Ed 451 Syllabus, San Diego State University
Instructor: Dr. Valerie Ooka Pang
Teacher Education
North Ed 92 (pang@mail.sdsu.edu), by appt.
Required Texts:
Multicultural Education: A Caring-centered, Reflective Approach, Pang, 2010, SECOND
Edition from Montezuma Publishing, Get Through Aztec Shops To Ensure Correct
Edition
Malcolm X: By Any Means Necessary, Walter Dean Myers (children’s novel)
Required Computer Ability:
Be able to access Blackboard. Have a webportal account so one is able to engage in class activities on
Blackboard.
Check Email for Messages
Though our class is primarily face to face, be sure to check your email in case that an issue has arisen
during the semester. I will email you if needed.
California Professional Standards
This class is an important class in building a strong foundation for strong and effective teaching. Here
are several standards the class addresses in depth (Professional Standards):
1) Equity, Standard 3b
“Each candidate examines principles of educational equity and analyzes the implementation of those
principles in curriculum content and educational practices.”
“Each candidate studies classroom practices and instructional materials that promote educational equity,
and ones that undermine equity among students from ethnically, culturally, racially, and linguistically
different backgrounds, who are of different gender, socio-economic levels and with differing
handicapping conditions. Professional educational coursework provides historical, legal, social,
political, economic and multicultural/multilingual perspectives on the role of education and schools in
the local community and in different societies.”
2) Preparation for Multicultural Education, Standard 5
“Prior to or during the program, each candidate engages in multicultural and crosscultural study and
experiences, including first and second language acquisition and successful approaches for the
education of linguistically and culturally diverse students.”
“Each candidate has the opportunity in the program to develop multicultural competencies, to examine
racism and to evaluate personal attitudes towards people of different cultural, linguistic, racial, ethnic,
socio-economic backgrounds and with individuals with differing handicapping conditions.
Coursework prior to or during the program provides opportunities for each candidate to learn about the
impact of social, political and economic issues (such as immigration, urbanization and discrimination)
on linguistically and culturally diverse groups and their educational status and attainments.
Each candidate in the program has the opportunity to examine the process of acculturation and
assimilation and other concepts relevant to the adaptation of immigrants to American society.”
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Introduction
How do you view others? What are your values about race, class, and gender?
Are you 'color blind' or 'color conscious"? What does it mean to be "color blind?"
Do you think the students in your classrooms are 'colorblind' or 'color conscious'?
What should folks be, color-blind or color conscious? Why?
What does prejudice and discrimination have to do with teaching and learning?
If a teacher treats all children the same does that mean the teacher treats the children equally?
Do teachers need to understand the impact of social class or race on the learning process? Why or
why not?
What is race? Is it real? How would you define race?
What impact does race, class, culture, religion, sexual orientation, gender, and other aspects of
social oppression have on school policies, curriculum, and instructional strategies?
What can I do as a teacher to make the classroom a culturally affirming environment?
What our my beliefs about teaching and learning? Which theories and principles do I choose to
use as the foundation for my work as an educator?
My role in this class is to help you examine the issues of equity, culture, and pluralism as it
relates to teaching and curriculum development in a democratic nation. In the first part of the
class you will look at your own attitudes and skills as they relate to issues dealing with ethnicity,
race, class, culture, sexual orientation, religion, gender, and other aspects of society. In addition I
expect you to better understand the following: fundamental concepts and goals of Multicultural
Education, history of ethnic minority groups (you should have had in school already), how
academic tracking influences future career choices of students, theories of ethnicity, the forces of
cultural assimilation, pervasive nature of stereotypes, how language effects learning, and the
application of cultural relevant content/context into curriculum and instructional strategies.
One of the major goals in this course is to raise perennial issues in education so that you, a
prospective new teacher, will extend your knowledge and skills about teaching in diverse
classrooms. It is crucial for teachers to engage their students in higher order thinking activities so
that they can then take problem-based (also known as issues-centered) strategies into their
teaching of disciplines such as art, science, social studies, mathematics, history, English, etc. I
believe that teachers must be committed to building a caring, democratic, and equitable learning
environment for all students so that they reach their highest potential.
