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A Different Mirror A Different Mirror Chapter 1 and excerpts of Chapter 1 and excerpts of Chapter 4 Chapter 4 For: For: Dr. Linda Purrington and ELA Cohort Dr. Linda Purrington and ELA Cohort From: From: Ruth Nichols, Marisela Richardson, Ruth Nichols, Marisela Richardson, Greg Sheppard, and Thelma Stevenson. Greg Sheppard, and Thelma Stevenson. March 12, 2005 March 12, 2005

A Different Mirror Chapter 1 and excerpts of Chapter 4 For: Dr. Linda Purrington and ELA Cohort From: Ruth Nichols, Marisela Richardson, Greg Sheppard,

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Page 1: A Different Mirror Chapter 1 and excerpts of Chapter 4 For: Dr. Linda Purrington and ELA Cohort From: Ruth Nichols, Marisela Richardson, Greg Sheppard,

A Different MirrorA Different MirrorChapter 1 and excerpts of Chapter 4Chapter 1 and excerpts of Chapter 4

For:For: Dr. Linda Purrington and ELA Cohort Dr. Linda Purrington and ELA Cohort

From:From: Ruth Nichols, Marisela Richardson, Ruth Nichols, Marisela Richardson,

Greg Sheppard, and Thelma Stevenson.Greg Sheppard, and Thelma Stevenson.

March 12, 2005March 12, 2005

Page 2: A Different Mirror Chapter 1 and excerpts of Chapter 4 For: Dr. Linda Purrington and ELA Cohort From: Ruth Nichols, Marisela Richardson, Greg Sheppard,

What is an American?What is an American?

Norfolk Convention Center in Virginia

Ronald Takaki on his way to Norfolk, Virginia to attend a conference on multiculturalism.

In the cab, he had a brief conversation with the driver.

Page 3: A Different Mirror Chapter 1 and excerpts of Chapter 4 For: Dr. Linda Purrington and ELA Cohort From: Ruth Nichols, Marisela Richardson, Greg Sheppard,

The cab driver asks Ronald Takaki: The cab driver asks Ronald Takaki: “How long have you been is this country?”“How long have you been is this country?”

• Ronald Takaki responds, “All my life. I was born in the Ronald Takaki responds, “All my life. I was born in the United States, my family came from Japan in the 1880s.”United States, my family came from Japan in the 1880s.”

• In a strong southern drawl, the cab driver remarks, In a strong southern drawl, the cab driver remarks, “I was wondering because your English is excellent!”“I was wondering because your English is excellent!”

• At this point, Ronald Takaki was reminded of how At this point, Ronald Takaki was reminded of how important it was to be attending the conference on important it was to be attending the conference on multiculturalism.multiculturalism.

• Somehow Ronald Takaki did not look “American” to the Somehow Ronald Takaki did not look “American” to the cab driver. Suddenly, they both became uncomfortably cab driver. Suddenly, they both became uncomfortably conscience of the racial divide that separated them.conscience of the racial divide that separated them.

Page 4: A Different Mirror Chapter 1 and excerpts of Chapter 4 For: Dr. Linda Purrington and ELA Cohort From: Ruth Nichols, Marisela Richardson, Greg Sheppard,

Race in AmericaRace in AmericaToni Morrison – Toni Morrison –

• Race has functioned as a metaphor Race has functioned as a metaphor necessary for the construction of necessary for the construction of “Americanness”.“Americanness”.

• In the creation of our national identify, In the creation of our national identify, American has been defined as white, with American has been defined as white, with based on a Eurocentric culture.based on a Eurocentric culture.

• Currently, one-third of Americans do not Currently, one-third of Americans do not trace their origins to Europe.trace their origins to Europe.

Page 5: A Different Mirror Chapter 1 and excerpts of Chapter 4 For: Dr. Linda Purrington and ELA Cohort From: Ruth Nichols, Marisela Richardson, Greg Sheppard,

Racism and FearRacism and Fear• Collective fear stimulates herd instinct, and Collective fear stimulates herd instinct, and

tends to produce ferocity toward those who are tends to produce ferocity toward those who are not regarded as members of the herd.not regarded as members of the herd.Bertrand RussellBertrand Russell

• FactFact During World II, Japanese Americans were During World II, Japanese Americans were interned. German and Italian Americans were interned. German and Italian Americans were not. Why?not. Why?

