ECE 430, Culture and Diversity in ECE
Fall 2013
Group Presentations on “Isms”
What is this assignment?
For this assignment, students will select a topic and present, with a group
of other students, on various ‘ism’ topics. These include:
Able-ism, Bilingualism, Bicultural issues, Classism, Heterosexism, & Sexism
What should the groups do?
 Groups will present an oral presentation on the main concepts
related to their specific ‘ism’. This presentation must be based on the
assigned readings for your specific ‘ism’ (see separate info on this),
but can also include other resources.
 Your group may select the format of your presentation. This might
be:
o Straight-forward oral presentation (everyone talks). Consider
adding in ways to encourage the rest of the class to
participate:
 Small group discussion, led by your team
 Talk show format, with Q/A from the class
 Skit
 Game Show format
 The important part to remember about your presentation is that the
rest of the class will be introduced to this topic by your group.
Initially, only members of each group are required to do that topic’s
readings; this assignment is a way to introduce these concepts to the
whole class without everyone having to do all of the reading.
 The primary goal of this presentation is to introduce the rest of the
class to issues related to this specific ‘ism’; what are the main issues
related to this issue, and how might these relate to our work with
children and families?
 Groups will use the relevant readings (see next page) for this
information. However, other information can be added to the
presentation. This might include personal experience, classroom
examples, and other resources.
Specific Student Outcomes that relate to this assignment:



critique theories and identify ways in which cultural and family patterns
affect children's behavior and identity.
analyze various aspects of children's experience as members of families
targeted by social bias considering the significant role of education in
reinforcing or contradicting such experiences.
evaluate the impact of personal experiences and social identity on teaching
effectiveness
Relevant readings for each ‘ism’
Ism
Able-ism
Readings from ABE
Chapter 10
Biculturalism/
Bilingualism
From Chapter 5, pgs. 55 – 63 and
pgs. 88 - 89
From Chapter 5, pgs. 63 - 76
Classism
Chapter 8
Heterosexism/Family Chapter 9
Structure
Sexism
Chapter 7
Readings from WOD
Section VI (Articles #
33 – 36)
In Section I (article # 6
& 7)
In Section I (article #14)
Section IV (articles #21
– 25)
Section III (articles #16,
17, 19) and Article 26
(Section IV) and Article
31 (Section V)
Section V (Articles 27 –
30 & 32)
Each group is also required to submit:
1. The presentation itself (in their choice of format; see the second bullet on
page 1)
2. A description of what each group member did (see below for this)
3. An evaluation of the group’s work. This will be submitted by each individual
member of the group, assessing how the members of the group worked
together and shared responsibilities. (This is a separate document that will
be distributed to the group on the day it presents.)
Description of Group Work
Group Topic:
List the names of
the members of
your group
1.
2.
3.
4.
5.
Identify the specific
reading/resources this person
used for their part of the
presentation
Identify the main ‘topic’
of this person’s work on
this ‘ism’