grade levels;
J. a standardized curriculum, including instructional materials with scope and sequence, is
necessary to ensure that the bilingual multicultural education program is consistent and building
on the language skills the students have previously learned. The instructional materials for
Native American bilingual multicultural education programs shall be written, when permitted by
the Indian nation, tribe or pueblo, and if written materials are not available, an oral standardized
curriculum shall be implemented;
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K. equitable and culturally relevant learning environments, educational opportunities and
culturally relevant instructional materials for all students participating in the program. For
Native American students enrolled in public schools, equitable and culturally relevant learning
environments, educational opportunities and culturally relevant instructional materials are
required to satisfy a goal of the Indian Education Act [22-23A-1 NMSA 1978]; and
L. the Bilingual Multicultural Education Act [22-23-1 NMSA 1978] will ensure equal
education opportunities for students in New Mexico. Cognitive and affective development of the
students is encouraged by:
(1) using the cultural and linguistic backgrounds of the students in a bilingual multicultural
education program;
(2) providing students with opportunities to expand their conceptual and linguistic abilities
and potentials in a successful and positive manner; and
(3) teaching students to appreciate the value and beauty of different languages and cultures.
Course Objectives
Participants, by the end of the semester, will:
1)
2)
3)
4)
5)
6)
7)
8)
9)
10)
Increase the student’s knowledge base and awareness of
the sociocultural, economic, political, and religious
factors that have shaped public attitudes and policies
in America and particularly in the state of New Mexico
(F,K,L1,2,3).
Learn about the contributions, interests, resources
and values of various cultural groups of the Southwest
(J,K,L1,2,3).
Understand how democratic ideals of excellence, equity
and equality of a pluralistic society can be fostered
by anti-bias curriculum in our public schools (L3).
Reflect upon the student’s own cultural heritage and
attitudes towards ethnically diverse groups(L1,3)
Develop strategies necessary to teach students in a
multicultural sensitive manner (C,F,G1,2,L3)
Review and evaluate curriculum materials for
multicultural sensitivity (J,K,L1).
Learn to create a balanced curricula with multiple
perspectives (B2,C,G1,2).
Examine one’s own ability to teach students by valuing
different cultural perspectives(H,J,K).
Understand the philosophy and effective practices
behind multicultural education(C,D).
Practice ways to refine and expand existing curricula
in order to make them more multicultually balanced for
a public classroom (B2,G1)
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Rationale for Course
Both prospective and practicing teachers must understand how
their own sociocultural status, upbringing and background affect
their disposition and ability to teach ethnically diverse
student bodies. Educators, by developing their knowledge,
attitude and ability, can foster values of democracy and
tolerance towards culturally and linguistically diverse (CLD)
students in the microcosm of the classroom. Positive support
for CLD students, their families and communities will enhance a
child’s life chances to fulfill their academic and societal
potential.
Competencies and Standards
This course is designed to address New Mexico State Standards
for preparation of educators and meets various competencies in
the area of Professionalism, Instructional Planning and
Implementation, Diversity, family and Community and Social
Studies.
Pedagogically, this course encourages a multidimensional,
interdisciplinary approach to learning. The New Mexico Public
Education Department has expanded its social studies requirement
to include a semester of New Mexico history at the high school
level. This is to ensure that high school students become
better citizens by understanding past events and their impact on
issues facing New Mexico today
In this course, the significance of the learning journey or T.R.E.C
is measured (or benchmarked) by class discussions, debate, a book
presentation, and an extensive lesson plan reflecting
multiculturalism and sheltered instruction features.
University Policies and Information
Disability
As stated in the ENMU Undergraduate catalog, p.17, the mission of the
University’s Disability Services Program is “to assist in creating an
accessible university community where students with disabilities have
an equal opportunity to full participation in all aspects of the
educational environment.” Any student is eligible for accommodations
due to a disability. Please request Services for Students with
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Disabilities Office and present an accommodation form to the
instructor by the end of the first two weeks of the semester.