• In Hawaii, 1,444 Japanese were interned. In Hawaii, 1,444 Japanese were interned. Japanese Americans were a large part of the Japanese Americans were a large part of the population of Hawaii. Large scale internment population of Hawaii. Large scale internment would disrupt the economy. would disrupt the economy. p. 379p. 379

Page 6: A Different Mirror Chapter 1 and excerpts of Chapter 4 For: Dr. Linda Purrington and ELA Cohort From: Ruth Nichols, Marisela Richardson, Greg Sheppard,

A Brief History of the A Brief History of the United States of AmericaUnited States of America

• An excerpt from Michael Moore’sAn excerpt from Michael Moore’s

“ “Bowling for Columbine”Bowling for Columbine”

• The clip emphasizes that fear often motivates racism, The clip emphasizes that fear often motivates racism, injustice, and hatredinjustice, and hatred

• The clips you will see are intended to challenge your The clips you will see are intended to challenge your preconceptions and beliefspreconceptions and beliefs– Just as books such as Just as books such as The CulturallyThe Culturally Proficient SchoolProficient School by by

Randall Lindsey and Randall Lindsey and A Different MirrorA Different Mirror by Ronald Takaki inform by Ronald Takaki inform and challenge usand challenge us

• The next slide has a review from praize.com, The next slide has a review from praize.com, a a Christian websiteChristian website

Page 7: A Different Mirror Chapter 1 and excerpts of Chapter 4 For: Dr. Linda Purrington and ELA Cohort From: Ruth Nichols, Marisela Richardson, Greg Sheppard,

A Review “Bowling for A Review “Bowling for Columbine”Columbine”

• From From praize.compraize.com, a Christian Website., a Christian Website.

• Michael Moore holds up a mirror to American culture.Michael Moore holds up a mirror to American culture.

The mirror shows us a lot about ourselves that we may The mirror shows us a lot about ourselves that we may be surprised to see, even though we know it's there.be surprised to see, even though we know it's there.

• Moore has masterfully blended various elements of our Moore has masterfully blended various elements of our culture into this picture. It is enough wild ride to qualify culture into this picture. It is enough wild ride to qualify as entertainment. But it is important because it forces us as entertainment. But it is important because it forces us to look at our culture and see some of the serious flaws to look at our culture and see some of the serious flaws that lead to tragedies.that lead to tragedies.

Page 8: A Different Mirror Chapter 1 and excerpts of Chapter 4 For: Dr. Linda Purrington and ELA Cohort From: Ruth Nichols, Marisela Richardson, Greg Sheppard,

A Brief A Brief HistoryHistory of the of the United States of AmericaUnited States of America

On line version of video clipOn line version of video cliphttp://www.bowlingforcolumbine.com/media/clips/windowsmedia.php?Cliphttp://www.bowlingforcolumbine.com/media/clips/windowsmedia.php?Clip=cartoon1021LG=cartoon1021LG

Page 9: A Different Mirror Chapter 1 and excerpts of Chapter 4 For: Dr. Linda Purrington and ELA Cohort From: Ruth Nichols, Marisela Richardson, Greg Sheppard,

Racialization of Racialization of SavagerySavagery

- Marisela- Marisela

Page 10: A Different Mirror Chapter 1 and excerpts of Chapter 4 For: Dr. Linda Purrington and ELA Cohort From: Ruth Nichols, Marisela Richardson, Greg Sheppard,

Before Columbus:Before Columbus:VinelandVineland

Thorvald Ericksson son of Erik the Red, Vikings sail from Thorvald Ericksson son of Erik the Red, Vikings sail from Greenland to the New World. 1000 A.D.Greenland to the New World. 1000 A.D.

