Interdisciplinary Breakdown of Culturally Relevant Topics

Tracey-Ann Lafayette, Rachel Amento, Sarah Falcetti, Caroline Thompson, & Kaitlin Costello

Proposal
:
According to Lisa Delpits
Multiplication is for White People
, Mathematics, taught using real-life community
problems that clearly affect students families- and will soon affect students themselves- offers engaging interesting
learning, as well as providing a means for students to feel a part of the school and mathematics curriculum. In our
presentation, we will be taking this concept to an interdisciplinary level by addressing cultural community conundrums
with students across math, social science, and English language arts lenses. We plan to provide a sample lesson for a 6th
grade classroom to demonstrate this concept in action. This presentation will be ideal for interdisciplinary teams of
teachers or teachers attempting to create authentic real world connections in both elementary and secondary
classrooms.

Model:
Title: Addressing Community Conundrums
Age Group: 6th Grade (Can be adapted for other grades)
Subject: Interdisciplinary

Initiation

conversation with class about community issues that related to different backgrounds (SES, race/ethnicity, sexual
orientation)
teacher may give a few examples: not finishing high school, going to college, employment rates, health concerns, income
intro to the idea of doing an interdisciplinary unit and what that would look like- working on the same project
throughout the day

Continued on other side

Development
Example

Racial Profiling
Possible Topic Choices: Politics, Education & Health. Students will be asked to develop a subtopic within the broader one and
pick a population of focus.
Math

English Language Arts

Science/Social Studies

Lesson
Development

Standards:
Standards:
CCSS.MATH.CONTENT.6.SP.A.1
:
CCSS.ELA-LITERACY.W.6.2
:
Recognize a statistical question
Write informative/explanatory
as one that anticipates variability
texts to examine a topic and
in the data related to the
convey ideas, concepts, and
question and accounts for it in
information through the
the answers.
For example, "How
selection, organization, and
old am I?" is not a statistical
analysis of relevant content.
question, but "How old are the
Objectives:
students in my school?" is a
Students will be able to
statistical question because one
introduce a topic and organize
anticipates variability in students'
their ideas and information in a
ages
.
fluid and logical order.
Objectives:
Students will be able to use the
Students will be able to develop a
following strategies to emphasize
statistical question related to
new perspectives: compare,
their chosen topic.
contrast, cause, and effect.
Students will be able to collect
data in a data table
Students will be able to
represent the information from
their data table visually.

Standards:
Problem-based learning: Provide
opportunities for students to
deepen their understanding of
science by applying their
developing scientific knowledge
to the solution of practical
problems.
Comprehend current events and
make informed decisions about
issues in the community, ones
health care, etc.
Objectives:
Students will be able to
brainstorm and research causes
and effects of a given topic.
Students will be able to form
conclusions based on their
research.

Closure

Students present their visual graphs,

which displays their findings and
results.

Students synthesize their research and

share their information with peers
(through discussion or gallery walk).

Students share their letters to the editor

in pairs and offer partner feedback.