EDU 308 Summer 09 Syllabus

Missouri Western State University
Department of Education
EDU 308-15
2 Credit Hours Summer 2009


Course Information:
Title: Multicultural Education
Meeting Times: On-line and MTWR 8:30-10:20 a.m.
Classroom: On-line and in Murphy 112
Prerequisite: EDU 202
Instructor: Dr. Elizabeth Hendrix
Office: M.W.S.U. Murphy Hall 111 I
Office Hours: After Class, On-line during class time if the class is on-line that day (and in person during the class time June 10th and afterwards) & By Appointment
*I take meeting your needs seriously, and I can do that over the phone, through e-mail, and/or in person!!!!
Office Phone: 816-271-4301 Home Phone: 689-1760 Cell: 816-248-0793
E-Mail: mhendrix4@missouriwestern.edu



Course Description:
Historical and contemporary analysis of educational policies that incorporate ethnic, religious, and linguistic minorities through selected presentations, text readings, and field experiences. The teacher candidate will gain awareness of diversity and develop a theoretical understanding of diversity through investigations of diversity within the local community and the creation of an action plan to address diversity issues within his/her classroom.
Course Objectives: By the end of the course, the students will be able to:
Discuss the role of values in human differences.
Synthesize relationships between communication, conflict, and conflict resolution
Understand prejudice and its causes.
Identify cultural bias in language.
Formulate a historical perspective of cultural foundations of oppression in the United States.
Evaluate cultural racism, individual racism, and institutional racism.
Evaluate cultural sexism, individual sexism, and institutional sexism.
Evaluate cultural classism, individual classism, and institutional classism.
Dispel myths and misconceptions about poverty.
Develop a framework for understanding poverty.
Synthesize strategies to promote pluralism in schools.
Develop instructional methodologies to address the needs of diverse learners in the classroom.
Standards Embedded in Course:
Missouri Standards for Teacher Education Programs (MoSTEP) :
Standard 1.2 - Content, Professional, Pedagogical, and Integrative Studies for Teacher
Preparation
Quality Indicator (Q.I.) 1.2.1 – The pre-service teacher understands the central concepts,
tools of inquiry and structures of the discipline(s) within
the context of a global society and creates learning
experiences that make these aspects of subject matter
meaningful for students.
Performance Indicator (P.I.) 1.2.1.2 – The pre-service teacher presents the subject(s) in
multiple ways.
Q.I. – 1.2.3 – The pre-service teacher understands how students differ in their approaches
to learning and creates instructional opportunities that are adapted to
diverse learners.
P.I. – 1.2.3.4 – The pre-service teacher connects instruction to students’ prior experiences
and family, culture, and community.
P.I. – 1.2.4.2 – The pre-service teacher creates lessons and activities that recognize
individual needs of diverse learners and variations in learning styles
and performance.
P.I. – 1.2.5.1 – The pre-service teacher selects alternative teaching strategies, materials, and technology to achieve multiple instructional purposes and to meet
student needs.
P.I. – 1.2.7.2 – The pre-service teacher demonstrates sensitivity to cultural, gender,
intellectual, and physical ability differences in classroom communication
and in responses to students’ communications.


Interstate New Teacher Assessment and Support Consortium (INTASC) Standards:
#3 – Diverse Learners – The teacher understands how students differ in their approaches
to learning and creates instructional opportunities that are
adapted to diverse learners.

National Council for Accreditation of Teacher Education (NCATE) Standards:
Standard 4: Diversity

4a. Design, Implementation, and Evaluation of Curriculum and Experiences
Candidates are aware of different learning styles and adapt instruction or services
appropriately for all students, including linguistically and culturally diverse
students and students with exceptionalities.
Candidates develop a classroom and school climate that values diversity.
Candidates connect lessons, instruction, or services to students’ experiences and
cultures.

COURSE METHODS:
Lecture, on-line discussions, readings, small and large group discussions, group presentations, experiential learning, reflective journals, projects, videos, and guest speakers

Texts: Koppleman, K. & Goodhart, R. L. (2008). Understanding human differences: Multicultura education for a diverse America. 2nd Ed. New York: Pearson.

(Optional Text for Poverty Project): Freire, P. (2000). Pedagogy of the Oppressed. Ramos, M. (Trans.). NY: Continuum International Publishing Group.

You will choose four of the group project books, but you will read only ONE of the group project books in your groups. You may break up the reading into chapters among your group members. I will let you know which one of your four choices that you will read. You may turn in other book titles (along these same themes) for me to consider for your group as well. As a group, you will decide what book you will read; I will put you in a group based on your book choices and topics of interest.

Note: This is a summer course. It is an intensive course because you will cover a semester’s worth of material in approximately four weeks. Please choose a book your group can get through in a short amount of time. I can help here too. Please ask if you need guidance in your selection. I expect you to break up the readings with your group members!

Collaborative Group Project Books for Book Ads and Presentations:
RACE
Why Are So Many Minority Students in Special Education?: Understanding Race & Disability in Schools by Beth Harry & Janette K. Klingner
Making Choices for Multicultural Education: Five Approaches to RACE, CLASS, and GENDER by Christine E. Sleeter & Carl A. Grant
Faces at the Bottom of the Well by Derrick Bell
Push by Sapphire
Because of the Kids by Jennifer E. Obidah and Karen Manheim Teel
The Dream Keepers by Gloria Ladson-Billings

*Race group--Push is a fast read. It is disturbing though, but you will deal with issues such as these as a teacher. It made me cry and upset, but I am so glad I read it.

GENDER
Connecting Girls and Science: Constructivism, Feminism, and Science Education Reform (Ways of Knowing in Science and Math, 18) by Elaine V. Howes
Making Choices for Multicultural Education: Five Approaches to RACE, CLASS, and GENDER by Christine E. Sleeter & Carl A. Grant
Women, Class and Education (Women and Social Class (G. Routledge & Co.) by Jane Thompson
Schoolgirls by Peggy Orenstein
Educated in Romance by Dorothy C. Holland, Margaret A. Eisenhart, and R. W. Connell
Reviving Ophelia by Mary Pipher
Failing at Fairness by Myra Sadker and David Sadker
The Men and the Boys by R.W. Connell
Herculine Barbin by Michel Foucault
From Dweeb to Adonis by Peter H. McCusker (to Critique)
Early Leaving by Judy Goldman
School Violence in Context: Culture, Neighborhood, Family, School, and Gender (Kindle Edition) by Rami Benbenishty
Creating Gender-Fair Schools & Classrooms: Engendering Social Justice (For 5 to 13 year olds) (Lucky Duck Books) by Lynn Raphael Reed & Tina Rae
Deadly Secret by Jennifer Lynn
Landmark—Get ready, get set, go! by Roderick Jackson

Gender group—Deadly Secret by Jennifer Lynn or Landmark—Get ready, get set, go! by Roderick Jackson are fast reads.

