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For me, the challenge with teaching multiculturalism to college-aged students is that many are not willing to make the connection that gaining an understanding of different cultures means acknowledging and exploring difficult histories. It's easy to say we are comfortable with the expression of culture from a pop culture or media standpoint, but we are often lacking in our knowledge of the story behind the heroes and icons we tend to celebrate or emulate. I'll give you two examples. To more deeply understand and appreciate the cast of the Jersey Shore and the tight-knit connection between them is to also appreciate that Italian- Americans share a particularly strong bond that happened as a result of immigration and discrimination in the early 20th century. To more deeply understand and appreciate the marriage of Cardi B and Offset as part of hip-hop, street, and trap culture is also to appreciate the history of Afro-Cuban and Puerto Rican music as it developed over generations of colonization and survivance. Beats and music are key to the storytelling culture of African Americans and Islanders.

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It is my opinion that lessons about national history of this sort are important for students to hear. When students learn about impactful events and can connect it back to their own current experiences, I believe that they become more invested in what happens with their education because it is no longer about their individual education. Instead, education becomes a group endeavor where the goal is to help everyone have equality in opportunities, resources, and access to knowledge. When you can get people to understand the importance of compassion and working together, we realize the true power of advocating for others and standing up for what is right. It is very hard to change the world on your own. However, when you have friends, family, and supporters by your side, real change is possible. I do not think that parents would disagree with this notion, however there is a caveat. The caveat is that I think this type of education needs to be done responsibly so that it does not foster resentment and mistrust of the system. Instead, I think the emphasis needs to be on what can be done and is currently taking place to remedy and fix the issues of the past. When the emphasis sways towards this end of the spectrum, I think students will be more inspired to make change rather than live in victimhood full of anger and disdain.

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Students learn -Students will explore the difficulties of farm labor organizing in the 1930s. Students will understand how racism divides potential allies. Students will reflect on ways to overcome racism while trying to change oppressive conditions. Students will receive handouts to read. The first handout is Southern Tenant Farmers Union. The second handout is Voices of the Southern Tenant Farmers Union. The third handout is "Why I Quit the Klan"- An Interview with C.P. Ellis. The teacher will read hand out aloud and assign a writing assignment were the students have to write dialogue where one tenant farmer is convincing another one to join the union. Each person is a different race. Then have the students volunteer to read their dialogue. Then repeat that for each article. I think the article is appropriate for this age because it is harder for younger kids to understand and read dialogue. This topic can also be sensitive for some and the older the better. This age group will have a better chance of understanding the topic.However some kids have trouble with dialogues it tends to make kids laugh at each other. This might also be a hard for kids to read aloud ot a class espically if they struggle with reading. Maybe doing this activity in smaller groups might be better.

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The Other Internments - Chloe, Elle, Rachel

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The Other Internments - Chloe, Elle, Rachel

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The topic of the lesson plan is about Hidden Japanese Latin Americans during WWII. In the lesson plan, the teacher says they won't tell too much about the topic/history before giving the handouts in order to "spark curiosity." Each student was given a handout, about a page of information, to read about a specific person and has to share the experiences of their character.

We agree that it can be taken not as seriously and the approach for the lesson was not well executed. The teacher was gearing this towards eighth graders, but we feel that this could be taught later during high school. We said that there should have been more context given to the lesson because in the lesson plan the teacher says that they didn't give context to "spark curiosity," but this can quickly go south because the student's may not grasp the severity of this, so there should be more context given beforehand because this is a more serious assignment.

Instead, we'd change it from an individual (small group) evaluation of handouts to a larger group discussion so the teacher can guide it in a more appropriate direction in case the students aren't fully understanding the level of the handouts. We would change the assignment from being a role-play assignment to a more group project based assignment based on the handouts where they can do more research on their own.

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Kiera Reed, Chelsea Hurley, Emma Roe, Allison Larkin

We think that the topic is The Indian Act Removal. In this lesson, students will learn what happened during the The Indian Removal Act and also why it happened. Also, to equip younger students to look for patterns throughout history that continue throughout time. In the end, the students will each be given a role in the play and then they demonstrate for the class. As a group, we don't think that it would be effective for younger students. We think that this topic should be taught to older age groups. The older children also need to be mature about it and serious about learning this topic. Also, for older children instead of doing a role play, they can be put into groups and discuss with each other and present at the end.

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The topic is about The Cherokee/Seminole Removal. This lesson plan to show students how the Cherokee and Seminole were affected by the Indian Removal Law and how the students can learn the causes of The Indian Removal law and see what happen and why it happened. This is important for students to learn about the racial and social biases that indigenous people may face and the importance of social reform in the United States. For the activity we would give students reading handouts to inform them on the topic and different parts of the topic. Then with the readings the student will go into groups in order to role play the fives parts of the Cherokees, the Andrew Jackson Administration, Plantation Owners and Farmers, Missionaries and Northern Reformers, and Black Seminoles. This should not be performed with any age of students because it is extremely inappropriate to encourage students to perform being a Plantation Owner and other roles. Instead the rest of the plan should be followed which is just student and teacher discussion about the topic but and giving out a writing assignment at the end of class. We believe that students at any age should be roleplaying such topics is not appropriate and students should not be encourage to perform roleplays of topics like these. We believe that it should be taught at high school age because it is a complex topic but it is still a topic that is important for students to learn about and understand.

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Pump out the Blowouts - Riley, Max, Alyssa, Noel 

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Pump out the Blowouts - Riley, Max, Alyssa, Noel 

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In our opinion, we thought that this idea for a lesson plan was appropriate for its audience (7th and 8th graders). It shines a light on Latinx history, which is not commonly taught in many school curriculum. We did feel that this type of lesson plan might seem too boring for optimal learning given the age range of the students. Middle school students might not respond as well if they were tasked about reading the different types of Latinx School Blowouts. We suggested to use a more hands on approach for teaching this subject. In small groups, we can have students brainstorm and make speeches and signs, similar to what the Latinx students during the blowouts made in their protests. Another way was to show students documentary footage/video of the actual protests or bring a guest speaker of a student who participated in the protests. We felt that these strategies might reach out to the students better and help them be more involved with this topic.

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Jenna Capriotti, Elizabeth Pinto-Shaw, Niamh Dooley

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In our opinion, learning about the Southern Tenant Farmers and their Union is important, especially when discussing the Depression Era. There are some parts in this lesson that need to be altered. For example, this topic is very serious and complicated. Younger students may not be able to really focus or absorb what they are learning. We believe this topic should be taught to 7th graders. Another thing that may benefit change is the role play scenario. Some students may be rude or silly, which can offend others. It may be more beneficial for it to be an essay or a reflection on how circumstances can unite divided communities and how that can be applied to current historical events.