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I want families to be active participants in the classroom. We’ll host evenings where families share food, music, and stories, with student emcees, artifact tables, and a thank-you wall recognizing contributors in home languages. These events build community and honor the cultural richness each student brings.

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Growing up in South Louisiana, storytelling has always been central in my community—whether it’s French folktales passed down by elders or Indigenous oral histories around the fire. I want students to experience that same richness by reading diverse authors like Sandra Cisneros or Joseph Boyden. We’ll connect their stories to our own, showing that voices from all cultures deserve a circle where they’re heard.

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When I learned about U.S. history in school, we mostly studied it from one perspective. As someone with French and Indigenous roots, I know how much gets left out. So, when teaching about the Civil Rights Movement, I’ll also connect it to local struggles here in Louisiana—like the fight for preservation of Cajun French language and culture as well as Chitimacha, which was once discouraged in schools. Integrating these multiple perspectives into the curriculum helps students see that the call for freedom and dignity isn’t far away—it’s part of our own Louisiana story (Banks, 2015).

Reference: Banks, J. A. (2015). Cultural diversity and education: Foundations, curriculum, and teaching (6th ed.). Pearson Education.

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The Tribal Logo was created in 1996 and is comprised of many symbols which represent significant things to the tribe. The central component is a cypress tree which represents the Sacred Cypress Tree of the Chitimacha. The sun rising in the east is symbolic of the dawn of a new day. The pipe shown in the center represents peace. The four eagle feathers represent the four directions. Surrounding the center is the bears’ ear/earring basket design. The colors used are of importance to the Chitimacha people, especially the red, black and yellow which were used in our basketry and clothing.

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Mathematics as a Cultural Tapestry: From Chitimacha Baskets to Global Patterns

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Mathematics as a Cultural Tapestry: From Chitimacha Baskets to Global Patterns

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Highlight Mayan numerals, Islamic geometric art, and African fractals to show how math develops across cultures. Connect this to my own heritage by noting the mathematical traditions of the Chitimacha, who are known for their intricate basket weaving patterns, as well as influences from French design and architecture. Students can analyze these patterns, build tessellations, or practice converting between numeral systems. This approach frames math as a global human endeavor while also showing how our own diverse cultural backgrounds shape knowledge.

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When exploring science and innovation, I want students to see that knowledge comes from many cultures. We could connect units to Chitimacha agriculture, traditional Chinese medicine, and inventions from around the world. Through case studies, students will discuss the ethical, cultural, and scientific contexts behind these contributions. To wrap up, they’ll create mini-posters highlighting a non-Western innovation, showing that discoveries and ideas are shaped by diverse peoples and perspectives—just like our own Louisiana community reflects a blend of French and Indigenous traditions.

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I want students to see their families and communities as sources of knowledge. We’ll invite students to share oral histories and family traditions in story circles, using sentence stems to guide participation. Assessment will be a strengths-based rubric that honors voice, clarity, and cultural insight, showing that every story matters.

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Students learn best when they can show understanding in ways that match their strengths. I’ll offer choices—podcast, infographic, sketchnote, oral defense, or essay—with common success criteria. Language supports and rehearsal will be provided to reduce anxiety, ensuring every student can shine while respecting their cultural and linguistic background.

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Concepts are easier to grasp when students see themselves in the lesson. I’ll teach using familiar contexts—like local foods for ratios, neighborhood maps for scale, and community leaders for biographies—and rotate examples so multiple cultures are centered across the unit. This approach helps all students connect learning to their lived experiences (Gay, 2010).

Reference: Gay, G. (2010). Culturally responsive teaching: Theory, research, and practice (2nd ed.). Teachers College Press.

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I want students to see their cultures celebrated in the classroom. We’ll rotate student-curated displays featuring flags, artwork, proverbs, and authors-of-the-month. QR codes will link to audio pronunciations of names and short culture intros recorded by students, allowing everyone to learn directly from their peers (Nieto & Bode, 2018).

Reference: Nieto, S., & Bode, P. (2018). Affirming diversity: The sociopolitical context of multicultural education (7th ed.). Pearson Education.

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Classroom norms should reflect respect for all voices. Students will co-create norms like “listen to understand,” “name-correctness,” and “speak from ‘I.’” We’ll practice these with quick protocols such as Think-Pair-Share, Circle, and Four Corners. Norms will be posted visibly and revisited after discussions to reinforce a culture of respect and inclusion.

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Students will learn about global holidays such as Diwali, Ramadan, Lunar New Year, and Juneteenth through 10-minute mini-lessons. Student presenters, music snippets, and a “What We Learned” project that will give everyone a chance to engage, reflect, and share personal connections to these celebrations.

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Invite parents to teach a craft, language mini-lesson, or professional skill. Providing a simple presenter guide, childcare, and translation support will increase participation and ensure that every family feels welcome to contribute their expertise.

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Partner with local cultural centers or mutual-aid organizations. Students will plan and reflect on these projects with prompts like “Who benefits?” and “What did we learn about belonging, equity, and dignity?” This connects classroom learning to real-world community engagement.

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Send newsletters and updates in families’ preferred languages, and offer voice notes or short videos. Use name-pronunciation recordings and flexible conference times, including evenings and virtual options, so all families can participate meaningfully in their child’s education (Henderson & Mapp, 2002).

Reference: Henderson, A. T., & Mapp, K. L. (2002). A new wave of evidence: The impact of school, family, and community connections on student achievement. National Center for Family & Community Connections with Schools, Southwest Educational Development Laboratory.

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I’ll use bilingual word walls, visuals, and translated summaries to support ELLs. Students will be paired with language buddies, key vocabulary will be pre-taught with images and gestures, and drafts in students’ home languages will be accepted with targeted English goals. This ensures language differences don’t limit engagement or expression.

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Create rotating “Cultural Appreciation Corners” in the classroom where students can explore artifacts, music, literature, or foods from different cultures. Students can contribute items, short reflections, or QR codes linking to cultural resources. These corners invite curiosity, promote ongoing cultural learning, and help students see the classroom as a space where every culture is valued and celebrated.