(DIS)ABILITY
The Body Silent by Robert F. Murphy
Thinking in Pictures by Temple Grandin
Sounds Like Home: Growing Up Black and Deaf in the South by Mary Herring Wright
Staring Back by Kenny Fries
Beyond Ramps by Marta Russell
The Social Meaning of Mental Retardation by Robert Bogdan and Steven J. Taylor
Complete Learning Disabilities Handbook: Ready-to-Use Strategies & Activities for Teaching Students with Learning Disabilities, New Second Edition by Joan M. Harwell
Autobiography of a face by Lucy Grealy
Whisper Writing: Teenage Girls Talk about Ableism and Sexism by Melissa Jones

(Dis)ability group—Beyond Ramps, Whisper Writing, Autobiography of a Face, and Thinking in Pictures are fast reads.

ETHNICITY
The Inner World of the Immigrant Child by Cristina Igoa
Latino High School Graduation by Harriett D. Romo, Toni Falbo, and Charles M. Bonjean
Learning and Not Learning English by Guadalupe Valdes
Subtractive Schooling by Angela Valenzuela
Teaching Immigrant and Second-language Students: Strategies for Success (Harvard Culturally Contested Pedagogy: Battles Of Literacy And Schooling Between Mainstream Teachers And Asian Immigrant Parents (Suny Series, Power, Social Identity, and Education) by Guofang Li (Author) & Lee Gunderson (Foreword)
Teacher Man by Frank McCourt

Ethnicity group—Teacher Man and The Inner World of the Immigrant Child are fast reads.

SEXUAL ORIENTATION
Reflections of a Rock Lobster by Aaron Fricke
Dead Boys Can’t Dance by Michel Dorais, Simon L. Lajeunesse, and Pierre Tremblay
So you want to be a Lesbian by Liz Tracey and Sydney Pokorny (to Critique)
"Unleashing the Unpopular": Talking About Sexual Orientation and Gender Diversity in Education by Isabel Killoran & Karleen Pendleton Jimenez
Sexual Orientation and School Policy: A Practical Guide for Teachers, Administrators, and Community Activists (Curriculum, Cultures, and (Homo)Sexualities) by Ian K. Macgillivray
School Days by Robert Parker

Sexual orientation group—Dead Boys Can’t Dance is a fast read.

SOCIO-ECONOMIC CLASS
Learning to Labor by Paul Willis and Stanley Aronowitz
Learning to Labor in New Times by Dolby & Dimitri
Bastard Out of Carolina by Dorothy Allison
Savage Inequalities by Jonathon Kozol
Tearing Down the Gates: Confronting the Class Divide in American Education by Peter Sacks
Late to Class: Social Class and Schooling in the New Economy (Suny Series, Social Identity, and Education) by Michael W. Apple (Foreword), Jane A. Van Galen (Editor), & George W. Noblit (Editor)
Rampage: The Social Roots of School Shootings by Cybelle Fox , David J. Harding, Jal Mehta, Wendy Roth, & Katherine S. Newman (Ed.)

Class group—Learning to Labor or Bastard Out of Carolina would be fast reads of these choices here. Bastard Out of Carolina will disturb you though, but you will need to know about abuse as a teacher.

WORLD RELIGIONS (Group 7)
Introduction To World Religions by Christopher H. Partridge
A Concise Introduction to World Religions by Willard Oxtoby (Ed.) & Alan Segal (Ed.)
World Religions in America: An Introduction (3rd Edition) by Jacob Neusner (Ed.)
Encountering Religion: An Introduction to the Religions of the World by Ian Markham (Ed.) & Tinu Ruparell (Ed.)
Three Cups of Tea by Greg Mortenson and David Oliver Relin

World Religion Group—of these, Three Cups of Tea would be the fastest read here. You will need to include info. on the religions in the book and regions he goes through from that book and/or include any other religions you find useful to know about as a public school educator.
CELL PHONES, I-PODS, and/or PAGERS: Cell phones, I-Pods, and/or pagers should not be on in class.
EMERGENCY PROCEDURES
Fire: Emergency exits are marked in the hallways. Go to the nearest exit and evacuate the building. University personnel will direct you when it is safe to return to the building. Disabled students (who are on the second or third floor and who cannot use the stairs) should go to the stairwells (some may be marked AREAS OF RESCUE ASSISTANCE). University personnel will assist in exiting the building.

Tornado: A continuous horn will be heard for 30 seconds. All faculty, staff, and students should proceed to the first floor or basement and seek shelter in an interior hallway or office away from the windows. Individuals should not go to their cars. Everyone should stay inside until a University representative has notified you that the danger has passed.

DESCRIPTION of ASSIGNMENTS/RELATED REQUIREMENTS:

1. Class participation/Discussion Cards 70 points

Students will go to Blogspot and click into 308 on my Blogspot account at http://drelizabethhendrix.blogspot.com/ to do these posts.
The posts are in reverse order here. Click on older posts to get into the first few chapters blogs to post your discussion cards and responses to another’s posts there.

Students are expected to complete reading assignment before class, bring a copy of them (cards and materials) to class, and consistently contribute meaningfully to class discussions. Conversely, behavior that detracts from class discussions will negatively impact your class participation grade. Your participation grade will be based on your discussion cards and your active participation in these on-line, class discussions. For every class meeting, you need to prepare in advance an index card and on-line post with the following information. Be sure that your name appears on your card:
· a question you want to raise based on the readings
· a quote from the readings you would like to discuss
· an informative fact that you found interesting in the readings


2. Attendance for the Course 200 points
Obviously, you must attend class in order to participate. Consequently, attendance will be taken every class period in the on-line and in-class meetings. Your discussion post will count as your attendance for the class when there is an on-line meeting for the day. Excused absences include: death in the immediate family, illness requiring hospitalization or doctor’s visit (with a note), religious holidays, and attendance at certain university functions. Documentation must be provided for an absence to be excused. Arriving late to class (i.e. after attendance has been taken) will be counted as ½ an absence. It is the student’s responsibility to see that he/she is marked present. Leaving early will count the same as arriving late!

