Kevin and Kayla seemed to be two completely different students. There are some obvious differences in terms of their age and grade-level. They go to two different school settings. In one hand, Kayla goes to a diverse school, which its proximity to Southern Illinois University makes possible to its students to be in mutual interaction among culturally and linguistically different groups. In the other hand, Kevin attends a less diverse school in terms of ethnic groups. However, it deems relevant to point the percentage of minority students who attend this school. Despite these differences, Kevin and Kayla’s background are somewhat similar. In both cases, their families play an important role in their development of historical thinking. Thus, the connections of our findings with the current literature will be based on the importance of the students’ family backgrounds to develop their historical thinking, and the challenges that history teachers …show more content…
In this school only 6.9% of the students are defined as hispanic. The growing number of speakers of other languages (e.g. Kayla’s school), especially of Spanish speakers, face challenges especially related to the lack of access to the language and subject matter (Short, Vogt, & Echevarria, 2011). The history teacher needs to be aware of these challenges and try to find ways to develop a better approach to introduce historical thinking to second language learners by understanding historical thinking away from traditional methods of teaching and learning as a way to make second language learners more autonomous in the way they critically face historical questions (Salinas, Franquiz, & Guberman, 2006). Kevin and Kayla’s background has provide insights of the multiple challenges that the history teacher faces. These challenges should be addressed in a way that the benefit for the student is translated in a form of developing their historical
Bettina Love supports her thesis that the education system is broken and unsupportive of dark children through history. The reason we learn history is to learn from the mistakes and successes of others; Dr. Love points out that the negative aspects of American history are still prevalent today. After the Civil War, former slaves worked as sharecroppers for plantation owners in hopes of repaying debt. The debt was impossible to pay, and the plantation owners continued to put the former slaves to work without fair pay. Love analogizes the situation to the broken education system, saying that, “black students are sharecroppers, never able to make up the cost or close the gap because they are learning in a state of perpetual debt with no relief in sight” ((Love, 2019, p. 92).
: Joseph Frederick a high school student filed suit in District Court under 42 U.S.C. §1983, alleging violation of his First Amendment rights by the school board and Deborah Morse, the principal of his high school. The District Court granted summary judgment for the school board and Morse. Frederick appealed to the Ninth Circuit and the District Court’s decision was reversed. Morse appealed and Certiorari was granted. Facts: On January 24, 2002 the Olympic Torch Relay passed through Juneau, Alaska while school was in session.
Gisselle Zepeda Mr. Lievre American Government Credit 5 Board of Education of Westside Community Schools Versus Mergens The Equal Access Act upheld by the Supreme Court in Board of Education v. Mergens, 1990, requires public secondary schools to allow access to religiously based student groups on the same basis as other student clubs. The school administration denied a group of students their right to create a Christian after school club. The students intended for their club to have just the same privileges and club meetings as all other after school clubs. The schools excuse being that it lacked faculty support which led to the school and district being sued by the students.
Studying American history allows students to understand society and citizenship as well as their own identity. As students emerge into adulthood, their education from elementary to secondary schools influence their contribution to American culture, politics, and economy. Thus, the knowledge attained from history courses must be precise in order to produce well-rounded, educated citizens. Unfortunately, American history textbooks lack the truth that could alter a student’s perception tremendously, such as becoming a republican or democrat. It is essential for history textbooks to provide students with the basic knowledge that will, in return, shape their American identity.
Precious Knowledge presents the controversial issue of the integration of ethnic studies courses in schooling. Ethnic studies is the study of cultural, racial, ethnic, and gender differences in America. In this essay, I will argue Ethnic studies courses should belong in P-12 schooling, because the classes endorse ideals of America. In addition, people rely on the courses to learn critical thinking of the empowerment of identity. Although advocates for the abolishment of ethnic studies courses argue that the courses create a sense of contempt towards America through racism and are not remarkably significant, they do not fully comprehend the success from ethnic studies and that by taking away the classes, they only promote their fear of students disliking America.
The 9/11 Memorial Museum sits on 180 Greenwich Street in New York City directly where the twin towers used to sit. It was made commemorate the tragic event that happened on September 11, 2001. This is the first year that this event will be taught in history classes in high schools across the nation since this year’s high school freshman class was not born in 2001. I was about four years old when 9/11 happened and although I don’t remember when it happened it has impacted my life. It has helped me to understand the concept of History besides what is taught in our textbooks.
