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The power lies with the teacher, and it takes power away from Native students.

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finding out the difference between the mission and village and how they are differeent of same

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no since they were just getting the feeling and not thinking or talking about it

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The lesson designer assumed that the mainstream white male narrative about California Missions was the only viewpoint that was important for students, which was incorrect.

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The student and parents are giving them the choice

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The students of a native background were billing the mission, and then the family of the kids wants them to change it to the village instead, which makes sense because that can be more negative, not positive

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making students experience a problematic thing

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The lesson designer assumed that their were no autistic students in the class, and also viewed autism from a deficit centered perspective. They assumed that an autistic person would not become a teacher and therefore would not be in an education class. The questions were asking students to empathize with autistic students while not considering what advantages autism can bring. 

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The lesson designer assumed that their were no autistic students in the class, and also viewed autism from a deficit centered perspective. They assumed that an autistic person would not become a teacher and therefore would not be in an education class. The questions were asking students to empathize with autistic students while not considering what advantages autism can bring. 

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Native students having to create California Missions projects was not very justice centered. Tribes experienced a lot of generational trauma resulting from and in addition to the California Missions, and this assignment does not take that into account.

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there was not much space for risk-taking and critical thinking in this activity. the prompts were very slanted and written in a way that pushed students to only look at autism from a deficit based lens and only looked at the negative ways that autism can impact someone's life

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giving them the ability to do a mission or a village for the lesson

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This was a very close-minded activity that purposefully segregated students based on assumptions, in the name of being "historically accurate"/"realistic."

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they want to experience this

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The power was mostly with the teacher because of the phrasing of the questions that students were asked to answer that really limited and narrowed the perspectives they could draw on.

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The lesson designer assumed students race/ethnicity when it came to splitting up students into seperate groups.

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students whose descendants were enslaved in any way since it is part of history that dehumanized people and making them experience it is problematic

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neurodivergent students, specifically autistic students. approaching the topic of teaching autistic students from a deficit only lens is incorrect and outdated. additionally, the assumption that there is no possible way an autistic person would become an educator is incorrect and ableist

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Not sure, because we didn't get the whole lesson details. But my guess would be NO

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I went to a predominantly white school, and they separated us by race/ethnicity. This was intentional at first, believing that majority would be white and the rest were Hispanic, but they didn't realize I wasn't Hispanic and would be left out.

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All students were not served well because they got disinformation

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All students were not served well because they got disinformation

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teacher

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The power in this activity lies with the teacher.

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The power in this activity lies with the teacher.

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Lesson designer did not make an assumption they just gave faulty history - Andrew

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Lesson designer did not make an assumption they just gave faulty history - Andrew

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The teacher, because I would assume they represent the slave ship captain in this scenario

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The lesson designer assumed that students would be into simulating the middle passage (no one wants to pretend they're on the middle passage)

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Students may feel that simulating being a slave is dehumanizing and unwarranted