Academic integrity
Refer to the Undergraduate catalog 2005-2007 p. 23. “Students are
responsible for achieving academic and course goals and objectives as
prescribed by their instructors and for demonstrating attainment in a
honest manner. Failure to do so may result in two different
outcomes. Misrepresentation of knowledge can influence a course
requirement. Cheating, plagiarism or other acts of academic
dishonesty compromise the integrity of the academic process and
community and are subject to disciplinary action. An act of academic
dishonesty, at the will of the University, may result both in grade
changes and/or disciplinary action.”
ENMU/CET Vision Statement
Eastern New Mexico University College of Education and
Technology (ENMU CET) views itself and its constituents as a
community of learners, involved in an on-going journey of
investigation. This course reinforces the vision that the CET
has a strong commitment to the preparation of life-long learners
who are continuously involved in professional growth, learning,
and development.
Continuous learning is seen as a long-term collaborative
journey, or TREC (Theory, Research, Effective Practices, and
Commitment). This learning journey is unique, and while it leads
to a sense of empowerment based upon the context of the high
plains of the Southwest, much of the journey is marked by means
of the various measures or benchmarks along the way.
Course Expectations
Participation
Participation is vital to a discussion course. Hence, every
student begins class with a total of 100 points for attendance
and participation. Every absence will result in a removal of 10
points from the total of 100. Emergencies may be discussed with
the instructor. An unapproved absence from a Saturday class may
result in a 20 point reduction as Saturday classes are worth two
Thursdays each.
Assignments:
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I.
Book Review
Each student will select a book from the reading list and read
it. Students will write and present a review of their
individually chosen book. The review should include an
unbiased summary of the book content followed by a critique of
the book based on the student’s opinion. Specific passages
from the book should be used in the critique to justify both
positive and negative comments regarding the book. An oral
version will be presented to the class and a written version
turned in to the instructor. The summary should include a
minimum of 2 pages and the critique should include a minimum
of 2 pages for a total of a minimum of 4 pages for the book
review.
Book reviews due February 24th
II.
Debate
Every student will participate in a formal debate regarding
an event, person, or culture as related to the heritage of the
southwest. Students will choose a debate topic by pairs. Each
student in the pair must choose an opposing side. Debate topics
must be thoroughly researched and the perspective should be
written as a research paper according to APA format with a
minimum of five references.
Each student will have the opportunity to present an
initial argument regarding the topic. Each student will then
rebut the argument of their opponent. Class discussion over the
topic will follow. All debates will be respectful and polite,
and arguments must be research based.
Each formal report will be turned in to the instructor for
a grade. Grading will be based on legitimacy of the argument,
the research to back the argument, the oral presentation and
rebuttal, and writing style.
Debates due Saturday, April 30th
III. Multicultural Lesson Plan
Each student will select any topic related to the multicultural
heritage of the southwest, and a grade level, and design an
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extensive lesson plan around that topic appropriate for the
selected grade. Lesson plans should cover approximately five
days or one week in a public school classroom. Lesson plans
should include the following:
1) Lesson Objectives
2) Connection to New Mexico State Curricular Standards as
located on the NMPED web site or found in public schools.
3) Background building: A means of introducing the topic by
making it relative to the current lives of the students.
4) Presentation of the topic: Introduce the actual topic using
visuals, artifacts, readings, etc. to make the topic
comprehensible.
5) Activities: Provide activities that demonstrate the
perspectives of all parties involved in the topic and that help
the students to see the topic from multiple perspectives.
6) Review: Provide a means of review over the topic which will
be meaningful and memorable.
7) Evaluation: Include an evaluation tool and explain how the
students’ knowledge and understanding of the topic will be
determined.
8) References
A copy of each student’s lesson plan will be e-mailed to the
instructor for distribution to every student in class.
Lesson Plans due May 6th.
IV.
