Educational Equality for All Students Overview Researchers have documented various factors that have hampered the integration of multicultural curricula in schools. But the institutionalization of diverse content into school curricula has made significant progress in the last several years. Examine current research on how multiculturalism is being integrated into the grade level at which you teach or plan on teaching.

Instructions Write a 6–8 page paper in which you:

● Evaluate the use of Banks’s four approaches to the integration of multicultural and global content, focusing on curricula designed for the grade level in which you teach or plan on teaching.

● Analyze 3–5 factors that determine that color-blindness is not the solution to racism in the classroom. Provide specific instructional strategies geared to addressing race in a more constructive fashion in the grade level in which you teach or plan on teaching.

● Design a scholastic program for integrating multiculturalism into the grade level in which you teach or plan on teaching. Propose specific features of the program and how it would be included when teaching different subject matter such as math, history, or literature.

● Develop 3–5 techniques for incorporating a school-wide positive behavior management system and restorative practices, ensuring that your school is culturally respectful and responsive.

● Provide at least five references (no more than five years old) from material outside the textbook.

The specific course learning outcome associated with this assignment is:

● Design a scholastic program for integrating multiculturalism into a school’s curricula and practices.

PLEASE FOLLOW RUBRIC TO ENSURE THE BEST POSSIBLE GRADE

https://blackboard.strayer.edu/webapps/rubric/do/course/gradeRubric?mode=grid&isPopup=true&rubricCount=1&prefix=_25803731_1&course_id=_309732_1&maxValue=280.0&rubricId=_933918_1&viewOnly=true&displayGrades=false&type=grading&rubricAssoId=_1268835_1#
Evaluate the use of Banks’s four

approaches to the integration of

multicultural and global content,

focusing on curricula

designed for the grade level in

which you teach or plan on teaching.

Points:

0 ​(0.00%) Did not submit or incompletely evaluated the use of Banks’s four approaches to integration of multicultural and global content, focusing on curricula designed for the grade level in which you teach or plan on teaching.

Points:

42 ​(15.00%) Partially evaluated the use of Banks’s four approaches to integration of multicultural and global content, focusing on curricula designed for the grade level in which you teach or plan on teaching.

Points:

47.6 ​(17.00%) Satisfactorily evaluated the use of Banks’s four approaches to integration of multicultural and global content, focusing on curricula designed for the grade level in which you teach or plan on teaching.

Points:

56 ​(20.00%) Thoroughly evaluated the use of Banks’s four approaches to integration of multicultural and global content, focusing on curricula designed for the grade level in which you teach or plan on teaching.

Analyze 3–5 factors that

determine that color-blindness is not the solution to racism in the

classroom. Provide specific

instructional strategies geared

to addressing race in a more constructive

fashion in the grade level in

which you teach or plan on teaching.

Points:

0 ​(0.00%) Did not submit or incompletely analyzed 3–5 factors that determine that color-blindness is not the solution to racism in the classroom. Did not submit or incompletely provided specific instructional strategies geared to addressing race in a more constructive fashion in the grade level in which you teach or plan on teaching.

Points:

42 ​(15.00%) Partially analyzed 3–5 factors that determine that color-blindness is not the solution to racism in the classroom. Partially provided specific instructional strategies geared to addressing race in a more constructive fashion in the grade level in which you teach or plan on teaching.

Points:

47.6 ​(17.00%) Satisfactorily analyzed 3–5 factors that determine that color-blindness is not the solution to racism in the classroom. Satisfactorily provided specific instructional strategies geared to addressing race in a more constructive fashion in the grade level in which you teach or plan on teaching.

Points:

56 ​(20.00%) Thoroughly analyzed 3–5 factors that determine that color-blindness is not the solution to racism in the classroom. Thoroughly provided specific instructional strategies geared to addressing race in a more constructive fashion in the grade level in which you teach or plan on teaching.

Design a scholastic

program for integrating

multiculturalism into the grade

level in which you teach or plan on

teaching. Propose specific features of the program

and how it would be included when teaching different

subject matter such as math,

history, or literature.

