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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 Carribean Peoples..

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We think that these practices suggested by the lesson plan provide insight for both educators and students on the ways Native Americans were forced into occupation by the white settlers back in the mid 1700s. Within the document, the lesson plan emphasizes that students should learn about the underlying bias presented by the white "allies" of the time, stating, "It’s important that students recognize the racial and cultural biases of even those who considered themselves the Indians’ friends and allies.". Additionally, students are presented with questions that promote a more critical way of thinking, prompting them to reevaluate their role in a racially dynamic system that stems from the very creation of the country that they inhabit. Potential challenges posed by these exercises include the protest of racist parents and or concerned parents that want to "protect" their children from learning about the true racist and supremacist roots of American history.

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Some of the challenges with the Cherokee/ Seminole removal role play lesson plan is developmental appropriateness. It says that this lesson plan is for 3rd and 4th graders. If everything on the lesson plan is actually included, we thought that this might be a lesson plan for an older crowd, possibly 7th grade and older. The topics are important and should be introduced but the depth of this lesson plan seems to be very heavy and the student engagement could be lacking due to this. As a instructor, we think it is important to be unbiased with this lesson because it includes controversial topics and different opinions that could go against one another.

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This lesson plan revolving around the Chicano/a School Blowouts presented with many promises and challenges. This plan promised to shed light on a topic that is not normally talked about, especially considering the plan mentions that "one of 22 students raised her hand" when asked about the Chicano/a School Blowouts. One challenge this plan could present students with is the fact of how little it is shared. With no prior knowledge it can be difficult to grasp a complete understanding, however with multiple conversations progress can be made.

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For our topic and lesson we had "The Other Internment". This lesson was about World War 2 and the mistreatment of Japanese Latin Americans. We believe that the way this teacher taught this lesson for 8th graders was appropriate. The teacher started this lesson by putting black and white images on the board and had her students write down any impressions they may have about the images. For the next class, the teacher separated the class into different groups and handed them a card with different group name and had them act how who they were representing. She had the students internalize the characters they were given by introducing them in a journal entry. She then created a discussion asking if it was just or unjust about their removal. We believe that this was affective due to the amount of time they spent on this assignment. We also think it was helpful that they stuck to one group to help them get a better understanding and be able to use to information from there peers to make assumptions about the other groups that were being acted out which kept the students engaged.

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Our lesson plan was about Japanese Internment camps during World War 2. This 8th grade history teacher planned on including role play, a photo gallery, and a poem to teach students about this. Promises of this lesson plan are that students will be able to learn a deeper history from what is generally talked about during WW2, especially focusing on groups of people who are commonly forgot about. We feel that possible challenges of this lesson plan would result from role play, as students may misconstrue the severity of events. Besides the role play, our group felt that the other teaching tactics (photo gallery and poem) would be helpful as they lead the students to question what they were seeing and reading, further leading into a discussion.

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Pump Up the Blowouts: Morgan, Sydney, Antonia

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Pump Up the Blowouts: Morgan, Sydney, Antonia

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We discussed that a challege for teaching 7th and 8th grade students about the Chicano/a School Blowouts, may be introducing the topic in a way that is not only appropriate for their age group, but also in a way that wouold help them understand it, so they don't end up misinformed. A promise that we found, was that starting to teach this information from a young age, could benefit students in their educational long run, in having a more diverse background; As well as when they reach college and begin higher education they are not confused and shocked to learn the things they should have been taught early on. They also develop the right historical background and resources. Leading discussions and helping them learn more about information they weren't aware of promotes student engagement, as well as provides them with a platform to help others learn about such an important history as well. I think it is also beneficial to provide students with the ability to stand up for, and support their POC peers who are affected by this issue as well. It is also important to provide parents with the information as well, so that they know what their students will be learning, and won't feel caught off guard, or disrespected as the information the students would be learning may not be okay with them. So helping them to learn more and educate them on important history background could also benefit the students greatly in their education as well!

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The Southern Farmer lesson plan did not say what grade level to give this to. We assumed that this would be given to high school-level students. It asked abstract thinking questions that a middle school student may be unable to answer respectfully/correctly. For example, it asked, “Have you or has anyone you know experienced a deep change in attitude toward people of another race? If so, what happened to make this change possible”. Middle schoolers could answer but we didn’t believe this lesson would get to its full potential with middle schoolers, having less life experience than high schoolers developmentally. Parents could get mad but they don’t necessarily have a justifiable reason to. This lesson seemed to let students have a good amount of introspection on their experience with racism and it let them discuss with other students to hear new perspectives and experiences.

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Students will be tasked with working together to solve conflicts. The decisions made by them will be based on the readings they have and the assigned figures in whose perspective they will be writing from. The lesson will be difficult to concise, as the lesson plan is very long and there is a lot of material. With students each having to focus on different perspectives, it will be a challenge to round out the knowledge given to the class. If the plan is formatted correctly, it could be more inclusive and less overwhelming for the students. If students were to present the perspectives they learn about, they can reflect and contribute to each other’s knowledge of the subject. While it will be hard to keep students engaged, the teacher can try by assigning individual requirements for each one via a journal or note card. Parents should recognize that the material discussed is important to learn in creating an accepting and intelligent classroom.