The following scale will be used to determine attendance points at the end of the semester:

1 absence 180
2 absences 160
3 140
4 120
5 100
6 80
7 60
more than 7 0


UNIVERSITY ATTENDANCE POLICY:

In order to improve student learning and retention as well as to achieve compliance with federal financial aid policies, Western has implemented a mandatory attendance policy all 100- and 200-level courses beginning Fall Semester 2007. Instructors are required to monitor and track student attendance. A student will be given an excused absence when acting as an official representative of the university, provided the student gives prior written verification from the faculty/staff supervisor of the event. Any additional excused absences are at the complete discretion of the instructor. When a student exceeds the maximum number of unexcused absences, instructors must report the student to the Registrar’s Office, who will administratively withdraw the student from the course and notify the Financial Aid Office to reduce financial aid as appropriate. From the midterm to the end of the course, faculty will assign grades according to their grading policies with regard to absences and record an FA when a student fails due to absences.

If you have more than 3 unexcused absences before midterm, I will report you to the Registrar’s Office.

3. Two Reflective Journals in Class 100 Points Each
Journal 1 Due Wed., June 10th
Journal 2 Due Thurs., June 18th

You will write two, reflective journals (formal essays) based on two videos left for you to watch in the MWSU library, and you will connect the material to your own experiences.
One of these journals will be on racism at the cultural, institutional, and individual levels from The Great Debaters, and one of these journals will be on sexism at the cultural, institutional, and individual levels from Iron Jawed Angels. You may not make these up unless you have an excused absence. These essays need to be in APA 5th Edition style. Make sure your carefully check your grammar for errors and fix the mistakes before you e-mail me these in an attachment. Also, go to the Center for Academic Support on campus for help with your grammar if you need to do so. These essays need to be in the I-S-E-E-I format as well. I = Image (metaphor or simile) and explanation about how this image works with your paper and connects to what your main idea is about the “ism”
S= Thesis statement E= Elaborate E = Examples of cultural, institutional, and individual “ism” (racism in The Great Debaters and sexism in Iron Jawed Angels) I= Image again (restated in a new way) If you think of an unjust image, that helps. Some have been shackles, chains, the arms of justice, poison, bondage, etc. Think of a unique one. This makes your papers much more interesting and smooth. Each parts of the I-S-E-E-I should be in separate paragraphs.

4. Group Book Ad Presentation 200 Points
Due June 23rd—June 25th
(Group 1—Race presents on June 23rd, and the other groups will follow. Follow the order of the book ad areas in the syllabus.)

Collaborative Group Presentation of Book Ads
During the first week of class, students will be organized into a group and assigned a book to read. Each group should anticipate meeting a minimum of three times throughout the semester. During this time, group members should critically discuss the book and the relevance of the course materials to issues raised in the book and to prepare for the presentation of the book to the class. Each group will have approximately 30-40 minutes present its book. Each group will provide a one-page (front and back) handout. On the front page, you should include a summary of the book. On the back page, you should explain the educational importance of the book. Care should be given to discuss and present the book in the context of the course readings. You will also turn into me (as a group) a one page paper that addresses the following:

· Identify the dates that you met, where you met, how long you met, who was present, and what you accomplished at each meeting (Remember you can set up your own blog, wiki, or have e-mail communications for these meetings too.)
· Identify the roles each person was given to prepare for the presentation and how these roles were decided
· Identify what went well with your group (including both the discussions of the book and the preparations for the presentation) and what did NOT go so well.
· What did your group learn from the collaborative group process itself (NOT THE BOOK) that will help you in becoming a better teacher?

Please see more information about this assignment and the rubric for this assignment at the end of the syllabus.

5. Diversity Assignment/ “Justics” in Groups
(Social Justice Comics Project) 175 Points
Due June 25th (as your final)

You will think of a social justice situation that you might encounter as a teacher for each book ad topic, such as a racial slur situation for the topic of race. At the top left of your sheet, you will list your name, class, date, and class section for the comic. You will draw, use clip art, or cut out magazine pictures of your choice to depict the class situation in the middle of the sheet, and under your comic illustration, you will list 3 strategies that you have for dealing with the situation in class (to teach the whole class about the issue not just the two students who misbehaved) and a mnemonic device so that you can remember how to handle the situation as a teacher. Be specific and detailed with your strategies. You may see models of this assignment on my website. You will do a total of 7 (one on gender, race, ethnicity, sexual orientation, ability, religion, and socio-economic class), and they will count 25 points each.

6. Understanding Poverty and its Effects on Equal Educational Opportunity
Group Projects 200 Points (100 for Project/100 for Group Essay)
Due June 23rd

During the first week of class, students will be organized into a group, and each group should anticipate meeting a minimum of two times to answer the group questions found at the end of this syllabus and do the activities. During this time, group members should critically discuss their work and the relevance of the course materials to issues raised in the readings and turn in their answers. You will also turn into me (as a group) a one page paper that addresses the following:

· Identify the dates that you met, where you met, how long you met, who was present, and what you accomplished at each meeting (Note: you can have on-line meetings for this part. You can create your own blog, wiki, or just e-mail attachments and notes to each other for this part too.)
· Identify the roles each person was given to prepare the answers and activities and how these roles were decided.
· Identify what went well with your group (including both the discussions of the answers and the activities) and what did NOT go so well.
· What did your group learn from the collaborative group process itself (NOT THE ASSIGNMENT) that will help you in becoming a better teacher?

Please see the poverty project at the end of the syllabus. Do not forget the essay part that goes with this assignment! You will write an essay describing your own framework for understanding poverty as a group. You will be red, blue, yellow, or green as a group to do this project. You may also work collaboratively with the other groups to finish these projects too.
Due June 23rd 100 Points
In the essay, address your framework for understanding poverty at the institutional, individual, and cultural levels and how you will work on each of these areas with regard to socio-economic classism as a teacher.

Make-Up Policy
Please note that I do not give incompletes unless there is a medical emergency. All papers and assignments should be turned in on time and should reflect college-level competencies in writing. Any assignment turned in late will be deducted 5 points for every day late.