First Europeans settled in the New WorldFirst Europeans settled in the New World

Norwegian missionaries arrived in 1721 to find ruins of Norwegian missionaries arrived in 1721 to find ruins of farms and churchesfarms and churches

Vikings were unacknowledged until the 1960sVikings were unacknowledged until the 1960s

Page 11: A Different Mirror Chapter 1 and excerpts of Chapter 4 For: Dr. Linda Purrington and ELA Cohort From: Ruth Nichols, Marisela Richardson, Greg Sheppard,

The Racialization of SavageryThe Racialization of Savagery

The Indians of Massachusetts BayThe Indians of Massachusetts Bay

Native perception of the strangers (p. 24)Native perception of the strangers (p. 24)

Manitto - “God”Manitto - “God”

Mannittowock - “They are Gods”Mannittowock - “They are Gods”

Page 12: A Different Mirror Chapter 1 and excerpts of Chapter 4 For: Dr. Linda Purrington and ELA Cohort From: Ruth Nichols, Marisela Richardson, Greg Sheppard,

The Racialization of SavageryThe Racialization of Savagery

Crucial timing for the performance of The Crucial timing for the performance of The Tempest (p. 26)Tempest (p. 26)

““Savage Irish, our enemies”Savage Irish, our enemies”

Atrocities against families (p. 27)Atrocities against families (p. 27)

God-given responsibilitiesGod-given responsibilities

Page 13: A Different Mirror Chapter 1 and excerpts of Chapter 4 For: Dr. Linda Purrington and ELA Cohort From: Ruth Nichols, Marisela Richardson, Greg Sheppard,

English ExpansionismEnglish Expansionism

Irish and Americans had parallels (p, 28)Irish and Americans had parallels (p, 28)

Savagery Irish/IndianSavagery Irish/Indian

Kidnappings of natives (p. 30)Kidnappings of natives (p. 30)

Aristotle’s Doctrine – Natural slaves (p. 32)Aristotle’s Doctrine – Natural slaves (p. 32)

Page 14: A Different Mirror Chapter 1 and excerpts of Chapter 4 For: Dr. Linda Purrington and ELA Cohort From: Ruth Nichols, Marisela Richardson, Greg Sheppard,

English SettlementEnglish Settlement

Possibility for Friendship and interdependence (p. 33)Possibility for Friendship and interdependence (p. 33)

Governor Thomas Gates - Forced labor of natives to serve the Governor Thomas Gates - Forced labor of natives to serve the colonists (p. 34)colonists (p. 34)

Invasion and possession of lands - Chief PowhatanInvasion and possession of lands - Chief Powhatan

Great Migration (p. 35)Great Migration (p. 35)

Competition for agricultural land (p. 36)Competition for agricultural land (p. 36)

Natives had a highly developed agricultural system (p. 38)Natives had a highly developed agricultural system (p. 38)

Page 15: A Different Mirror Chapter 1 and excerpts of Chapter 4 For: Dr. Linda Purrington and ELA Cohort From: Ruth Nichols, Marisela Richardson, Greg Sheppard,

Puritan PossessionPuritan Possession

Facilitated by unseen pathogens (p. 39)Facilitated by unseen pathogens (p. 39)

Two significant events Two significant events

Infected rats from Samuel de Champlain's Infected rats from Samuel de Champlain's shipsships

Shipwrecked infected French sailors on New Shipwrecked infected French sailors on New England Beach England Beach

introduction of small poxintroduction of small pox

Page 16: A Different Mirror Chapter 1 and excerpts of Chapter 4 For: Dr. Linda Purrington and ELA Cohort From: Ruth Nichols, Marisela Richardson, Greg Sheppard,

The Will of GodThe Will of God

““Every man in the colony has a duty to bring the savage Every man in the colony has a duty to bring the savage Indians to “civil and Christian” government.” Indians to “civil and Christian” government.”

