1. Brittany Frieson ECI 501 June 2014 Curriculum Analysis & Critique Presentation

2. Introduction to Curriculum Important Acronyms/Definitions ESL (English as a Second Language): Program designed specifically for students whose native language is one other than English. ELD (English Language Development): Refers to the levels of language development ELL (English Language Learner): A student whose native language is one other than English. C-MAPP: Wake County Public Schools curriculum mapping guide 3. WIDA WIDA (World-Class Instructional Design and Assessment) Curriculum adopted by North Carolina as the English Language Development Standards. ESL and Content teachers English language development skills are evaluated once a year with the ACCESS test. 4 Language Domains: Listening, Speaking, Reading, and Writing 35 WIDA Consortium States including NC Link to WIDA website: http://wida.us/index.aspx 4. Unit Plan Introduction English as a Second Language Avenues Level B textbook Grades 1-2 CMAPP (Days 166-180) Additional Resources Instructional Guide Student Practice Book Teacher Resource Book 5. Unit Plan Introduction Unit 12: U.S. Holidays/Important Historical Figures Days 166-170 Differentiated by ELD levels: Level 1-2 (Beginning) Level 3 (Intermediate) Level 4-5 (Intermediate/Advanced) Topics/Themes: Famous explorers and characteristics of an explorer. Christopher Columbus and his journey to the New World 6. Multiculturalism Multicultural education is a vision of schooling based on the democratic ideals of justice and equality. In a description of its historical development, a leading proponent of multicultural education reported that a major goal of multicultural education, is to reform the school and other educational institutions so that students from diverse racial, ethnic, and social class groups will experience educational equality. (Marshall, 2002, pp.21) 7. Multiculturalism Major Theorists James A. Banks (University of Washington) 5 Dimensions of Multicultural Education (1995) Content Integration Knowledge Construction Prejudice Reduction Equity Pedagogy Empowering School Culture & Social Structure Geneva Gay (University of Washington) Culturally Responsive Teaching 8. Multiculturalism Gloria Ladson-Billings (University of Wisconsin- Madison) Critical Race Theory Critical analysis of race and racism System of the American Society White Priviledge Culturally Relevant Pedagogy Pedro A. Noguera (New York University) Sociologist Achievement Gap African-American and Latino Boys 9. Theory Critiques/Support Based on Banks (1995) five dimensions of education, this lesson plan is not very supportive of multicultural education. Content Integration Variety of content from various cultural groups to demonstrate key concepts, principles, and generalizations in the subject area (Banks, 1995). Critique: Unit only contains information about American leaders such as Christopher Columbus, George Washington, and Abraham Lincoln. It also asks students to write journal entries from the perspective of one of Washingtons soldiers. 10. Theory Critiques/Support Knowledge Construction Teachers help students to understand how implicit cultural assumptions and perspectives influence how knowledge is created (Banks, 1995). Critique: Perspectives from Christopher Columbus, Abraham Lincoln, and George Washington are only presented in this unit plan. What about the individuals who were already in the New World before it was discovered? What would the people who worked alongside these individuals say about them? Would they call them great leaders? 11. Curriculum Recommendations Add culturally diverse explorers in the unit plan. Encourage students to think about perspectives from other individuals who were already in the New World or people who worked alongside these historical figures. Ask students about explorers who discovered land in their native country. Make connections with students about leaders/important historical figures in their native country. 12. References Banks, J. A. (1995). The historical reconstruction of knowledge about race: Implications for transformative teaching. Educational Researcher, 24(2), 15-25. Banks, J. A. (2004). Multicultural Education: Historical Development, Dimensions, and Practice. In J.A. Banks & C.A. M. Banks (Eds.), Handbook of Research on Multicultural Education (2nd ed., pp. 3-23). San Francisco, CA: Jossey-Bass. Link to CMAPP instructional guide: http://cmapp.wcpss.net/curriculum/courseguide Link to WIDA website: http://wida.us/index.aspx Marshall, P. L. (2002). Cultural Diversity in Our Schools. Belmont, CA: Wadsworth/Thomson Learning.