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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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Southern Tenant Farmers- Andrew, Emma, Isabella D

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Southern Tenant Farmers- Andrew, Emma, Isabella D

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The promise of this lesson plan is to teach the students about the Southern Tenant Farmers and how they can be an example of racism being overcome to achieve a common good. The lesson plans involve a lot of opinions and subjective thought, and a challenge would be making sure children can think critically and maturely enough to engage in a topic like this. This lesson plan seems to be a lesson for mid to late high school because of the complexity of the topic and the maturity needed to actvely engage with the topic. The lesson plan involves a lot of role-playing and opinions. While forming opinions is important, role-playing is a very bad idea because it can cause further biases and negative thoughts and actions to develop due to the role being played.

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The Other Internment Lesson Plan Exercise 

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The Other Internment Lesson Plan Exercise 

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The topic is focusing on Japanese Latin Americans in WWll. The students will learn about this minority group of people's stories and hopefully empathize and connect the stories their hearing to the kid's own lives. The lesson plan intended for the kids to gain an opinion on the situation; they were expected to write their thoughts in their journals that were provided on how they felt on the stories they were hearing then ultimately asked to write a hypothetical letter of what the kids would want to say to that minority group going through that. Then there was a reparations exercise, where you got assigned a role randomly of being different minority groups as well as being the committee to decide the "redress". It's appropriate to talk about the topic, get information and learn about this terrible time but to actively have a role-play and ask them to write letters just feels distasteful of the subject matter. Treating it more so as a pity party game of "putting yourself in their shoes" type of vibe by acting like you're oppressed when you're not actually going through that specific traumatic thing. As well as another girl having issues staying in character, while trying to be for oppression. It's the principle of the exercise that it can help teach people but having to align with something in roleplay for a point that you don't agree with out of it is very overwhelming and inappropriate for someone learning of this type of oppression.

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Cherokee Removal: Hannah, Camille, Julie

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Cherokee Removal: Hannah, Camille, Julie

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What is the topic?

The Cherokee Seminole tribe was forced off their land with the Indian Removal Bill.

What will students learn?

Students will learn about how white colonizers took over the Native Americans' land and the Trail of Tears. This marked the beginning of US expansion. They will learn about the Indian Removal Bill.

How will they learn it? (Describe the steps of the activity)

The students will be role-playing the Native American tribes and authorities involved in this process: Cherokees, the Andrew Jackson Administration, Plantation Owners and Farmers, Missionaries and Northern Reformers, and Black Seminoles. Once divided into groups, the students read about the people they are representing. The students are supposed to negotiate with one another, role-playing a congressional hearing.

Does your team feel this topic and activity are developmentally appropriate for this age? Should it be introduced earlier, or later? If so, how?

While the content is developmentally appropriate for high schoolers, we do not think the way they are doing so is appropriate. Instead, they can read primary sources from the Cherokees' perspectives and expansioners' perspectives, and then hold a full-class discussion about this topic. That way, they can read from first-person experiences and discuss what went on.

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Southern Farmers- Sarah, Katelyn, Madison, Kiera

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Southern Farmers- Sarah, Katelyn, Madison, Kiera

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The Southern Farmers lesson plan, we decided, should be taught to students in their junior year of high school. This plan is about Black and White workers overcoming deep divisions and suspicions of racial antagonism. Students should learn how racism divides, and how important it is to overcome such racist attitudes. The specific activity is a reading handout, where students are supposed to write a dialogue where a farmer is convincing another farmer to join a union where each person is a different race. Students are said to work in pairs. Considering that some students don't all share the same level maturity, the creating the dialogue can be "messy." The dialogue should be either pre-written or posed as a what would you do question, to avoid problems and accurate understanding of the assignment.

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Cherokee/Seminole Removal: Brooke and Ava

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Cherokee/Seminole Removal: Brooke and Ava

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The topic is the Cherokee/Seminole Removal. The students will learn about the colonizer's decision to remove the Cherokee and Seminole people from their lands. One challenge with this lesson is that younger students may struggle to understand the historical significance of this topic. The use of role-playing could also be problematic, as students might misinterpret the activity or fail to take it seriously, which could lead to misunderstandings about the reality of what happened. Additionally, parents may express concerns about their children being introduced to such a sensitive topic at a young age, since students as young as third graders were engaging in this activity. This content should be introduced no earlier than middle school, when students are better able to understand the historical context, empathize with the people involved and engage in thoughtful discussion.

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Pump Up the Blowouts - Josh P., Kiera B., Sarah G.

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Pump Up the Blowouts - Josh P., Kiera B., Sarah G.

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We thought that this was a topic that needs to be brought up more in schooling. After reading the article and seeing how this is almost a branch of teaching about segregation, we thought that teaching the base of segregation and oppression of minorities is incredibly important for the educational experience. After reading the article and looking back on our own personal experiences, we think that the Blowout protests should be taught in two places. To start, we think teaching students about the Civil Rights Movement and segregation at an earlier age, early middle school/late elementary school (6th or 7th grade) would be a good place to start. By having this base of information, teachers would be able to then go even deeper later on. Around 10th/11th grade, we think the Chicano School Blowouts should be included in American History. After discussing different ideas, we think a good way to teach this subject could be a movie and then a discussion/reflection. The article discusses how the movie "Walkout" (2006) is a good representation of the subject. The movie, rated PG-13, could be appropriate for high school students and would be a good way to introduce the subject. Thinking about the current history courses being taught in secondary education, Latinx history is not really included. Having this piece of the Civil Rights Movement is important to have to focus on another minority group. The Blowout lesson would allow for this to be focussed on and would include teachings not always taught.

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the other internment- isabella, Jessica, Alessandra

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the other internment- isabella, Jessica, Alessandra

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In our opinion this topic The Other Interment should be taught later than 8th grade. We think students should have a good understanding of World War II, since the US deportation of Japanese Latin Americans happened as a result of the war. Ideally students in their junior year of high school should learn this topic, since they will have a good foundation of US history. We believe it’s important to learn about this topic from a first person perspective for students to grasp the hardships they had to face. It is also important for students to look at pictures of this time, so they can really understand what was happening and the living conditions they had to endure.

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Pump Up The Blowouts- Jackson Giuricich, Cici Harvey, Carola Negron Diaz

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Pump Up The Blowouts- Jackson Giuricich, Cici Harvey, Carola Negron Diaz