Virginia Promotional 1606Virginia Promotional 1606

““For it pleased God to visit these Indains with a great For it pleased God to visit these Indains with a great sickness and such a mortality that of a thousand, above sickness and such a mortality that of a thousand, above nine and a half hundred of them died …” nine and a half hundred of them died …”

““God has pushed the Pequots into a “Fiery Oven,” filling God has pushed the Pequots into a “Fiery Oven,” filling the place with dead bodies.” the place with dead bodies.”

Commander John Mason 1637Commander John Mason 1637

Page 17: A Different Mirror Chapter 1 and excerpts of Chapter 4 For: Dr. Linda Purrington and ELA Cohort From: Ruth Nichols, Marisela Richardson, Greg Sheppard,

What Happened in AmericaWhat Happened in America

In Virginia In Virginia Indian savagery was view as largely culturalIndian savagery was view as largely cultural

In New EnglandIn New EnglandIndian Savagery was view as Racialized Indian Savagery was view as Racialized

(p. 44)(p. 44)

Page 18: A Different Mirror Chapter 1 and excerpts of Chapter 4 For: Dr. Linda Purrington and ELA Cohort From: Ruth Nichols, Marisela Richardson, Greg Sheppard,

Native PrespectiveNative Prespective

““These English have gotten our land…”These English have gotten our land…”

““So we must be one as they are otherwise So we must be one as they are otherwise we shall be gone shortly…”we shall be gone shortly…”

““We plainly see that their chiefest desire is We plainly see that their chiefest desire is to deprive us of the privilege of our land, to deprive us of the privilege of our land, and drive us off in utter ruin”and drive us off in utter ruin”

Page 19: A Different Mirror Chapter 1 and excerpts of Chapter 4 For: Dr. Linda Purrington and ELA Cohort From: Ruth Nichols, Marisela Richardson, Greg Sheppard,

JeffersonJefferson

Proclaimed friendship then advocated the removal and Proclaimed friendship then advocated the removal and the destruction of hostile Indians (p. 47) the destruction of hostile Indians (p. 47)

Stated they were victims of their own culture (p. 47)Stated they were victims of their own culture (p. 47)

Factors Jefferson did not consider:Factors Jefferson did not consider:

Dissemination of the game, for fur tradeDissemination of the game, for fur trade

Introduction of unfamiliar diseaseIntroduction of unfamiliar disease

The appropriation of their landThe appropriation of their land

Brutal warfare waged against themBrutal warfare waged against them

Page 20: A Different Mirror Chapter 1 and excerpts of Chapter 4 For: Dr. Linda Purrington and ELA Cohort From: Ruth Nichols, Marisela Richardson, Greg Sheppard,

Jefferson Land DealsJefferson Land Deals

First, encourage Natives to abandon hunting First, encourage Natives to abandon hunting to take up agricultureto take up agriculture

Second, sell more manufactured good to the nativesSecond, sell more manufactured good to the natives

Run them into debt to create financial ruinRun them into debt to create financial ruin

Forced sale of landForced sale of land

If you love the land in which your were born… (p. 49)If you love the land in which your were born… (p. 49)

Page 21: A Different Mirror Chapter 1 and excerpts of Chapter 4 For: Dr. Linda Purrington and ELA Cohort From: Ruth Nichols, Marisela Richardson, Greg Sheppard,

The Giddy Multitude - Thelma

Page 22: A Different Mirror Chapter 1 and excerpts of Chapter 4 For: Dr. Linda Purrington and ELA Cohort From: Ruth Nichols, Marisela Richardson, Greg Sheppard,

“The presence of Africans in America becomes a reality, but how they came to be enslaved and numerous has been largely “hidden” from our understanding of the making of a multicultural America” (Takaki, p. 52).

Page 23: A Different Mirror Chapter 1 and excerpts of Chapter 4 For: Dr. Linda Purrington and ELA Cohort From: Ruth Nichols, Marisela Richardson, Greg Sheppard,

What is “the giddy What is “the giddy multitude”?multitude”?

A discontented class of indentured A discontented class of indentured servants, slaves, and landless servants, slaves, and landless freemen, both white and blackfreemen, both white and black

Page 24: A Different Mirror Chapter 1 and excerpts of Chapter 4 For: Dr. Linda Purrington and ELA Cohort From: Ruth Nichols, Marisela Richardson, Greg Sheppard,

The color of their skin?The color of their skin?

