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Discovering Identities Ourselves, Others and The World Around Us. A high school social studies and language arts curriculum. Muki Hansteen-Izora, Lisa Hwang, Cait Drewes, Jose Arias. The site Sassy Program (School After School Success for Youth), Menlo Park California - PowerPoint PPT Presentation
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Discovering Identities
Ourselves, Others and The World Around UsA high school social studies and language arts
curriculum
Muki Hansteen-Izora, Lisa Hwang, Cait Drewes, Jose Arias
Background
• The site– Sassy Program (School After
School Success for Youth), Menlo Park California
– Part of OICW, a job training and social services organization that serves the southern portion of San Mateo county
– Formal partnerships with the surrounding high school districts - Sequoia, Palo Alto
– Vocational skills training classes, basic skills instruction and academic support
– Students earn high school credit for participation
Background
• The Students– Primarily from East
Palo Alto, East Menlo Park and Redwood City
– Diverse population mirrors surrounding community
– Latino %50, African American (%35), Pacific Islanders (%10) and others (%5)
– Many are struggling to meet graduation requirements
Background
• The Need– Weekly workshops lack cohesive curriculum– Currently an assemblage of various activities– Desire to address deeper issues of significance to daily
lives of students
• Format– 1 day per week– 2 hours per class– 17 sessions– 15 - 25 students per class– 1 lead instructor, 2 volunteers
Goals
• Students will learn to practice tolerance as a key life skill.
• Students will be able to think critically about issues of identity and “otherness”
Theory
• Progressivism– John Dewey– Infuse the curriculum with the experience of
student
• Critical Theory– Paulo Freire– Problem posing education
• Cognitive Pluralism– Howard Gardner– Idea of multiple intelligences
Curriculum Overview
SELF
COMMUNITY
COUNTRY
WORLD
SELF: Reflecting on identity and self
• Goal– Students will explore components of their
personal identities and explore how identity interacts with ideas of the “other.”
• Key Themes– Components of identity, cultural, personal,
national– Exploring stereotypes and recognizing
prejudice
• Example Activity– Life Maps
Community: Tolerance in the context of community
• Goal– Students will explore the effects of
intolerance on a community and come to see themselves as agents of change.
• Key Themes– The Effects of Intolerance on Communities– Practicing Tolerance for Positive Change
• Example Activity– Community Action Project
Country: Protecting rights and nurturing respect
• Goal– Students will understand why the need for
legislation that protects all people is necessary.
• Key Themes– The Bill of Rights– Art as a vehicle to generate respect and
empathy
• Example Activity– Art Project
World: A real understanding of human rights
• Goal– Students will generate empathy for struggles
for human rights in other parts of the world and link them to the struggles in America
• Key Themes– Linking Struggles at Home, to Struggles
Abroad– Human Rights
• Example Activity– Expressions of oppression through music