Written Assignments All materials for the course should be carefully prepared, processed, and proofread. APA style should be followed (refer to the Publication Manual of the American Psychological Association (5th Ed.). Please set up appointments in The Center for Academic Support for writing help and/or see me.
STUDENT ASSESSMENT
Each assignment will be given a number grade. I adhere to the following grading scale in determining your final grade for the class:

92-100 (A)
84-91.9 (B)
76-83.9 (C)
68-75.9 (D)
Below 68 (F)

ACADEMIC HONESTY POLICY & DUE PROCESS
Academic honesty is required in all academic endeavors. Violations of academic honesty include and instance of plagiarism, cheating, seeking credit for another’s work, falsifying documents or academic records, or any other fraudulent activity. Violations of academic honesty may result in a failing grade on the assignment, failure in the course, or expulsion from the University. When a student’s grade has been affected, violations of academic honesty will be reported to the Provost or designated representative on the Academic Honesty Violation Report forms.
Please see the Western Student Handbook and Calendar on for specific activities identified as violations of this policy and the student due process procedure. This handbook is available online at http://www.missouriwestern.edu/handbook/index.pdf . All acts of dishonesty in any work constitute academic misconduct. Please note that I read all assignments thoroughly. Quotation marks should be used if the material is copied directly from the readings and text citations should be used. Quotations are followed by the author, year, and page number in parenthesis of the source of the quote (Petrovic, 1998, p. 15). If you paraphrase something, you put just the author and year after the paraphrased material (Petrovic, 1998). You will be in violation of MWSU’s policies if you fail to follow standard referencing rules. Submitting work done for another class, submitting someone else’s work as your own, copying and pasting from the internet, are all violations. (Internet sources may be used, but you must follow standard referencing rules.) The consequence for plagiarism is a zero on the given assignment and referral to the Dean for any further action he might wish to take. Rewriting such assignments is not an option.

II. STATEMENT of EQUAL TREATMENT and (Dis)ABILITIES The instructor and students in this course will act with integrity and strive to engage in equitable verbal and non-verbal behavior with respect to differences arising from age, gender, race, socio-economic class, sexual orientation, ethnicity, physical ability, and religious preferences.

If you are registered with the Office of Disability Services, please make an appointment with me as soon as possible to discuss any course accommodations that may be necessary. Before accommodations can be granted, students must provide an Accommodation Request Form from the Office of Disability Studies. It is imperative that arrangements be made as soon as possible. If you have a disability but have not contacted the Office of Disability Services, please call (816) 271-4330 or visit Mr. Michael Ritter (The Disabilities Services Coordinator) in EDER Hall Room 203 N to register for services. His e-mail is: mritter@missouriwestern.edu .

















Tentative Course Outline
“This course outline and the dates established therein are tentative, and the instructor reserves the right to change them.”

June 1st (T) Philosophical Foundations (On-line Meeting)
Course Introduction/ Read the syllabus and begin readings in your textbook. Go to http://drelizabethhendrix.blogspot.com/ . Click onto EDU 308 and then click onto the EDU 308 Summer 09 posts there. Note that the posts are in reverse order for the text, and you will have to click on older posts there to get to Ch. 1. Play around on the website there and read what interests you there. You may have to sign up for a Google account to post there too. Make sure you do this.

HW = Read Koppleman’s Ch. 1 and 2. Go to http://drelizabethhendrix.blogspot.com/ and do your discussion card posts under EDU 308 Summer 09 and respond to at least one peer’s post for each chapter. Also, pick out four of the book ad titles from different areas that you would like to read and post these choices on the blogpsot. You may break up the readings with your group members and/or ask me for reading strategies. Also, note that you will only read one of the book ad books as a group! I put notes about books that would be fast reads at the end of each book ad set of books too. Carefully consider doing one of those possibly. That will save you time since it is a summer class.

June 2nd (W) Philosophical Foundations (On-line Meeting)
Individual Attitudes & Interpersonal Relations
Communication, Conflict, and Conflict Resolution

Vote on whether to have the same groups for all projects or different groups for each project on-line. Start watching the Iron Jawed Angels video in the MWSU library for journal 1. Pay attention to the cultural, institutional, and individual sexism in the video and take notes for your journal too. Also, post any questions or comments for me in the video blog about video 1.

HW = Read Ch. 3 and 4 of Koppleman’s text and do your posts.

June 3rd (R) (On-line Meeting) Keep watching Iron Jawed Angels and taking your notes on the cultural, institutional, and individual sexism in the video. Start thinking of an image to use for your journal.
Start working on Journal 1 in I-S-E-E-I method
I= Image (Metaphor or Simile)
S= State
E= Explain
E= Elaborate
I = Image again
Use an image that depicts injustice and weave the image throughout your paper and explain what you learned about the cultural, institutional, and individual sexism in Iron Jawed Angels. Make sure that you cover each type of sexism (at the institutional, individual, and cultural levels) and check it for grammatical correctness with the Center for Academic Support!! See the paper rubric at the end of the syllabus for the scoring criteria.

HW = Read Ch. 4 and 5 of the textbook and do your posts.

June 8th (M) (On-line Meeting) Understanding prejudice and its causes
Get your groups assigned for the poverty, “Justics,” and book ad projects. Check posts for that under EDU 308 Summer 09. Also, finish Iron Jawed Angels and your first journal. E-mail me any questions you have too. I am here to help you!

HW = Read Ch. 5 and 6 of Koppleman’s text and do your posts. Order or check out your book ad book a.s.a.p. Divide up the readings with your group too. Start the project work little bit by little bit. You cannot procrastinate. Start the parts you can do first without the book if you have to do so. Reread the project parts on the syllabus too. Make sure you and your group members are clear about this assignment and the rubric too. Ask me questions if you have any!

June 9th (T) (On-line Meeting) Cultural Foundations of Oppression in the U.S.
Colonization and Native Americans & Nativism
Keep working on journal one. Due = Wed., June 10th.
Make sure to check the paper rubric to see how I will grade the journal which is at the end of the syllabus.

HW = Read Ch. 7 and 8 of Koppleman’s text and do your posts.

June 10th (W) (On-line Meeting) Religious diversity and the struggle for freedom
Rejecting Oppressive Relationships
Turn in journal 1. E-mail me journal 1 in an e-mail attachment and save it as a rich text document and as Word attachment too—in case there are any compatibility issues. Begin watching The Great Debaters video in the library and take notes on cultural, institutional, and individual racism for journal 2. It will be in the same format as journal 1. Also, post any questions or comments about the video on the blogspot under EDU 308 Summer 09.

Read Ch. 9 and 10 of Koppleman’s textbook and do
your posts.


June 11th (R) (On-line Meeting) Contemporary Dilemmas for Intergroup
Relations
Racism and Sexism
Keep watching The Great Debaters video and take notes.
Work on journal 2. Also, post any questions or comments about the video on the blogspot under EDU 308 Summer 09.

HW = Read Ch. 11 and 12 of Koppleman’s textbook. Do posts. Begin work on projects.