Course Objectives
After the completion of this course the student will be able to:
1) develop and define one's philosophy towards education and equity issues,
2) define Caring-centered Multicultural Education,
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3) examine one's own attitudes about cultural diversity, equity, and trust in schools,
4) discuss how the ethic of care and relationship building are central to teaching,
5) discuss issues dealing with institutional bias in comparison to individual bias,
6) explain the importance of historical information in creating culturally relative and creative
curriculum,
7) assess the portrayal of ethnic minority groups in print and non print materials providing a
written analysis,
8) work in small groups identifying reoccurring themes in U.S. history and prepare data retrieval
charts,
9) review issues of race, gender, social class, and age as they relate to schooling within a societal
context,
10) discuss the goals and objectives of bilingual education,
11) identify and explain instructional approaches in regards to Multicultural Education
comparative/conceptual approach interdisciplinary approach issue-centered approach
12) use a decision making model in reflection of issues or conflict,
13) integrate ethnic content into existing curriculum structures by writing lesson plans,
14) discuss needs of exceptional minority students,
15) define the following concepts- stereotype, ethnicity, cultural assimilation, structural
assimilation, culture, prejudice, discrimination, homophobia, sexism, classism, and other concepts
identified in the readings,
16) explain several English language development instructional strategies that can be integrated
into classroom instruction,
17) assess the status of Multicultural Education in a school providing sound recommendations for
improvement, and
18) research, develop, and write a unit that addresses bullying and name calling in schools, and
18) enjoy learning.
Assignments
Assignment 1 - An Incident In which I felt Discriminated Against, Turn in 2 copies. Write a
two-page typed double-spaced essay describing a time when you felt discriminated against.
Whatever you choose to write about, please make it an incident that you are willing to share
with others. Therefore it should be an incident you will talk about in public. We will be
discussing these incidents in small and large groups. This should be typed and double-spaced.
Due on September 9th.
Assignment 2- Group Lesson Plan Due October 14th. Turn in one per group. Please bring your
activities to class on October 14th to demonstrate to your peers in class.
Please include the following elements:
1) Name of Activity our Group Like Newton's Apple.
2) Names of Group Members
3) Standards-Which curriculum standards are you addressing? District? State?
National?
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Suggest that you go to the Lemon Grove School District Curriculum Standards so that
you are familiar with what is taught in the district.
4) Learning Objectives-List carefully the learning objective of your activity. Make sure
it is something you can measure to ensure that children are actually learning what you set
out to teach. For example, it is not possible to assess if children understand a concept. It
possible for children to define a concept, to explain a process, to list important aspects of
writing, etc.
5) Member Roles-What role will each member play? This should be clearly identified
in the plan.
6) Define terms that are being taught. The definitions should be explained in language
that is appropriate for all grade levels from 1-6.
7) The Role of Culture, Including Language- How are you incorporating culture into
the lesson? For example, are you including instructional posters in English and Spanish?
What examples are you using from children's lives to explain the content you are
teaching?
8) Sequence of Activities With Descriptions-Identity the activities you will be having
children engage in. There should be a logical sequence of about 3-4 different activities
that reinforce the concepts being taught.
9) Assessment-How will you assess that the children have learned what you were
teaching? These assessment activities will show that your group have taught their
learning objectives.
This assignment is an opportunity to be so creative and to do something really
innovative with children. You will have other people in the group to help you so be
interesting, hands on, and inventive. What did you like to do as a child? What types of
activities were the most fun to you and you also learned? What did you favorite teacher
do to motivate you?
Assignment 3-Due November 4th. What did you learn teaching lesson at the
elementary school? Individual Assignment
Please prepare a typed essay and answer the following questions:
1. What was the title of your booth? What were the principles, knowledge, and skills
taught at your booth?
2. What did you learn about what children liked to do? What were the most successful
booths and why do you think they were popular with children? Which booth did you like
the best and why?
3. Did you get a chance to talk with parents, grandparents, other adults from the
community? What did you learn from those interactions?
4. How did you make connections between the prior knowledge of your students to the
new knowledge? What kind of scaffolding strategies did you use?
5. How were you able to make sure that each student was engaged in the learning
process? How did you structure the activities so they were involved and working with the
concepts or skills? Did you use any scaffolding in your lesson? If so, what and how?
6. What were the strengths and weaknesses of your booth? Were you successful in
teaching the concept(s) or skill(s) you had hoped to in the booth? What evidence can you
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provide for your conclusions?
