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Upload a copy of the lesson plan that you create using the Framework for Culturally & Historically Responsive Literacy

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Reflection: Format Options (Video or Audio (no more than 5 mins) or Written (no more than one page single spaced)) 

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Observe one student for 2-3 weeks. Preferably a Black student. If a Black student is not in one of your classes, choose another student of color. If there is no student of color in your classes, please choose a student from a linguistically or socioeconomically marginalized group. Find multiple opportunities to chat and engage with this student to gather this information. Based on the conversations and observations, address the following questions:

How does the student see themselves? How does the student describe his/her/they academic abilities?

What are the students' interests?

What are the students' past experiences with literacy and ELA classes?

How do curricula, systems, and institutions impact students' success? (Assuming that curricula, systems, and institutions fail to cultivate the genius in Black children)

How might the students’ genius be cultivated in the classroom? What could you do differently to truly “see” and support the student?

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Upload an artifact of the community where the school is located. Choose a specific block that is located near the school. If you are not teaching in-person, use Google Earth or Google Street View, to capture a photo of the community.

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Upload an artifact that illustrates how your race AND socioeconomic background has impacted your educational opportunities.  Explain the artifact in detail.

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Gather student assessment data from the lesson you implemented (Student who got it, students who almost got it, students who didn’t get it).  Ensure that students' names are not revealed. Communicate with the three students chosen about their progress.

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Upload an artifact that illustrates the demographics of the students in one of your classes.

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Upload an artifact that illustrates your racial and socioeconomic background. Explain the artifact in detail.

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Upload a copy of a lesson plan that you taught & a revise the lesson plan using the Framework for Culturally & Historically Responsive Literacy (see template on Canvas)

Use the information that you gathered about your students racially, socioeconomically and linguistically to inform your lesson. Ensure that this connection is clear.

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What is your racial background? How do you know?

In what ways does your racial background privilege you [or not] in society?

What is your socioeconomic background? How do you know?

What was your socioeconomic background growing up?

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Thank you Cam, for sharing such intimate details about you and your family. I am looking forward to learning more about you this semester. It is great to have in you in the class. I do have a question for you, how are you remaining connected to your Native American heritage? Do you have any living relatives, that are Native American only? I look forward to your response.

Hi!

I don't know how to directly add a comment so I answered under your post. I remain connected by doing research and maintaining some spiritual beliefs. I sadly don't have any connections to my Native American side. My dad's father's side is pretty much unknown but I would like to do some research and see if we have any extended family. As far as I know we are the only two Johnson's left but I don't think that's 100% true. On my mother's side I know that we have some family members that still have Native blood ties but they aren't close to their heritage. I am a big believer in sticking to roots

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What do you notice and wonder about the community? How is the community similar or different from the community you grew up in?

What are the messages and perceptions of this community? How does these messages and perceptions impact the ways in which students are treated and taught?

What is the racial, socioeconomic and linguistic demographics of the community?

Do the students in the community attend the school? If not, who attends the school?

Who are the community pillars? How is the community central to the school community?

What resources and organizations are available to the community? How is the school using the resources and/or working alongside the organizations?

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https://drive.google.com/drive/folders/12248Ohb38awHMjsBcPPE6Z3iRt30SwXu?usp=sharing

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Cam Johnson - Padlet Entry #1- Arch of Self

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Reflection: Format Options (Video or Audio (no more than 5 mins) or Written (no more than one page single spaced)) 

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How did you use your students racially, socioeconomically and linguistically to inform your lesson. Ensure that this connection is clear.

How will you differentiate instruction?

What forms of assessment did you use? (Self-assessment, entrance, midway or exit tickets (formative assessments), rubric assessments, etc.)

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Upload a copy of the student’s work that demonstrates their genius? Think deeply about this artifact. Explain the artifact.

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How has your race and socioeconomic background influenced your educational opportunities?

In what ways do your race and socioeconomic background shape your worldview, what you do, how you experience the world, and what/how you teach?

How do you believe that students who are racially and socioeconomically different from you,  see and/or experience you in the classroom? Think deeply about this question.

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Was the objective of the lesson met? How do you know?

What are the learning and instruction gaps that were present in the lesson?

How did you communicate students’ performance with them? How did they respond? What next steps do you have for the students?

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What are the racial, socioeconomic and linguistic demographics of the students?

What are the genders of the students? How do the students identify their gender?

What is the culture of this class? What is the vibe of the class? How do you know? How do the students behave?

How are you developing relationships with students? Provide concrete examples.

What students are struggling to build relationships with? What is hindering the relationships?

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What do you notice about the difference between this lesson plan template and the district's lesson plan template?

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Hey Cam, I read this article, and thought I would share. I would love to hear your perspective.

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The Cherokee Nation's Supreme Court ruled this week to remove the words "by blood" from its constitution and other legal doctrines.

The words, added to the constitution in 2007, have been used to exclude Black people whose ancestors were enslaved by the tribe from obtaining full Cherokee Nation citizenship rights.

There are currently some 8,500 enrolled Cherokee Nation members descended from these Freedmen, thousands of whom were removed on the Trail of Tears along with tribal citizens.

"The Freedmen, until this Cherokee Nation Supreme Court ruling, they couldn't hold office, they couldn't run for tribal council and they couldn't run for chief," says Graham Lee Brewer, an editor for Indigenous affairs at High Country News and KOSU in Oklahoma. " And I would argue that that made them second-class citizens."