June 15th (M) (On-line Meeting) Heterosexism and Classism
Finish The Great Debaters and work on your journal. *The Cultural, Institutional, and Individual Racism in the video *Review the paper rubric too. Also, post any questions or comments about the video on the blogspot under EDU 308 Summer 09.

HW = Read Ch. 13 and 14 of Koppleman’s textbook. Do posts. Work on projects. Remember to break up the project work equally. Also, remember to do a little bit of the work at a time and do not get overwhelmed. Also, ask me any questions you have about any of the projects! If you do not ask me any questions, I will assume the syllabus was clear about these assignments as well as the rubrics.

June 16th (T) (On-line Meeting) Ableism & The Challenge of Diversity to American Institutions
Work on journal 2. Work on the poverty project with your group and your “Framework for Understanding Poverty” essay too. Remember to include how you plan to deal with cultural, institutional, and individual poverty as a teacher in your paper.

HW = Work on projects!!! Break up the work, so it is bearable.

June 17th (W) (On-line Meeting) Creating Unity
Work on Projects/ Finish Journal 2!

HW = Work on all of your projects!

June 18th (R) (On-line Meeting) Turn in journal 2. E-mail me the journal in an attachment (in a rich text document as well as in a Word document). Work on your projects.

June 22nd (M) (On-line Meeting) Work on projects! Poverty and book ad projects = Due tomorrow, June 23rd in class!
*Each member should have a graded copy of his or her project and the essay!

June 23rd (T) (Meet in class—Murphy 112 on campus) Project presentations
Begin. Get Teaching Tolerance materials to keep and conflict
management information from Dr. Hendrix. The race group will
begin. They will do their book ad group presentation and
summarize their poverty project. Then, the other groups will
follow with their projects. We will do these presentations through
Thurs., June 25th.

HW = Finish the “Justics” project. It is due June 25th as your final.

June 24th (W) (Meet in class—Murphy 112 on campus) Project presentations
continued. Vote on whether to have a class party or not.

HW = Finish your “Justics” project. Due June 25th = Tomorrow

June 25th (R) (Meet in class—Murphy 112 on campus) Project presentations
continued. Turn in your “Justics” project.

June 25th = Final (Your Group’s “Justics” Project)
July 1st—Final grades are reported.

Collaborative Group Book Ad Project

During the first week of class, students will be organized into a group and assigned a book to read. Each group should anticipate meeting a minimum of three times throughout the semester. During this time, group members should critically discuss the book and the relevance of the course materials to issues raised in the book and to prepare for the presentation of the book to the class. Each group will have approximately 25 minutes present its book. Each group will provide a one-page (front and back) handout. On the front page, you should include a summary of the book. On the back page, you should explain the educational importance of the book. Care should be given to discuss and present the book in the context of the course readings. This summary handout will be given to every class member. Additionally, you will also turn into me (as a group) a one page paper that addresses the following:

· Identify the dates that you met, where you met, how long you met, who was present, and what you accomplished at each meeting
· Identify the roles each person was given to prepare for the presentation and how these roles were decided
· Identify what went well with your group (including both the discussions of the book and the preparations for the presentation) and what did NOT go so well.
· What did your group learn from the collaborative group process itself (NOT THE BOOK) that will help you in becoming a better teacher?
Group Book Ad Presentation
Each group will prepare a 30-40 minute presentation of the book you read. The purpose of the presentation is for your group to give an overview of the book’s arguments and the implications for teaching and to make the other students in the class interested in reading the book. DO NOT GIVE A CHAPTER BY CHAPTER SUMMARY. THAT IS BORING, AND POINTS WILL BE DEDUCTED IF YOU TAKE THIS APPROACH. Think of a more creative way to teach your classmates the main points of the book (e.g. role playing, short skits, talk show format, having a guest speaker etc) and to make them want to read the book. Power Point presentations can certainly be utilized, but, these, too, are often boring. The presentation should include a variety of teaching strategies to present the material (e.g. lecture, video, small group discussion, artwork, role playing, etc.). You might use:
Advertising posters
An informative book jacket of your own design
Advertising fliers to distribute to the class
Lapel buttons or magnets for a refrigerator
Bookmarks with information from your presentation
A colorful magazine spread and article
Your own videotaped advertisement or documentary
An object that represents your book in some way


The following is the suggested format for your presentation:
Set up props and materials and get handouts ready.
Introduce the book and provide some background about the author.
Briefly summarize the book.
Have some significant excerpts from the book.
Review and critique the book (show the arguments, educational significance, and implications of the book for teachers).
Explain the practical advice that the book gives teachers and learners.
Have resources to help teachers with the issue(s) that the book raised (hotline numbers, statistics, websites, articles that link the issue with pedagogy and schools etc.). See Educational Studies: A Journal of the American Educational Association from 2003-Present, Focus on Elementary, and Rethinking Schools for articles that you might use and/or copy for your peers.
Have a one-day or one period lesson plan (depending on whether your group chooses secondary or elementary levels) that teachers could use and/or modify for their curriculum that relates to the topic and issues the book raises. Have copies of the plan to pass out to your peers.
Each member of the group is expected to participate fully in the presentation. Teach the book and the issue to the class.
Additionally, your group should prepare a one-page handout for each member of the class. On one side of the handout, you should include the bibliographic information and a summary of the arguments made in the book. On the other side of the book, you should discuss the educational importance of the book. In particular, address what groups of educators would most benefit from reading the book and explain why. What practical advice does this book give about teaching and learning?

All of you will receive the same grade for this project. In the unforeseen event that someone did not participate equally in the discussion and presentation of the book, I will depend on you as professional, ethical future teachers to inform me of this, so that I can make adjustments in the grading process. Make sure that the group is democratic, and do not have one leader, one worker. You must equally work together, and everyone’s voice should be at the table in making decisions!!!!
RUBRICS:
"Justics" Rubric

I Content--Comic (or visual), situation, whole class strategies, and mnemonic device 100 Points

Below Basic 0-69 Basic 70-80 Proficient 81-89 Advanced 90-100

Below Basic means that a student did not follow the directions for the assignment. There were missing elements (no visuals, no mnemonics, no situations, and no whole class strategies or an incomplete "justic" with many missing parts). It was confusing, and the project was not detailed.

Basic means that the student followed directions, but the student may not have had whole class strategies for each one dealing with the "ism." The student had most of these parts on the project, but they were not detailed or specific.

Proficient means that the student followed the directions and had whole class strategies for each one dealing with the "ism." The topics lead to discussing and dealing with the "isms." The student also had each part of the project. They were specific with the strategies too.