7. What would you do to make your booth more effective if you were to redo the lesson?
8. Does the Caring-centered framework tie in with learning event? If so, how? If not, why not?
Assignment 4- Malcolm X: By Any Means NecessaryDue November 18th.
Answer the following questions, typed double spaced.
1) What did you know about Malcolm X before this class? Explain. If you knew a great deal,
describe where you learned about him. If you did not know about him, explain why.
2) What phases do you see in his life? What evidence do you provide to support your
assertions? His life was complex.
Optional Final Project- Due date will be announced. Only required to earn an A or Agrade, Embedded Signature Assignment (ESA)-Full description of assignment will be
found on Blackboard. Be sure to have a 3 minute powerpoint presentation highlighting
major points of your unit given on December 2nd. Below is just a portion of the ESA.
The project is to develop and prepare a comprehensive unit on addressing bullying and
name-calling in classrooms and schools. The written unit and presentation will be turned
in on time.
Optional-ESA for ED 451- Introduction to
Multicultural Education-Complete Description on BB
Addresses categories of Planning in areas of Instruction, Reflection, and Assessment
through the development of a unit plan that focuses on the issue of name calling.
The Purposes of the Unit (Assessment Process for Pre-service Candidate)“The Planning Instruction & Assessment task describes and explains your plans for the
learning segment. It demonstrates your ability to organize curriculum instruction, and
assessment to help your students meet the standards for the curriculum content and to
develop related academic language. It provides evidence of your ability to select, adapt,
or design learning tasks and materials that offer your students access” to issues and
subject matter content (2004, The PACT, The Performance Assessment of California
Teachers). For the purpose of this unit, you are asked to address the issue of name
calling. Go to our class website for the comprehensive instructions. Follow the
directions. For example, the format for the unit is in a logical order. If it asks for a name
for the unit and etc., then you write:
Name: Statistically Tackling Bullying
Unit Grade Level: 11th/12th
Subject Area: Math/Science.
ESA Unit Description of the Project
Students often use words as powerful tools to hurt or to humiliate others. Students need
to be aware of and to know how to deal with name calling. Name calling is a common
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occurrence in schools across the country. Unfortunately, this type of behavior can be
found in all grade levels and in every school. Name calling can be based on a variety of
characteristics such as culture, race, ethnicity, language, gender, social class, disabilities,
religion, age, physical characteristics, and political orientation. In schools it is not
uncommon to hear comments such as “The homework is gay. He’s a wetback. What a
retard.” Words can also lead to avoidance, physical attack, and other forms of
discrimination in school. The full description of the unit is on Blackboard.
ESA: Unit Plan Development-The unit plan is written at the conclusion of Ed 451 to
assess the cognitive development and instructional knowledge of individuals who are
taking the course as a prerequisite requirement for admissions into the Teacher
Certification program. Can you, the educator, think about how to eliminate bullying and
name calling? Can you create a comprehensive unit?
You will begin by choosing the grade level and standards for the unit. The standards
should be taken from a school's overarching philosophy and curriculum standards. These
standards will provide the direction for the unit.
The unit will include at least five carefully described activities to address the issue of
name calling and how it can be eliminated from the classroom, school, and/or
playground.
Criteria guiding unit developmenta) Identification of chosen educational philosophy noting theorists such as
Dewey, Giroux, Noddings, Rogers, Cole, Vygotsky, Nussbaum;
b) Alignment with national/state/district/school behavioral, content area
(curriculum) standards, and/or English Language Development;
c) Focus on prejudice reduction skill development in students;
d) Use of developmentally appropriate content and strategies;
e) Identify resources to research on Prejudice/Prejudice Reduction ( possible
models/theories to reference-Self-regulation, Allport’s Levels of Prejudice, How
Prejudice Develops, Milton Gordon’s Intercultural Sensitivity Model; Peace Table
Model, Conflict Resolution Model, Decision-Making Model);
f) Discussion regarding the development of a safe, socially just,
caring/compassionate learning community;
g) Discussion of value orientations, values in a democracy;
h) Use of an issue-centered/decision making approach for older students;
i) Focus on resolution and action; and
j) Explain how student engagement and skill development will be monitored and
assessed; and
Quote original work with complete citations. Please no plagiarism, give individuals
credit for their ideas.
