Welcome to Ethnic Perspectives
Instructor: Cammie Weland
Phone: 402 331 7373
- To encourage an open-minded approach or multicultural vision that validates human and cultural diversity.
- To engage in activities that promote a positive climate for self-awareness and diversity appreciation
- To facilitate the development of safety, trust, and support.
- To encourage communication and expressed opinions through writing and discussion.
Requirements for effective learning
These classroom expectations are essential to an effective learning environment. What do these behaviors look like in a classroom?
- Be respectful!
- Be responsible!
- Be safe!
- Be there!
- In class work, homework
Please bring a notebook dedicated to Ethnic Perspectives, a pen, and your planner.
Electronic device(s) policy
Students are to use electronic devices and/or phones when appropriate in classroom. Students may not use electronic devices and/or phones during instruction. Please see student handbook for further details.
Cheating/plagiarism (Be respectful!)
Using, copying, distributing, and citing material that is not your own is called plagiarism. Don’t do it! Failure to comply to with expectations will result in a zero for assignment and a call to parents.
Attendance and attitude (Be there!)
Students are required to be in the classroom, on time, when the bell rings.
Choose your attitude!
I will only give you a pass when it does not disrupt class. You MUST have your planner to get a pass out of class – no exceptions.
If you are absent, it is YOUR responsibility to find out what we did in class and make up your work. Upon returning, talk to me before or after school to find out what we covered and any assignment(s)missing. If there are supplemental materials you need (worksheets, etc.) they will be in the Ethnic Perspectives binder located on the counter. Do not ask me for missed work or handouts during instructional time or passing periods. Any work that was due during your absence will be due on the day of your return. If you are missing class because of a school activity or planned absence, you are required to have your work turned in before you leave. This includes all quizzes and tests.
Any work that is turned in after I have asked for it is considered late. I will accept late workup until the Friday prior to the end of the term. Until the work is turned in, a zero will be entered in the grade book. After I receive the work, you will earn partial credit. In general, partial credit means no higher than a “C”.
Tests and quizzes must be made up within a one week of your absence. Please make every effort to make up quizzes and tests as soon as possible – this is to your benefit. As with late work, a zero will be entered in the grade book until the test or quiz is made up.
I expect everyone to participate and be respectful to others in class discussions.
Students are expected to take class notes to enhance the learning experience.
You earn your grade; I do not give you your grade. Student grades will be on a weighted scale. This means that assessments such as tests and quizzes will impact your grade more than daily work. This means you try your best at all times! The weighted grade is below:
Assessments (tests, exams, major essays) 30%
Quizzes (informal assessments during unit) 25%
Daily work (classwork, homework) 25%
Parents/guardians are encouraged to open an RKids account to view student grades.
The RHS Social Studies Department Lunch Success Center is another way for the student to receive academic help. If a student is currently receiving a D or F in class, the student is required to eat lunch with the department on Fridays. The student will receive a pass from an administrator and return to B109. Students will eat lunch and receive assistance from members of the department.
Cheating is not tolerated. If a student is caught in the act of cheating, the material will be removed from the student and the student will receive a ZERO for that assignment.
Plagiarism is another form of academic dishonesty and is not tolerated. Please see the student handbook for definition and subsequent consequences.
Cell Phone and IPod Policy:
Students,consider this your warning on cellphone/IPod/electronic device use. The use of these devices is prohibited during instruction time. If your device is disruptive, I will confiscate it and you will sing your favorite 80s song to the entire class! If it happens again, I will turn the device into the office along with a referral and your parent/guardian must pick the device up at the end of the day. Parents, if you have an emergency, please contact the main office and they will notify your student. The disruption of learning of your student and others is unacceptable and will not be tolerated. Please see the student handbook for definition and subsequent consequences.
Backpacks, tote bags, and gym bags are to be left in your locker– no exceptions! However, students may carry either a drawstring bag or purse during the school day. Please see the student handbook for further reference.
You are expected to respect everyone and everything in our classroom at all times. This includes your peers and all adults.
Ethnic Perspectives Term Assignments
- Chose an article that interests you! Article must discuss issues in society and/or community (i.e.: discrimination in the workplace, school test scores for minority students, women and voting habits)
- One paragraph summary of article and a one paragraph personal reaction/opinion to a current event
- Articles can be found in newspapers such as World Herald, periodicals such as Newsweek and online (CNN.com, FOXnews.com, etc). Online sources must be from reliable and reputable sites.
- Attach a copy of the article with summary to the back of your current issue. Attach only the first page if article is longer than one page.
- They do not have to be typed. However, must be written in ink! You may email an attached copy of your current issue and the article source cited in MLA format.
- Each current issue is worth 20 points.
- Due Fridays at the beginning of class. No exceptions!
Cultural diversity is present in American society. In order to understand cultural similarities and differences we must go beyond the classroom. Observing cultural traits is essential to understanding cultural diversity. Each student is required to participate in an experience related to an ethnic/religious/racial group in the United States and write a short reaction to it. Previous field experiences may not be used for this project. All field experiences must have proof of experience! (I.e. signed and dated statement from someone interviewed, event program, cash register receipt with date marking event, photocopy front of book) If you have additional suggestions for an experience, consult me for prior approval. All field experiences must be typed, 12 point font, New Times Roman, 1” margins, double spaced, and minimum two pages in length. The field experience is worth 100 points. Below are suggestions:
- Visit a church service or some religious instruction that is significantly different from your own faith or a service that includes a distinctly different racial or ethnic group from that of your own. Answer the following questions:
Describe the experience and why you chose it.
What are some distinctive beliefs or practices?
What similarities and differences did you notice between the practice of your faith and the church/institution visited?
What was your perception of how you were received by the congregation? (I.e.welcomed, ignored, part of the group, looked as a stranger)
What was your overall personal reaction? Would you attend this church again? Why or why not?
- Conduct a face-to-face in-depth interview of an adult member (18 years or older) of a cultural group to which you are not a member. Write a two to three page summary of the interview in narrative form. Attach a list of interview questions as proof of experience and have the person sign the copy. Conclude with a paragraph containing your personal reaction to what you learned as a result of the interview. Some questions to consider:
What is your family history? Country of origin? Why did you/your family settle in____?
What are some differences your cultural group has from American culture in: gender roles, power structure in family, overall values, religious/spiritual belief, child rearing and discipline, dress, food, clothing, concept of time?
What cultural differences exist in communication? (I.e. personal space, gestures, eye contact, body language)
How has he/she been affected by his/her status as a member of this cultural group? Ask the individual to share both positive and negative experiences.
- Attend a special ceremony, festival, or religious activity of a minority group. This must have prior approval by instructor. Questions to consider:
Describe the event or visit. Provide sufficient and descriptive information as if the reader was present.
Discuss in detail what you learned about this group of people (i.e. values, customs,and belief systems)
What cultural differences were witnessed in this situation? Cite specific examples and discuss each example.
What was your personal reaction to what you learned?
All field experiences are due October 10, 2014!
Other alternative field experiences must have prior approval!