Culturally Relevant Pedagogy, Inclusivity, Social Justice, and Technology Template

Culturally relevant pedagogy: h

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Culturally relevant teaching practices (examples): h
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Three tips to make any lesson more culturally relevant: https://goo.gl/T2MUbd

1. What is the grade level and subject area of your lesson?

Grade: 10
Subject Area: World History
2. What standards is your lesson grounded in?

10.4 Students analyze patterns of global change in the era of New Imperialism
in at least two of the following regions or countries: Africa, Southeast Asia,
China, India, Latin America, and the Philippines.
2. Discuss the locations of the colonial rule of such nations as England, France, Germany,
Italy, Japan, the Netherlands, Russia, Spain, Portugal, and the United States.
3. Explain imperialism from the perspective of the colonizers and the colonized and the varied
immediate and long-term responses by the people under colonial rule.
4. Describe the independence struggles of the colonized regions of the world, including the
roles of leaders, such as Sun Yat-sen in China, and the roles of ideology and religion.
3. Provide a step-by-step framework for your lesson that explains how your lesson will be
carried out in detail.
Step 1: Objective/Anticipatory Set
Students will come into class and get started on a bellringer activity of copying the objective
and responding to a quick write prompt.

Objective: Students will be able to compare and contrast perspectives of imperialists

and the colonized peoples by working collaboratively with others.

Quick-write prompt: Read the quote below by Nelson Mandela. What things in life are
you afraid of? How might you overcome that fear?

I learned that courage was not the absence of fear, but the triumph over it. The brave man is
not he who does not feel afraid, but he who conquers that fear.
After students have had 5 minutes to reflect on this prompt, I will begin a class discussion by
sharing out my own response to the prompt. I will then call on students to volunteer and
discuss as a class.

Step 2: Cooperative Learning Activity

Students will be assigned groups of 4. Each group will be diverse and consist of students with
different genders, ethnicities, and from different backgrounds. As students are working
together on the task, I will be circulating and assisting as needed, being sure to provide extra
assistance to students who are coming in with less background information.
Group Task: Each group will be assigned one country/region that was taken over by a larger,
more powerful imperialist country (India, Africa, Taiwan, Korea, Phillippines, Vietnam,
Western U.S. (Mexico), Laos.) Two students in the group will be provided with primary
sources and documents that reflect the point of view of an imperialist. The other two students
will be provided with documents that reflect the point of view of the colonized people. Each
group member will analyze their own documents and take turns sharing in the group. Once
the various perspectives have all been shared out, each group member will take an ethical
position and make an argument for their point. The group will come to a consensus and
create one of the following to share to the class:
1. Lyrics to a rap or song (Screencast-o-matic)
2. A short story (Powtoon)
3. A poster-size image (Glogster)
Whichever item the group chooses must identify their chosen region and reflect the groups
argument. If students choose option 1 or 2, they will be encouraged to provide a translation in
another language.
Student Roles:
Member 1: Leads Group Discussion
Member 2: Presents to the Class

Member 3: Retrieves Materials

Member 4: Returns Materials

Step 3: Reflection
Each group will share their project while the rest of the class fills in a graphic organizer with
related information. Afterwards, the class will engage in a teacher-led discussion and discuss
why each party felt the way that they did.
Step 4: Closure
Students will revisit the quick write prompt and make connections between their own fears
and the concerns of the colonized peoples. They will brainstorm ideas about how the
colonized people could conquer their fears, which will lead us into our next lesson about
independence struggles for the colonized people.
4. Explain which portions of the lesson align to culturally relevant practices AND provide a
rationale that explains HOW these area are culturally relevant for a diverse classroom that
you might teach in the central valley of CA.
This lesson includes several culturally relevant practices which can be very important for
marginalized students in the central valley.

Culturally Relevant Practice #1: Legitimize students real life experiences

The anticipatory set quick write prompt and closure legitimize the real life experiences of
students in my classroom. The prompt asks students to reflect on their own personal
experiences and by the end of the class period, they will have their fears, concerns, or
feelings legitimized as they learn of fears from other people across the world which may be
very similar in nature. This appeals to the Central Valley specifically, as many students are
marginalized, underrepresented, and come from broken or nontraditional homes. They will
likely make connections between their own experiences, and the experiences of ethnically
diverse people in European colonized regions. As students engage in a class discussion, all
students are expanding their cultural competence as they gain a better understanding of one
another.
Culturally Relevant Practice #2: Cooperative Learning
The heart of this lesson is cooperative learning, which is a culturally relevant practice. I have
specifically designed groups that are as diverse as possible with the intention of fostering
communication and understanding among different types of students. Students will learn to
respect one anothers opinions, and respectfully communicate their own as they complete that
portion of the group task. The task is designed so that the group can only be successful if
students build off of one anothers ideas. Students in any Central Valley school are likely to be
Hispanic, African-American, Caucasian, Asian, and Indian among others. This means that
each group member will likely have different experiences or ideas that they will bring forward
when making an argument for either the imperialist or colonized perspective. Students will
learn to understand ideas that are based on experiences of others. This is vital for students to
become active, and informed citizens.
Culturally Relevant Practice #3: Instructional Scaffolding Support
Although I will be circulating and observing all groups as they complete the activity, I intend to
spend more time with several of my students. That is because some students are further
behind as a result of previous education. I will provide scaffolding for these students by filling
in gaps of information they might have, and placing them in a group which they can feel
comfortable in. The Central Valley has an extremely high percentage of hispanic students are
English learners. This means that many struggle with gaps in previous education and a
language barrier. By providing appropriate accommodations and individual assistance, I am
able to ensure the success of each of my students.
Culturally Relevant Practice #4: Storify It
I have incorporated a narrative as an option for the differentiated instruction portion of the
cooperative learning activity. Students may choose to write a short story that incorporates
either the argument of the imperialist or the colonized people (whichever the group found to
be most ethical.) Once again, this appeals to the diversity of student populations in Central
Valley because diverse students learn content more easily when they can create a story that
weaves information together.