Since this unit development is the first in a series of ESAs that pre-service teachers will
complete during their Teacher Certification program, it would be rare for novice teachers
to reach level 4 in this first attempt at a formal lesson assessment. Pre-service educators
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are in the process of learning at this point rather than at a mastery level; therefore,
educators at this stage of their development should not expect receiving rankings in level
Grading
Attendance and Participation in class: 25 percent
Assignments: 20 percent
Final and quizzes: 35 percent
Optional Assignment 5 and Presentation: 20 percent
General Criteria for Written Work
*Criteria for Assignment 1
How carefully has the student written about her/his experiences? Is the paper easy to
understand? What is the major point of the essay?
*Criteria for Assignment 2 and 3
How complete is the booth plan? Has the group carefully described the learning activity chosen
and why that project was presented?
Were the target learning objectives clear?
How logical are the strategies used to teach?
Was the assessment of students carefully considered and explained?
Were roles equally assigned?
Did the booth take into consideration the prior knowledge and/or knowledge of the
children they will be serving?
Was the group innovative and creative in how they presented the information?
Were the activities engaging to the audience? Did they utilize our multiple intelligences?
What did the audience learn? How do you know?
*Criteria for Assignment 4
Has the student carefully reviewed her/his viewpoints and attitudes of Malcolm X?
How well written is the paper? Are answers clear and well documented?
Has the student actually read the text?
Is the evidence given clear and logical?
Has the student provided thoughtful analysis of the text and Malcolm X's life?
*Criteria for ESA Assignment-final project
A comprehensive rubric is included in the description of the project found on line.
Important Dates
Learning Fair- More information to come
Golden Avenue Elementary, 7885 Golden Avenue, Lemon Grove, CA, 91945
Phone: (619) 825-5637
Required-September 23rd (Tentative date)-Meeting with Mr. Rick Oser, Principal,
4:30-6, Class will be held at The Lemon Grove Academy, K-5 School Section.
Required-October 26th, Saturday, Fall Festiva/Learning Fair from 11-2 pm (Set up
at 10:30pm)
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The Learning Fair is a collaborative partnership with our class and Golden Avenue
Elementary. We will be joining parents in creating engaging and fun learning activities
that are hands-on and effective. You will be working in a small group. For the Learning
Fair, your group will need to bring supplies like tables and chairs, activity supplies, etc.
We will be setting up booths in the multipurpose room at 12:30 on October 29th.
Waiver- (Thanks for this information from M. Wang)
Since several of our activities will involve our work in off-campus activities/field work, the university has
asked faculty whose students participate in off-campus activities to include in our syllabi a statement about
risk, liability and prior approval:
"This course requires students to participate in off-campus activities that might involve some risk to the
student, such as exposure to accidents or personal injury. By reading this syllabus, you are agreeing that
you are aware of these risks and agree to hold harmless San Diego State University, the State of California,
and the trustees of the California State University and Colleges and its officers, employees and agents
against all claims, demands, judgments, suits, expenses and costs on account of participation in these offcampus activities. Students using their own vehicles to transport themselves or other students should have
current automobile insurance. Finally, on rare occasions, organizations with whom we work might ask
students to maintain professional liability insurance at their own expense. SDSU does not require this of
our students as a condition for enrollment, but it is something you may wish to consider. One source of
such student liability insurance is at 800.621.3008."
Standards
A = Significantly exceeds standards for a 400 level class. For example, written material is of publishable
quality. Presentation of written material is professional with consistent margins, type face, and wellformatted bibliographies and footnotes. Print is unquestionably legible and cleanly presented. Cover is well
formatted and interestingly designed. Content shows originality, depth of thought, and critical thinking.
Passes quizzes with 90% accuracy. Final is also passed with 90% accuracy. Must complete the final ESA
project and presentation.
B = Exceeds minimal standards for a 400 level course but not the level of an “A.” Content may recapitulate
thoughts of others, but is not particularly original nor critical in its approach. Mechanics are in place and
the writing flows well and the thoughts make sense. Passes quizzes with 80% accuracy. Final is also
passed with 80% accuracy
C = Meets minimal standards for a 400 level course. You have completed the assignment, but there are
errors in the mechanics, required sections may be somewhat weak or nonexistent, the flow is logical but not
consistently so. Passes quizzes with 75% accuracy. Final is also passed with 75% accuracy
D = Does not meet minimal standards for a 400 level course as stated above.
If you attend class/participate, do well on the examinations, and do a thorough job of all
assignments, you will automatically get a B grade. To earn an A, or A-, you must
complete the final project.