Advanced means that the student went above and beyond the requirements for each part of the project and really researched the strategies and were detailed in the approach. The student went to Rethinking Schools and/or Teaching Tolerance, and they used lesson topics from those sources for each strategy, and they varied their strategies with each "ism." They did not use the same strategies and modify them just a little when changing from one to the next.

II Strategies 40 Points
Below Basic 0-15 Basic 16-24 Proficient 25-34 Advanced 35-40

Below Basic means that the student did not have all of the strategies.
The strategies were not well developed, and they lacked specifics and details. Also, the strategies were not whole class strategies or did not lead to work on the "isms."

Basic means that the student did three strategies, but they may not have had whole class strategies for each one. They were not as specific and developed as the proficient and advanced levels.

Proficient means that the student had three whole class strategies that were well developed and specific, and the strategies dealt directly with the "isms."
The student may have used the same types of strategies for all the "isms" with slight modifications here.

Advanced means that the student went above and beyond with their three whole class strategies by having detail, specifics, and different lessons for each "ism."

III Grammar 35 Points
Below Basic 0-15 Basic 16-25 Proficient 26-30 Advanced 31-35

Below Basic means that the student's writing needs a lot of improvement. It is hard to understand. There are many errors such as: comma splices, run-ons, fragments, and agreement problems with the subject and verbs and pronouns and antecedents.

Basic means that the writing has errors, but the overall meaning is communicated. The errors are not as serious as the below basic errors. Here, the student may have problems with using commas after their introductory phrases or clauses. The problems do not affect the meaning.

Proficient means that the student's writing is clear and smooth. There are few errors. The transitions help with the smoothness overall.

Advanced means that there are basically no errors, and the writing is refined and polished. It is ready for publication almost.

Group Book Ad Project

120 Points Content
Did the presentation reflect a thorough understanding of the content presented in the book?

Below Basic 0-35 Basic 35-45 Proficient 46-55 Advanced 56-60 (Multiplied by 2)

Below basic means that the group was missing parts of the assignment. They were not clear when they presented the information, and some information was incorrect.

Basic means that the group followed the directions and had each part, but they were not thorough with their work. They did not go into detail about the content of the book and the issues that the book raised with regard to the "isms."

Proficient means that the group was thorough with each part of the presentation, and the group did go into the issues that the book raised.

Advanced means that the group exceeded my expectations, and they were thorough with each part. They went above and beyond with their lesson plan and resources. They were advanced with their presentation of the issues that the book raised as well.

60 Points Creativity
Did the presentation incorporate a variety of teaching strategies and/or visual aids to present the material to the audience?

Below Basic 0-15 Basic 16-20 Proficient 21-26 Advanced 27-30 (Multiplied by 2)

Below Basic means that the students did not have a variety. They just lectured.

Basic means that the students had a Power Point presentation and/or just a video with their information. There was not much variety.

Proficient means that there was variety in the presentation (for example and activity for the class to do as well as a video clip, documentary, game, and/or guest speaker)

Advanced means that the group went above and beyond for the variety. They were innovative and creative with games, activities, posters, bookmarks, guest speakers, video clips, documentaries, and/or stickers etc. to get across the information in their presentation.

20 Points Organization

Was the presentation well organized and well prepared?

Below Basic 0-4 Basic 5-7 Proficient 8-9 Advanced 10 (Multiplied by 2)

Below basic means that the group did not have an agenda or flow from one element to the next. Presenters did not know when to come in and stop, so there were pauses. Presenters were confused about what they were doing. It was not well orgazized or planned. The materials for the class were not together, and it took extra time for the handouts due to the lack in organization.

Basic means that presenters knew what part they were doing and when they were speaking. The information for the class was also ready in advance, and there was a structure to the presentation that flowed.

Proficient means that the presenters knew what part they were doing and when they were speaking. In addition, the class materials were prepared and passed out quickly, but with this level, the students were polished. They practiced their presentation before hand.

Advanced means that the presenters looked like professional speakers. They went above and beyond with their organization and preparations. It was a seemless presentation, and it was polished with no pauses. You could tell that the presenters practiced a couple of times before their book ad presentation as well.

Total Points /200

Paper Rubric

Low Basic = 0-60 Points out of 100

For this grade, a student did not follow the directions for the assignment. There are major grammatical problems (such as fragments, comma splices, run-ons, improper word choice, and poor punctuation) that lead to confusion and a lack of comprehension by the reader. The content and ideas are also weak here and not specific either. It is hard to follow both in terms of the grammar and the content.

Basic = 61-80

For this grade, a student followed the directions for the most part. The student had many errors with his or her grammar though, but overall, these mistakes did not cause a problem with the reader's comprehension of the work. The ideas were more focused than the below basic though, but they were still weak and incomplete. The student is using concrete examples and analysis, but he or she is not using abstract reasoning and critical thinking skills here.

Proficient = 81-95

For this grade, there were few grammatical errors, and the student followed the directions well. The ideas were clear and focused, and the writing was smooth. The student was specific and detailed in the analysis as well, and he or she is moving into using more abstract thoughts and critical thinking here.

Advanced = 96-100

For this grade, the student went above and beyond my expectations. There were no (or very few) grammatical errors. It was smooth, comprehensible, and detailed. The student was specific and even tied in research from outside of my class materials. The student uses a lot of critical thinking and abstract ideas as well.


Understanding Poverty and its Effects on Equal Educational Opportunity Group Projects
(Poverty Group Project)

Part A (Each group will do Part A under their color, and all groups-- except the red group-- will do part B at the end; all groups will do the group essay on your framework for understanding poverty.)
Note: You may go to the housing authority, contact DHR and/or social workers, meet with the mayor and/or council members and ask them about these questions and gather information from them as well. Look at AL ARISE website http://www.alarise.org/links.htm under the AL Poverty Project for more information too. Do not procrastinate on this project!!! See if Missouri has information like the AL Tax and Budget handbook and discover how the tax structure works. Communicate with the other groups too and talk about their findings.

Red Group
• You are a 23-year-old woman with two children (ages two and five).
• You get TANF (Temporary Assistance for Needy Families), $164 per month. If
you work and earn more than $164 a month, generally speaking, you cannot get
TANF. Your check will be reduced dollar for dollar by the amount you earn.
• If you participate in a job training program, child care is guaranteed.
• You get $326 per month in food stamps. (Food stamps only cover food items--
not paper towels or other paper goods, laundry detergent, alcohol, etc.)
• Your rent is $265 a month including utilities. Your rent is not subsidized. (Only
about a third of eligibles get help.)
• You left school at age 17 when you had your first child.
• You have no job experience and had no health care until you signed up for
TANF--you now have Medicaid.

