Assignment 3: Educational Equality for All Students
Due Week 10 and worth 350 points
Researchers over time have documented a number of factors that have slowed the integration of multicultural curriculum in schools. However, the institutionalization of diverse content into school curricula has made significant progress in the last several years. Examine current research on how multiculturalism is being integrated into the grade level at which you teach or plan on teaching.
Write a six to eight (6-8) page paper in which you:
1. Evaluate the use of Bank’s four (4) approaches to integration of multicultural and / or global content, focusing on curricula designed for the grade level in which you teach or plan on teaching.
2. Analyze three to five (3-5) factors that determine that color blindness is not the solution to racism in the classroom. Provide specific instructional strategies geared to addressing race in a more constructive fashion in the grade level in which you teach or plan on teaching.
3. Design a scholastic program for integrating multiculturalism into the grade level in which you teach or plan on teaching. Propose specific features of the program and how it would be included when teaching different subject matter such as math, history, or literature.
4. Develop three to five (3-5) techniques for incorporating a school-wide positive behavior management system and restorative practices, ensuring that your school is culturally respectful and responsive.
5. Provide at least five (5) references (no more than five [5] years old) from material outside the textbook.
Your assignment must follow these formatting requirements:
· Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA or school-specific format. Check with your professor for any additional instructions.
· Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required assignment page length.
The specific course learning outcomes associated with this assignment are:
· Examine current research, issues, and educational practices related to multiculturalism in schools and society.
· Identify instructional strategies that are applicable to the K-12 diverse learning environment.
· Use technology and information resources to research issues in diversity in K-12 education.
· Write clearly and concisely about diversity in K-12 education using proper writing mechanics.
Click here to view the grading rubric for this assignment.
Grading for this assignment will be based on answer quality, logic / organization of the paper, and language and writing skills, using the following rubric.
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Points: 350 |
Assignment 3: Educational Equality for All Students |
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Criteria |
Unacceptable Below 70% F |
Fair 70-79% C |
Proficient 80-89% B |
Exemplary 90-100% A |
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1. Evaluate the use of Bank’s four (4) approaches to integration of multicultural and / or global content, focusing on curricula designed for the grade level in which you teach or plan on teaching. Weight: 20% |
Did not submit or incompletely evaluated the use of Bank’s four (4) approaches to integration of multicultural and / or global content, focusing on curricula designed for the grade level in which you teach or plan on teaching. |
Partially evaluated the use of Bank’s four (4) approaches to integration of multicultural and / or global content, focusing on curricula designed for the grade level in which you teach or plan on teaching. |
Satisfactorily evaluated the use of Bank’s four (4) approaches to integration of multicultural and / or global content, focusing on curricula designed for the grade level in which you teach or plan on teaching. |
Thoroughly evaluated the use of Bank’s four (4) approaches to integration of multicultural and / or global content, focusing on curricula designed for the grade level in which you teach or plan on teaching. |
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2. Analyze three to five (3-5) factors that determine that color blindness is not the solution to racism in the classroom. Provide specific instructional strategies geared to addressing race in a more constructive fashion in the grade level in which you teach or plan on teaching. |
Did not submit or incompletely analyzed three to five (3-5) factors that determine that color blindness is not the solution to racism in the classroom. Did not submit or incompletely provided specific instructional strategies geared to addressing race in a more constructive fashion in the grade level in which you teach or plan on teaching. |
Partially analyzed three to five (3-5) factors that determine that color blindness is not the solution to racism in the classroom. Partially provided specific instructional strategies geared to addressing race in a more constructive fashion in the grade level in which you teach or plan on teaching. |
Satisfactorily analyzed three to five (3-5) factors that determine that color blindness is not the solution to racism in the classroom. Satisfactorily provided specific instructional strategies geared to addressing race in a more constructive fashion in the grade level in which you teach or plan on teaching. |
Thoroughly analyzed three to five (3-5) factors that determine that color blindness is not the solution to racism in the classroom. Thoroughly provided specific instructional strategies geared to addressing race in a more constructive fashion in the grade level in which you teach or plan on teaching. |
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3. Design a scholastic program for integrating multiculturalism into the grade level in which you teach or plan on teaching. Propose specific features of the program and how it would be included when teaching different subject matter such as math, history, or literature. Weight: 20% |
Did not submit or incompletely designed a scholastic program for integrating multiculturalism into the grade level in which you teach or plan on teaching. Did not submit or incompletely proposed specific features of the program and how it would be included when teaching different subject matter such as math, history, or literature. |
Partially designed a scholastic program for integrating multiculturalism into the grade level in which you teach or plan on teaching. Partially proposed specific features of the program and how it would be included when teaching different subject matter such as math, history, or literature. |
Satisfactorily designed a scholastic program for integrating multiculturalism into the grade level in which you teach or plan on teaching. Satisfactorily proposed specific features of the program and how it would be included when teaching different subject matter such as math, history, or literature. |
Thoroughly designed a scholastic program for integrating multiculturalism into the grade level in which you teach or plan on teaching. Thoroughly proposed specific features of the program and how it would be included when teaching different subject matter such as math, history, or literature. |
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4. Develop three to five (3-5) techniques for incorporating a school-wide positive behavior management system and restorative practices, ensuring that your school is culturally respectful and responsive. Weight: 20% |
Did not submit or incompletely developed three to five (3-5) techniques for incorporating a school-wide positive behavior management system and restorative practices, ensuring that your school is culturally respectful and responsive. |
Partially developed three to five (3-5) techniques for incorporating a school-wide positive behavior management system and restorative practices, ensuring that your school is culturally respectful and responsive. |
Satisfactorily developed three to five (3-5) techniques for incorporating a school-wide positive behavior management system and restorative practices, ensuring that your school is culturally respectful and responsive. |
Thoroughly developed three to five (3-5) techniques for incorporating a school-wide positive behavior management system and restorative practices, ensuring that your school is culturally respectful and responsive. |
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5. 5 references Weight: 10% |
No references provided |
Does not meet the required number of references; some or all references poor quality choices. |
Meets number of required references; all references high quality choices. |
Exceeds number of required references; all references high quality choices. |
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6. Clarity, writing mechanics, and formatting requirements Weight: 10% |
More than 6 errors present |
5-6 errors present |
3-4 errors present |
0-2 errors present |