Grading-This is a contract class. If you attend class with not more than 2 unexcused
absences, complete the readings and assignments, participate in class discussions, and
pass the midterm, you will receive a B. For an A or A-, you must not only complete the
ESA Project, but also demonstrate high quality and give a careful powerpoint
presentation of the unit on a date to be announced.
Class scheduleAugust 26th, Syllabus, Introduction to class, Dr. King’s I Have A Dream Speech, August
28, 1963
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September 2, Labor Day, No Class
September 9th, Have Read Chapter 1, Quiz on Chapter 1 in Multicultural Education text,
Buddy Bingo, Community Building Activity, and Discrimination paper. Concept of
American
September 16th- Have read Chapter 2 in book. Quiz on Chapter 2.
September 23rd-Field Trip to Lemon Grove Academy
Required Field Trip. Meet at 4:30 at The Lemon Grove Academy, Meet at
the K-5 portion of the school at 7885 Golden Avenue, Lemon Grove, CA, 91945Phone: (619) 825-5637
Principal, Mr. Rick Oser
Have read Chapter 3.
September 30, Guest Speaker: Mr. Richard Oka, Math and Science Teacher at Mission
Bay High School-How Caring-centered Multicultural Education can add to the
classroom? How to develop your learning fair, hands-on science lesson?
Have read chapter 7. Quiz on chapter 7. What are the stages of racial identity formation?
How would racial identity issues influence the beliefs and behaviors of your students?
What is Caring-centered Multicultural Education? Be Able to Explain Your Position. Be
able to describe the three components of the framework: Ethic of Care, Sociocultural
Theory of Learning, and Education for Democracy including the Ethic of Critique. How
do the three theories tie together?
Discussion of Peter, Peter, Pumpkin Eater and gender bias.
October 7th, Have Read Chapters 10 and 11, Quiz on Chapter 10, How can you integrate
cultural into your lesson plans? How can you utilize what children know to teach your
lesson? What do you know about the cultures of your students? Meet in Learning Fair
Groups. What culturally relevant examples can you use in your lesson to teach the
instructional objectives?
October 14, Have read from book- Chapters 4 and 5. Quiz on Chapter 4
Consider these questions in your readingWhat are the levels of prejudice as defined by Allport? What is the Intercultural
Sensitivity Model described by Milton Bennett? How do children learn prejudice? What
can teachers do to eliminate it? Why is Christmas around the world questioned as a sound
curriculum unit? Also how can a teacher create an issues-centered lesson or unit so that
students are taught to address social issues?
Group Assignment Due.
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October 21st, Please bring your group activities to demonstrate to your peers in class.
We will have a run through of our activities. This way your group can get feedback
regarding your lesson organization.
October 28th, Discussion of Fall Learning Festival, Identify aspects of Caring-centered
Multicultural Education that You witnessed or thought about. Review chapter 7.
November 4, Individual Assignment of Fall Festival is Due.
Read chapter 6, quiz on this chapter.
November 11th. Veteran’s Day. Thank a veteran today and every day.
November 18th, Malcolm X Assignment Due. Chapters 8 and 9.-Read through the section about
Human Indian Mascots. What is this issue about? Review Begins.
November 28, Thanksgiving Week
December 2nd, Midterm Exam Review. Have studied chapters 1-11- Be sure to study the
following and be able to define and or describe important concepts such as the following: cultural
assimilation, racism, classism, homophobia, stereotype, prejudice, ethnicity, racial identity
formation, White privilege, Caring-centered Multicultural Education framework, Care Theory,
Sociocultural Theory of Learning, Progressive Education, Intercultural Sensitivity Model,
Allport’s Theory of Prejudice, hegemony, culture, layers of culture, hidden curriculum,
intersection of deafness and bilingualism, culturally relevant teaching, Funds of Knowledge,
Zone of Proximal Development, The Algebra Project, Bilingual Education, Second Language
acquisition, stages of the Natural Approach, The Affective Filter in language, The Monitor
Theory, Sheltered English, BICS, CALP, issues-centered teaching model, and prejudice reduction
strategies. Should be familiar with authors such as Vygotsky, Noddings, Dewey, Krashen, Moll,
Banks, Hakuta, E. Garcia, Cross, Tatum, J. King, Au, Moses, Irvine, and Gay.
December 9th, Final Exam, Bring Snacks To Share.
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