This semester was very insightful. American History is essential to society and the path she is going. The importance of history is revealed in our Hollitz: Thinking through the Past. It portrayed just how important our founding fathers described their journey. The Declaration of Independence paved the way to freedom.
The Tlingit of today are putting into action talking about their boarding school experiences in the 1800s in order to heal themselves and generations’ still suffering from it. The nonprofit local urban Native Corporation is using the stories to create a curriculum for K-12 about the impacts of colonialism on the Tlingit people. As I discussed in one of my previous blogs, from the late 1800s to the mid-1900s, the federal government split up families and forced the Native children into boarding schools to become civilized. Many were also raised in orphanages.
Delgado and Stefancic (2011) stated that Critical Race Theory explores how “race, racism, and power intersect to create different circumstances for people of color within society [...] and in postsecondary institutions” (as cited in Quaye, 2013, p. 172). Within the field of higher education, it is important for student affairs professionals to recognize how race permeates all aspects of an individual’s life to fully understand their students’ experiences. Unlike other student development theories, such as Baxter-Magolda’s (2008) self-authorship and Abes, Jones, and McEwen’s (2007) Model of Multiple Identities, CRT places race at the “center of the analysis and assumes that race is omnipresent” in an individual’s life (Quaye, 2013, p. 167).
The parent’s perspective towards bilingual education was like the student’s opinions because both individuals felt immersion classrooms benefit the students and the parents. The father of Jason was proud his son was the first in his family to read, write, and speak in English. Jason’s father knew his son would have many career opportunities by learning English at school. Learning the English academic language was not the only proud language Jason’s father encouraged for Jason to learn but also the Spanish language as well. Jason’s father only speaks Spanish so if his son was to lose his home language, a language barrier would form between father and son.
History is a comprised of individual choices. Those choices can work to include or exclude others. In 1957 nine black students chose to integrate Little Rock Central High School and a whole group of white kids worked to exclude them. There are three sets of primary source documents about the expulsion of one of these Little Rock Nine, Minnijean Brown. These document sets change one’s thinking about this expulsion because the first documents suggest that she was expelled for dumping chili on a white boy; the second sets of documents suggest that she was expelled because she retaliated against a white girl; and the final documents state that the expulsion was because she was acting as if she belonged at Central High School.
In “Aria: Memoir of a Bilingual Childhood,” Richard Rodriguez outlines the struggles he encountered growing up speaking Spanish in an English speaking society. He describes some of the hardships and difficulties he was forced to endure in assimilating into an English speaking American culture. In his essay, Rodriguez describes the importance of language and the influence it had on his early life. Through the use of vivid imagery and psychological appeals, Rodriguez is able to compare his native Spanish language to the foreign English language that surrounds him.
With nations becoming increasingly connected through mediums like the internet, the world has changed substantially within the last decade. It’s a time where Spanish songs such as Luis Fonsi’s Despacito can top the American music charts, where traveling to the other side of the world takes a few hours instead of weeks, and more importantly, where states like California and Utah are continuing to promote and provide for a growing demand for bilingual education through dual-immersion programs. Although the states have great strides in the right direction, bilingual education should not be encouraged but rather be required for K-12 students. Because bilingual education integrates languages into the student’s lifestyle through instruction, it enriches the lives of children, the adults they will become, and the community to which they will contribute to.
Of the many great teachers currently working at the Founders Academy, none have had a greater impact on my life more than my history teacher, Mr. Van Ewyk. Over the time that he has taught, I have received important knowledge that I can carry throughout my life. In addition to giving me tools for my well being, he makes each class a time to look forward to, and makes it as enjoyable as possible. Mr. Van Ewyk has become one of the most impactful teachers on my life, and much of reason lies in the subject that he teaches. While some would argue that history is a lesser subject in education, and that it should be made a less important subject compared to classes such as math and science, my history teacher instills the importance for the subject
The purpose of this study was to analyze and identify the impact of Ethnic Studies classes on high school students in rural education, using the Coachella Valley Unified School District high school students as the site and subjects of the study. The research question that guided the study is: what are the academic and social impacts of Ethnic Studies classes on high school students in rural communities? The quantitative research method was used to assess and identify the impact on student’s academic outcomes, while the qualitative research method was used to assess and identify the impact on student’s social outcome. The methodology chosen was essential for presenting a strong research design process that assessed both the academic and social impact through statistical data and student