Black Freedmen and their descendants have long fought to maintain their citizenship rights, which were stripped from them in 2007 with the "by blood" amendment.

Monday's ruling calls those words "a relic of painful and ugly, racial past" and draws comparisons to the lingering effects the racist Jim Crow laws had on Black Americans.

The decision comes after a federal judge ruled in 2017 that by excluding Freedmen from its citizenship rules, the Cherokee Nation violated a treaty it signed in 1866 with the U.S. government. The treaty granted citizenship to the formerly enslaved people.

Brewer, who is a citizen of the Cherokee Nation, explains that citizenship rights grant access to services such as tribal health care, scholarships, housing programs and more. For many descendants of Freedman, he notes, the Cherokee Nation health care system is their only option for health care.

"So the discussion about removing them from the citizenship status, it wasn't just a citizenship question, it was a civil rights question," he tells All Things Considered.

Here are excerpts from the interview.
What other legal implications, what other cultural implications are might flow from this change?
This really makes it possible that someday, a descendant of a Freedmen could be the chief of the Cherokee Nation. It would really illustrate the strength of tribal sovereignty because our citizenship laws are not based on race. They are based on community and belonging. And so it's much more than just the "amount of Indian blood that runs in your veins." It's what community do you claim, and what community claims you?
As a member of the Cherokee Nation yourself, how do you find yourself feeling?
It was just such a relief to see that Supreme Court decision come down. And as someone who reads a lot of court documents for work, I would argue it was one of the most beautifully written ones I've ever read. It's just really great to finally see the tribe fully and legally embrace the Freedmen. Their descendants went through some of the most horrific and just violent history that we did of genocide in this country. And I think they have every right to share in our prosperity today.
You said this is one of the most beautifully written rulings you have ever read. Is there a line or two that stands out?
On war-torn soil in Indian Territory during Reconstruction, thousands of miles from their respective homelands, the heartbeats of three First Nations, the Cherokees, the Shawnees, and the Delawares, and three continents of flesh tones and cultures, Native Americans, African Americans and adopted or intermarried European Americans, were forced to coalesce and weave together a single nation to be known by only one name henceforth: the Cherokee Nation.
Farah Eltohamy is NPR's Digital News intern. Sam Kesler, Sam Gringlas and Justine Kenin produced and edited the audio interview.

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Cherokee Nation Strikes Down Language That Limits Citizenship Rights 'By Blood'

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The wording in the Cherokee Nation's legal doctrine has been used to exclude Black people whose ancestors were once enslaved by the Cherokees - known as Freedmen - from their full tribal rights.

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Thank you for your transparency and honesty. You are absolutely correct when you say, that this is the experience of many students of color in school systems. I do have a question, what do you mean, that you hope your students see you as an ally? I look forward to your response.

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Thank you for your response Cam. I am glad that you are at a school that supports students. I do have a few questions, how does using diverse text illustrate culturally relevant pedagogy? I look forward to your response.

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Hi! When I say that I want my students to view me as an ally I mean an ally in any way. I want my kids to feel like they are understood in the classroom and feel comfortable with me as their educator. I know that due to the demographics in my school and classroom they might not be able to feel connected with me on a racial/ethnic level however I hope that they feel connected to me as their educator. I want my kids to do well in anything that they do and I want them to realize that I am there for them whenever they may need me to be.

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Hi! Typically when I think of culturally relevant pedagogy it involves incorporating your students culture and identity into your classroom and instruction. Having your students feel represented in the classroom is vital and I believe choosing diverse texts that students can read, analyze, and hopefully connect with is beneficial. I know personally throughout my high school experience I did not have a lot of diverse texts in my English classes. They were classics and featured a lot of Eurocentric ideals and I would like my students to become educated on different cultures, languages, heritages, etc completely different from their own. I hope that as I continue to develop my craft of teaching throughout the years that my students are happy with the texts I choose and also that they feel represented and heard in my classroom.

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Thank you so much for sharing your students with me Cam. I do have a question for you, do you create opportunities for the students to engage with one another?

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Hi! I do give them opportunities to engage with one another in groups. Typically I have break out rooms available whenever we are doing an in class activity. Students typically learn best when they are with and working with their peers however it has been a little challenging getting participation in those rooms. I have classes were kids are more independent especially my honors sections. I can put them in breakout rooms and once I check in on them most of the time they are working independently inside the rooms. I have noticed my co-lab kids are more honest and prefer teacher help rather than group help.

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Thanks so much for sharing this information and intimate details about your student.

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Thanks for beginning to think about the revisions to add to the lesson plan. While you have a great start, I want you to take some time to review the PowerPoint that your colleagues completed and revisit your lesson plan. Your first connection to the identity pursuit ask students to identify with people in their families from the roaring 20's? I know there is a stronger connection that you can make to students' identities in this section. The skills section, does not align with the skills pursuit. The intellect and criticality section could also be much stronger. Once you make the revisions, I will change your grade. Thanks in advance.

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Dr. Porcher,

Hi, I have made the corrections. I realized that the lesson plan I chose wasn't the best to try and incorporate these elements. I chose a lesson that was better suited. I hope that is okay. It is updated now

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Great data analysis Cam! I loved reviewing your thinking about how to move your students forward.

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Your HRL visual is amazing! Thanks so much for sharing.