Points:

0 ​(0.00%) Did not submit or incompletely designed a scholastic program for integrating multiculturalism into the grade level in which you teach or plan on teaching. Did not submit or incompletely proposed specific features of the program and how it would be included when teaching different subject matter such as math, history, or literature.

Points:

42 ​(15.00%) Partially designed a scholastic program for integrating multiculturalism into the grade level in which you teach or plan on teaching. Partially proposed specific features of the program and how it would be included when teaching different subject matter such as math, history, or literature.

Points:

47.6 ​(17.00%) Satisfactorily designed a scholastic program for integrating multiculturalism into the grade level in which you teach or plan on teaching. Satisfactorily proposed specific features of the program and how it would be included when teaching different subject matter such as math, history, or literature.

Points:

56 ​(20.00%) Thoroughly designed a scholastic program for integrating multiculturalism into the grade level in which you teach or plan on teaching. Thoroughly proposed specific features of the program and how it would be included when teaching different subject matter such as math, history, or literature.

Develop 3–5 techniques for incorporating a

school-wide positive behavior

management system and restorative practices,

ensuring that your school is

culturally respectful and

responsive.

Points:

0 ​(0.00%) Did not submit or incompletely developed 3–5 techniques for incorporating a school-wide positive behavior management system and restorative practices, ensuring that your school is culturally respectful and responsive.

Points:

42 ​(15.00%) Partially developed 3–5 techniques for incorporating a school-wide positive behavior management system and restorative practices, ensuring that your school is culturally respectful and responsive.

Points:

47.6 ​(17.00%) Satisfactorily developed 3–5 techniques for incorporating a school-wide positive behavior management system and restorative practices, ensuring that your school is culturally respectful and responsive.

Points:

56 ​(20.00%) Thoroughly developed 3–5 techniques for incorporating a school-wide positive behavior management system and restorative practices, ensuring that your school is culturally respectful and responsive.

Five references. Points:

0 ​(0.00%) No references provided.

Points:

21 ​(7.50%) Does not meet the required number of references; some or all references are poor-quality choices.

Points:

23.8 ​(8.50%) Meets the number of required references; all references are high-quality choices.

Points:

28 ​(10.00%) Exceeds the number of required references; all references are high-quality choices.

Clarity, writing mechanics, and

formatting requirements.

Points:

0 ​(0.00%) More than six errors present.

Points:

21 ​(7.50%) 5–6 errors present.

Points:

23.8 ​(8.50%) 3–4 errors present.

Points:

28 ​(10.00%) 0–2 errors present.

Differentiation and modifications are an important component of preparing lesson plans that utilize strategies and resources aimed at identified student learning goals. It guides the teacher in creating differentiated instruction to meet the diverse needs of all students.

Part 1: Template

For this assignment, use the lesson plan information you have already been working with (including any revisions you would like to make) to complete the “Social Studies Differentiation” template that includes:

• Social Studies and the arts standards and grade level
• Learning objectives
• 100-150 word description of the learning activity that integrates social studies and the arts
• Instructional strategy
• Using the “Class Profile,” select three students who are performing below or above grade level (at least one of each) and complete the template, describing how you will differentiate the instruction and assessment for the students.
• Formative Assessment

Part 2: Reflection

In 250-500 words, summarize and reflect on the process of designing an activity that integrates both social studies and the arts, along with how the questioning strategies and differentiation techniques help enhance your learning activity. How can you collaborate with and incorporate the input, contributions, and knowledge of families, colleagues, and other professionals in order to meet the diverse needs of students?

Support your findings with at least two scholarly resources.

Social Studies Differentiation

Part 1: Lesson Plan

Grade level: Social studies standard: Arts standard: Learning objective:

1-2 learning objectives:

Description of the learning activity that integrates social studies and the arts (100-150 words):

Formative Assessment:

Differentiation for three students on the “Class Profile” (i.e., How will the following three students meet the designed objective? What additional choices or options can be offered to address the needs of these students?) At least one student must be below and one must be above grade level.   Student name: ___________ – explanation of differentiation:     Student name: ___________ – explanation of differentiation:     Student name: ___________ – explanation of differentiation:

 

Part 2: Reflection