1. Work out a budget for your family. How do you make it?
2. How does this feel?
3. How can you change your situation? Be specific to take into account any additional
costs to the changes you propose.

Pretend that you have completed your job training program and you, you work at the only job you could find, at McDonald’s, for minimum wage. You are also now married at this time and your spouse looks after the youngest child at home. Like most part-time workers, you average 29 hours of work per week over the year. Lucky for you there is the new minimum wage law so you make $7.25 an hour as of July 2009, although that still isn’t much after taxes.

1. Calculate gross earnings per month and per year (assume 50 work weeks) for this
family. Given a poverty threshold of $ 14,150 in yearly income for a family of three in
2000, does this family meet the government criteria for poverty? Does it meet your own
criteria for what it takes to be poor? Note the 2009 WIC Table here.

WIC Income Eligibility Guidelines(Effective from July 1, 2008 to June 30, 2009)
48 Contiguous States, D.C., Guam and Territories
Persons in Family or Household
Annual
Monthly
Twice-Monthly
Bi-Weekly
Weekly
1
19,240
1,604
802
740
370
2
25,900
2,159
1,080
997
499
3
32,560
2,714
1,357
1,253
627
4
39,220
3,269
1,635
1,509
755
5
45,880
3,824
1,912
1,765
883
6
52,540
4,379
2,190
2,021
1,011
7
59,200
4,934
2,467
2,277
1,139
8
65,860
5,489
2,745
2,534
1,267
Each Add'l Member Add
+6,660
+555
+278
+257
+129



2. Let’s say you are really lucky because your low wage job is full-time (most low wage
jobs are not full-time), although, like most low wage jobs, it doesn’t have fringe benefits.
Given full-time work, are you earning enough now to avoid poverty?
3. Multiply the family’s gross earnings by 80 percent to get an estimate of net earnings
after taxes and other deductions. Make a budget for this family to live on in Birmingham
(or the city where you live). Begin with the cost of rent (averaging around $390 a month in Birmingham for a two bedroom apartment), include the cost of food, basic utilities,
transportation, health care, clothing etc. Will this family be able to get along on these
wages?
4. What solutions, if any, do you suggest? Research your solutions. For example, if your
spouse went to work as well, at a part-time minimum wage job, calculate, after the cost of
child care, transportation, work clothes, lunches and wage deductions, the increase in the
family budget that could be had from this solution.

Yellow Group
• You are part of a working poor family of three. (Husband, wife and a two-year old
child)
• Husband works at Wendy’s for $5.65 an hour. When he is lucky, he gets 30 hours
a week, but averages 25 hours a week about 50 weeks a year. (Gross of $7,063 a
year or a net of $6,400.)
• Your family has one car, a 1986 Ford Tempo.
• Average child care cost range is $75-80 per week, per child (usually more for
infant care). Subsidized child care has a statewide waiting list of 8,000--its cost is
based on income.

1. Work out a budget for your family. How do you make it?
2. How does this feel?
3. How can you change your situation? Be specific to take into account any additional
costs to the changes you propose.

Imagine that you are now a single parent, divorced, with two children (ages 2 and 5 years old). With no work history to fall back on after your husband left you, and given the cost of child care for two children, you thought it would be better for your kids if you lived off welfare, just until they are old enough to be in school during the day. You apply for aid, and discover that, because you earned less than $2000 last year, and your car is so old that its value was not counted against you, you will be receiving the most monthly TANF funds for a family of three allowed in Alabama (before the “welfare reform”) in the amount of $164 a month, $341 in food stamps a month, and Medicaid benefits.

1. Go to the grocery store and do your own market basket research. How much food can
you get to feed three people for one week, spending no more than $85? Make a list of what you would “buy” and the prices. How far can you make $85 stretch to feed yourself and two children for a week? (No non-food items such as soap or toilet paper can be bought with food stamps, nor can you buy tobacco, alcohol or food grown outside the U.S. with the food stamps.)
2. Research housing costs. Where could you live (and pay utilities) for less than $164 a
month?
3. Miscellaneous other expenses: How would you pay for transportation, clothing, nonfood items like soap and toilet paper? Do a market basket approach to the non-food items you normally buy. Add them up. Now, make decisions about which of these “essentials” are really nonessential, given your poverty. Which will you have to do without?
4. What solutions to this budget problem would you suggest? Research your suggested
solutions. If you think paid work is a good idea, then look for a job in the want ads that
would be likely to go to a woman with no work experience and two kids. How much will
she earn, after taxes? How much does child care cost for two kids of the ages described
above? (Call a day care center and ask.) Will the hours of work required on the jobs
available mesh well with the hours day care centers are willing to take kids? Add in
transportation costs that will have to be borne as well, i.e. gas, oil, repairs, license tags, etc.

Blue Group
• You are part of a lower middle class family. You are a mother with two kids (ages
five and eight).
• You make $20,000 a year gross ($17,000 net) working full time as a lower level
staff person at a local University. You have health insurance to cover yourself and
children.
• You rent a two bedroom apartment for your family at $400 a month ($500
including utilities).
• You own a 1986 Ford Tempo.

1. Work out a budget for yourself. How do you make it?
2. How does this feel?
3. How can you change your situation? Be specific to take into account any additional
costs to the changes you propose.

Green Group
• You are part of an upper middle class family of three. Husband, wife and a three year-
old child.
• Both the husband and wife work as tenured professors at a local University. He
makes $38,000 a year gross and she makes $36,000 a year gross. (Total $74,000
annual gross/ $54,000 net.)
• Your monthly house mortgage payment is $600 not including utilities.
• You have two cars--a 1993 Saturn that is paid for and a newer Saturn with
monthly payments of $340.
• Neither of you have any student loans to pay off.

1. Work out a budget for yourself. How do you make it?
2. How does this feel?
3. How can you change your situation? Be specific to take into account any additional
costs to the changes you propose.