• Deeply stained with Deeply stained with dirtdirt

• FoulFoul• Dark or deadlyDark or deadly• Malignant Malignant • SinisterSinister• WickedWicked

• PurityPurity• InnocenceInnocence• GoodnessGoodness

Black White

Page 25: A Different Mirror Chapter 1 and excerpts of Chapter 4 For: Dr. Linda Purrington and ELA Cohort From: Ruth Nichols, Marisela Richardson, Greg Sheppard,

Beliefs of English SettlersBeliefs of English Settlersabout Africansabout Africans

• BrutishBrutish

• Belonging to vile raceBelonging to vile race

• People of beastly livingPeople of beastly living

• Living without god, law, religionLiving without god, law, religion

• Color of skin – “the devil’s incarnate”Color of skin – “the devil’s incarnate”

Page 26: A Different Mirror Chapter 1 and excerpts of Chapter 4 For: Dr. Linda Purrington and ELA Cohort From: Ruth Nichols, Marisela Richardson, Greg Sheppard,

Similarities Similarities (Slaves/Indentured Servants)(Slaves/Indentured Servants)

• Common social spaceCommon social space• Class exploitation/abuseClass exploitation/abuse• Iron collars around necksIron collars around necks• Beaten/torturedBeaten/tortured• Required to have passes to leave plantationsRequired to have passes to leave plantations• Hard workHard work• Came involuntarilyCame involuntarily

Page 27: A Different Mirror Chapter 1 and excerpts of Chapter 4 For: Dr. Linda Purrington and ELA Cohort From: Ruth Nichols, Marisela Richardson, Greg Sheppard,

DifferencesDifferences

• Reduced to propertyReduced to property• Required to work Required to work

without paywithout pay

• Mostly white = 75%Mostly white = 75%• Service of 4-7 yearsService of 4-7 years• Work to repay Work to repay

expenses of their expenses of their passagepassage

• Responsible for Responsible for production and production and improvementsimprovements

Slaves Indentured Servants

Page 28: A Different Mirror Chapter 1 and excerpts of Chapter 4 For: Dr. Linda Purrington and ELA Cohort From: Ruth Nichols, Marisela Richardson, Greg Sheppard,

Bacon’s RebellionBacon’s Rebellion• Nathaniel Bacon sought to protect settlers against the Nathaniel Bacon sought to protect settlers against the

IndiansIndians• Enlisted the giddy multitude/militiaEnlisted the giddy multitude/militia• Eliminate foe/redirect the white lower class’s angerEliminate foe/redirect the white lower class’s anger• Killed Indians/”glorious” defense of the countryKilled Indians/”glorious” defense of the country• Charged with treasonCharged with treason

• 500 men to Jamestown/burned it down500 men to Jamestown/burned it down

• Blacks joined him in hopes of being freed from their Blacks joined him in hopes of being freed from their slaveryslavery

• The largest rebellion known before the American The largest rebellion known before the American RevolutionRevolution

• Five years later still worried about class structureFive years later still worried about class structure

Page 29: A Different Mirror Chapter 1 and excerpts of Chapter 4 For: Dr. Linda Purrington and ELA Cohort From: Ruth Nichols, Marisela Richardson, Greg Sheppard,

Two LawsTwo Laws

• Laws for punishing slavesLaws for punishing slaves• Black population increasesBlack population increases• Turn to slavery significant Turn to slavery significant

(after Bacon’s rebellion)(after Bacon’s rebellion)• Planters did not recruit white Planters did not recruit white

servantsservants• Acreage/slaves given to poor Acreage/slaves given to poor

whiteswhites• African slaves work without African slaves work without

pay/cheaper than Indian and pay/cheaper than Indian and white servantswhite servants

• No race mixingNo race mixing

• White mothers of interracial White mothers of interracial children fined fifteen pounds; children fined fifteen pounds; child in servitude 30 yearschild in servitude 30 years