Personal reflection paper
The personal reflection paper is intended to be a look at
one’s self through the eyes of diversity. For this paper, the
student is being asked to analyze her/his upbringing as it
relates to diversity. In the home, how was diversity addressed?
In school, how diverse was the curriculum the student was
exposed to? As an adult, what conclusions did the student draw
regarding diversity? Did this class have any impact on the
student’s view of diversity? How does the student, as teacher,
plan to address diversity in his/her classroom?
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Personal reflections should be e-mailed to the instructor by May
13th
Grading:
Book Review
Debate and rebuttal
Lesson plan
Personal reflection
Attendance and Participation
=
=
=
=
=
100pts.
100pts.
100 pts.
100 pts.
100 pts.
500-430=A
429-379=B
378-308=C
307-237=D
236-0 =F
Tentative course schedule:
Thursday, Jan. 20
Intro to class
Syllabus
Definitions
The ancient ones
The tribes of New Mexico
Assignment:
Public Education in NM, p. 1-3;
And Chap. 3, Indian Education in New
Mexico.
Thursday, Jan. 27
Today’s Native Americans
Indian Education
Teaching without stereotypes
Assignment: Public Education in NM, Chap. 2,
Governance of Public Education in New
Mexico.
Ethnic Studies , Chapter 5, American Indians
Thursday, Feb. 3
Speakers from various tribes.
The governance of public schools.
Assignment:
Public Education in NM, p. 3-8 and
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Chap. 4, Education as a Profession.
Thursday, Feb. 10
Discussion: The arrival of Los Hispanos;
The Colonial Era and education
The independence of Mexico
Film: Vía de Albuquerque
Assignment:
Ethnic Studies, Chapter 10 Mexican
Americans
Public Education in NM, p. 8-12
Thursday, Feb. 17
Discussion: The Mexican Territorial Period
Land Grant Issues
Film:
The Chicano Movement
Boarder Issues
Spanish vs. Mexican
Assignment:
review.
Thursday, Feb. 24
Prepare written and oral book
Presentation of Book Talks
Assignment: Public Education in NM, p. 12-21
and Chap. 5, Curriculum
Thursday, Mar. 3
The arrival of the European to the
Southwest.
Curriculum and New Mexico Schools.
Assignment: Ethnic Studies, Chapter 8,
European Ethnic Groups
Public Education in NM, p. 21-27
Thursday, Mar.
10
Thursday, Mar. 17
No class.
Instructor at conference.
Discussion: Anglos, more than just cowboys.
Anglo influence in the southwest
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Assignment: Ethnic Studies Chapter 7 African
Americans
Public Education in NM, Chap. 6
Financing Schools in New Mexico.
Thursday, March 24
Thursday, March 31
No class. Spring Break
No class, Williamson Lectureship
Thursday, April
Discussion: African American Heritage and
Contributions.
Assignment: Public Education in NM, Chap. 7,
School Improvements and Educational Reform
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Saturday, April 9
Class meets in Roswell, 9:45 AM, Library
Thursday, April 14
Discussion: Modern African American Families
Creating a non-biased classroom
Speaker: The buffalo soldier in the western
US
Assignment: Ethnic Studies Chapter 9,
Jewish Americans; Chapter 14, Arab Americans
Thursday, April 21 Ma’am Jones of the Pecos and John Chisolm, A
Chautauqua presentation.
Assignment: Prepare debates.
Thursday, April 28
Discussion: Religions of the world
Jewish influence in the
Southwest.
Working with religion in the public
schools.
Saturday, April 30
Class meets in Portales for Debates.
Thursday, May 5
No class, New Mexico History Conference
Assignment: Write Multicultural Lesson
Plans
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Thursday, May 12
Discussion: Tying it all together;
Other influences on the Southwest
Present Lesson Plans to class
Reflective essay due, Friday, May 13th.
Note:
Syllabus subject to change due to time and student needs.