PART B:
(Pull in quotes and research from in-class materials and out-of-class materials. Prove to me that you read the information, and use it in your group responses here.)
Using the class readings—as well as Freire’s book Pedagogy of the Oppressed—pertaining to school inequalities, discrepancies on funding, and ways to ensure equal opportunity, each group can answer the following questions:


A) From the class materials, each group should identify what would be the most possible grievous differences between two school districts (such as Mt. Brook, a wealthy school district, and Wilcox County, a poor school district). Pick the two school districts, and do research about the amount of per pupil spending etc. Then, identify the differences.
B) Imagine that the rate per pupil per year is $2000/- for both school districts. Imagine if for Group A, the average property value of is $85,000 and for Group B, the average property value is $150,000. In the current context, 2% of state taxes goes towards education. If both groups decide that public schools are under funded in the area, what are the different options each group has to make up for the shortfall? If taxes are increased, to what extent (what percentage increase) will each group be willing to raise taxes? What could each group do based on their incomes?
C) Explain how the money will be used to improve the different school districts?
D) How would each of the groups react to the other options provided in the articles for ensuring equal opportunity a) magnet schools, school vouchers, tax credits, charter schools, etc…)? Search the library resources and for professional journal articles for more information about magnet schools, vouchers, tax credits, and charter schools to help you with this part.
E) If somebody from Group A, happened to get some property and decided to set up his/her trailer in Group B’s neighborhood so as to get access to the good schools, what kind of a reaction would this family get from their neighbors?
F) Imagine that there is a town meeting with both the Mayor and the School Superintendent present. Create 5 critical questions to raise with the Mayor and the Superintendent (5 questions for each of the officials) – that you see may best protect your family’s educational and economic interests. Explain why you picked these questions too. What about the other families and their interests?

Do not forget your framework for understanding poverty essay!!!!!!!!









Poverty Project Rubric


Low Basic = 0-60 Points out of 100

For this grade, the group did not follow the directions for the assignment. Sections or information is missing. There are major content problems with incorrect information and severe grammatical problems (such as fragments, comma splices, run-ons, improper word choice, and poor punctuation) which create confusion. Also, there is a lack of comprehension by the reader. The content and ideas are also weak here and not specific either. It is hard to follow both in terms of the grammar and the content.

Basic = 61-80

For this grade, the group followed the directions for the most part. There are some content problems and/or a missing section. The group had many errors with the grammar though, but overall, these mistakes did not cause a problem with the reader's comprehension of the work. The ideas were more focused than the below basic though, but they were still weak and incomplete. The group is using concrete examples and analysis but is not using abstract reasoning and critical thinking skills here.

Proficient = 81-95

For this grade, there were few grammatical errors, and the group followed the directions well. The content is correct, and every section is included. The ideas were clear and focused, and the writing was smooth. The group was specific and detailed in the analysis as well, and the group is moving into using more abstract thoughts and critical thinking here.

Advanced = 96-100

For this grade, the group went above and beyond my expectations. There were no (or very few) grammatical errors. It was smooth, comprehensible, and detailed, and the content is precise and specific. The group was specific and even tied in research and resources from outside of my class materials. The group uses a lot of critical thinking and abstract ideas as well.

EDU 308 Summer 09 Group Members and Groups

Note: Caprice dropped the class.

Here are your groups for the poverty, book ads, and "Justics."

Poverty:
Red = Race and Gender Groups
Green = Class and Sexual Orientation Groups
Yellow = World Religions and Ethnicity Groups
Blue = (Dis)ability Group

Book Ads:

Race = Lennie Jackson, Gwen McKinley, and Katie Penland

Gender= Caprice Stagner, Brooke Thompson, and Sierrah Willoughby

Ability = Abigail Bonham and Holly Crawford

Ethnicity = Kensey Neely and Kristin Parker

Socio-economic Class = Brittany Winger and Sarah Derr

Sexual Orientation = Holly Taylor, Chelsey S., and Jane Leslie

World Religions = James Richmond and Heidi McKern

"Justics" = Your book ad group members since most people voted to have one group for all projects. I think this will help you in the end!!!

Note: I will send an e-mail with all book ad group members' MWSU e-mail addresses for each group. Please e-mail each other and share contact info. with each other and begin setting up meeting times to work on projects etc. together. Remember the journals are independent assignments, but you may critique each others' papers and help each other too.

Also, remember to make sure you include the "ism" and follow the suggested format for your book ads in the syllabus; that lists each part you need. I do not care what order you cover the info. there; however, you need to cover all of those parts. Also, check the rubrics in the syllabus too and ask questions if you have any. If you want to get to the advanced level, that is fine. Meet those expectations listed on the rubric then.

EDU 308 Summer 09 Video 2

Post your questions for me to answer about the cultural, institutional, and individual racism from the movie here. Also, post any thoughts or comments here about the video.

EDU 308 Summer 09 Video 1

Post your questions for me to answer about the cultural, insitutional, and individual sexism in the movie here. Also, post any thoughts or comments here too.

EDU 308 Summer 09 Class Vote

Post your vote here about having the same group for all projects this summer or different groups. In my humble opinion, it would be better to have the same group since this is a summer course, and you will already know each other from the first project. I believe in a democratic class though, so I do value your vote and opinions here. Remember I value everyone's voice at the table!

EDU 308 Summer 09 Book Ad Book Choices

Post your four book ad book choices here, and then I will group you.

EDU 308 Summer 09 Ch. 14

Post your discussion card and your response to another's post here for Ch. 14.

EDU 308 Summer 09 Ch. 13

Post your discussion card and your response to another's post here for Ch. 13.

EDU 308 Summer 09 Ch. 12

Post your discussion card and your response to another's post here for Ch. 12.

EDU 308 Summer 09 Ch. 11

Post your discussion card and your response to another's post here for Ch. 11.

EDU 308 Summer 09 Ch. 10

Post your discussion card and your response to another's post here for Ch. 10.

EDU 308 Summer 09 Ch. 9

Post your discussion card and your response to another's post here for Ch. 9.

EDU 308 Summer 09 Ch. 8

Post your discussion card and your response to another's post here for Ch. 8.

EDU 308 Summer 09 Ch. 7

Post your discussion card and your response to another's post here for Ch. 7.

EDU 308 Summer 09 Ch. 6

Post your discussion card and your response to another's post here for Ch. 6.

EDU 308 Summer 09 Ch. 5

Post your discussion card and your response to another's post here for Ch. 5.

EDU 308 Summer 09 Ch. 4

Post your discussion card and your response to another's post here for Ch.4.

EDU 308 Summer 09 Ch. 3

Post your discussion card and your response to another's post here for Ch. 3.

EDU 308 Summer 09 Ch. 2

Post your discussion card with your question, quote, and fact here for Chapter Two. Also, post a comment to another student's discussion card too.

EDU 308 Summer 09 Ch. 1

Here you will post your discussion cards and respond to at least one other student's comments for each chapter in your textbook. Remember to post a question, quote, and fact from each chapter here.