• Make mullato slaves stigmatize Make mullato slaves stigmatize them as blackthem as black

• Denied free blacks the right to Denied free blacks the right to vote; hold office; testify in courtvote; hold office; testify in court

• Virginia “elite” allowed poor Virginia “elite” allowed poor whites to abuse blackswhites to abuse blacks

• Blacks owning any livestock Blacks owning any livestock seized, profits given to the poorseized, profits given to the poor

• In exchange for white men In exchange for white men enlisting in the American enlisting in the American Revolution –awarded 300 acres Revolution –awarded 300 acres and a slave between the ages and a slave between the ages of 10-30of 10-30

Slavery De Jure The Law of 1691

Page 30: A Different Mirror Chapter 1 and excerpts of Chapter 4 For: Dr. Linda Purrington and ELA Cohort From: Ruth Nichols, Marisela Richardson, Greg Sheppard,

Thomas Jefferson’s BeliefsThomas Jefferson’s Beliefs• Worried about class tensionsWorried about class tensions• Owned slaves, thought it was good for economyOwned slaves, thought it was good for economy• By 1822, owned 267 slavesBy 1822, owned 267 slaves• Capable of cruel punishment for slavesCapable of cruel punishment for slaves

• James HubbardJames Hubbard• Felt guilty about owning slavesFelt guilty about owning slaves

• Letters to brother/friendsLetters to brother/friends• Slavery abolished/remove blacks from American societySlavery abolished/remove blacks from American society• Deport future generations/infants trained and later sent awayDeport future generations/infants trained and later sent away

• Blacks and whites could never coexistBlacks and whites could never coexist

• Color of skin/”inferior” raceColor of skin/”inferior” race• Met opposition from African AmericansMet opposition from African Americans

• Phyllis WheatleyPhyllis Wheatley• Benjamin BannekerBenjamin Banneker

• Concerned of race mixing/race warsConcerned of race mixing/race wars• ““Wolf by the ears” p. 76Wolf by the ears” p. 76

Page 31: A Different Mirror Chapter 1 and excerpts of Chapter 4 For: Dr. Linda Purrington and ELA Cohort From: Ruth Nichols, Marisela Richardson, Greg Sheppard,

Teaching Tolerance

Page 32: A Different Mirror Chapter 1 and excerpts of Chapter 4 For: Dr. Linda Purrington and ELA Cohort From: Ruth Nichols, Marisela Richardson, Greg Sheppard,

OverviewOverview

• World War II, with German Nazism World War II, with German Nazism and Aryan racial supremacy, forced and Aryan racial supremacy, forced Americans to look at racism within Americans to look at racism within their own society.their own society.

• Americans must stand before the Americans must stand before the whole world in support of racial whole world in support of racial tolerance and equality.tolerance and equality.

Page 33: A Different Mirror Chapter 1 and excerpts of Chapter 4 For: Dr. Linda Purrington and ELA Cohort From: Ruth Nichols, Marisela Richardson, Greg Sheppard,

• America stood for the America stood for the fourfour freedoms: freedoms:– freedom of freedom of speechspeech – freedom of freedom of worshipworship– freedom from freedom from wantwant– freedom from freedom from fearfear

Franklin RooseveltFranklin Roosevelt

““Americanism is not, and never was, a Americanism is not, and never was, a matter of race or ancestry.”matter of race or ancestry.”

Page 34: A Different Mirror Chapter 1 and excerpts of Chapter 4 For: Dr. Linda Purrington and ELA Cohort From: Ruth Nichols, Marisela Richardson, Greg Sheppard,

On the eve of World War IIOn the eve of World War II• Asian immigrants were still excluded from Asian immigrants were still excluded from

citizenship, and in many states they were citizenship, and in many states they were unable to own landunable to own land

• Mexican immigrants were pushed from Mexican immigrants were pushed from welfare rolls and targeted for deportation.welfare rolls and targeted for deportation.

• Indians were confined to reservations where Indians were confined to reservations where they were governed by federal regulations.they were governed by federal regulations.

• In the North, African Americans were In the North, African Americans were restricted to reservations (ghettos), and in the restricted to reservations (ghettos), and in the South were trapped in the system of peonage South were trapped in the system of peonage – sharecropping.– sharecropping.

Page 35: A Different Mirror Chapter 1 and excerpts of Chapter 4 For: Dr. Linda Purrington and ELA Cohort From: Ruth Nichols, Marisela Richardson, Greg Sheppard,

Revolution from withinRevolution from within

• Stop denying our wholeness as members Stop denying our wholeness as members of humanity as well as one nationof humanity as well as one nation

• As Americans, we originally came from As Americans, we originally came from many different shores and our diversity many different shores and our diversity has been at the center of the making of has been at the center of the making of AmericaAmerica

• To become visible is to see ourselves and To become visible is to see ourselves and each other in a different mirror of historyeach other in a different mirror of history

Page 36: A Different Mirror Chapter 1 and excerpts of Chapter 4 For: Dr. Linda Purrington and ELA Cohort From: Ruth Nichols, Marisela Richardson, Greg Sheppard,

Teaching Cultural Teaching Cultural ToleranceTolerance

• The Caring School Community Program features collaborative, The Caring School Community Program features collaborative, non-competitive activities which promote helpfulness, non-competitive activities which promote helpfulness, inclusiveness, responsibility, service learning, and academic inclusiveness, responsibility, service learning, and academic growth throughout the school. Buddy Programs feature growth throughout the school. Buddy Programs feature relationship building and collaborative learning activities involving relationship building and collaborative learning activities involving younger and older students working together on activities. younger and older students working together on activities.

• Have students make friendship or remembrance bracelets which Have students make friendship or remembrance bracelets which can be exchanged or worn within a school to show solidarity during can be exchanged or worn within a school to show solidarity during a crisis or sent to students in another school. a crisis or sent to students in another school.

• Study circles provide small-group, democratic, peer-led discussions Study circles provide small-group, democratic, peer-led discussions which are a simple way to involve students in dialogue and action which are a simple way to involve students in dialogue and action on important social and political issues.on important social and political issues.

• ““The Believing Game” is designed to introduce perspective taking The Believing Game” is designed to introduce perspective taking through role playing and simulations. As students make decisions through role playing and simulations. As students make decisions and face problems from another's perspective, they may experience and face problems from another's perspective, they may experience feelings similar to those felt by an individual or group faced with feelings similar to those felt by an individual or group faced with the same circumstances.the same circumstances.

• Incorporate multicultural education into your student's daily Incorporate multicultural education into your student's daily studies. studies.

Judie HaynesJudie Haynes, www.everythingESL.net, www.everythingESL.net

Page 37: A Different Mirror Chapter 1 and excerpts of Chapter 4 For: Dr. Linda Purrington and ELA Cohort From: Ruth Nichols, Marisela Richardson, Greg Sheppard,

Culturally proficient Culturally proficient leadersleaders

• QuestionQuestion your assumptions and change your attitude your assumptions and change your attitude• RedefineRedefine your purpose your purpose• CommitCommit to facing difficult sociocultural problems …not to facing difficult sociocultural problems …not

easy, but tackle iteasy, but tackle it• EngageEngage others in facing the challenge others in facing the challenge• Support othersSupport others in questioning values, changing in questioning values, changing

perspectives, developing new ways of behavingperspectives, developing new ways of behaving

Page 38: A Different Mirror Chapter 1 and excerpts of Chapter 4 For: Dr. Linda Purrington and ELA Cohort From: Ruth Nichols, Marisela Richardson, Greg Sheppard,

A Different MirrorA Different Mirror

Credits:Credits:Ruth Nichols, Marisela Richardson,Ruth Nichols, Marisela Richardson,

Greg Sheppard, and Thelma Stevenson.Greg Sheppard, and Thelma Stevenson.March 12, 2005March 12, 2005

Questions to Consider

What is the cultural proficiency of your school?

How do you measure it ?What actions can you take to increase the cultural proficieny of your school?