EDU 639 Entire Course NEW

ASH EDU 639 Complete Class
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EDU 639 Complete Class
EDU 639 Week 1 Assignment Diary Entry of a Diverse
Student
EDU 639 Week 1 DQ 1 The Socio-Historical Context of
Multi-Cultural Education
EDU 639 Week 1 DQ 2 Bias and Social Psychology
EDU 639 Week 1 Journal
EDU 639 Week 2 DQ 1 Gender and Gender-Fluidity
EDU 639 Week 2 DQ 2 Race Illusion vs Reality

EDU 639 Week 2 Gendered Experience of Racism
EDU 639 Week 3 DQ 1 Segregation
EDU 639 Week 3 DQ 2 Additive vs. Subtractive
Bilingualism
EDU 639 Week 4 Cultural Immersion and Socio-
Historical Research Presentation
EDU 639 Week 4 DQ 1 Common Beliefs
EDU 639 Week 4 DQ 2 The Culture of Poverty
EDU 639 Week 5 DQ 1 Non-Heterosexual Parents and
Kids
EDU 639 Week 5 DQ 2 Tracking, Grouping and Dis-
Ability in the Classroom
EDU 639 Week 6 DQ 1 Affirming Diversity within the
Community
EDU 639 Week 6 DQ 2 Becoming a Multicultural
Educator
EDU 639 Week 6 Final Paper Intercultural
Communication Plan for a Multicultural Classroom

ASH EDU 639 Week 1 Assignment Diary Entry of a
Diverse Student
ash/edu-639-week-1-assignment-diary-entry-of-a-
diverse-student
EDU 639 Week 1 Assignment Diary Entry of a Diverse
Student
Consider the demographic of your local school and
identify one student from a background that would be
most different from your own. Imagine the first day of
school from this student’s perspective as you are
introduced to the class as his or her new teacher. This is
a creative writing piece where you are expected to step
outside your own world view and into the shoes of the
“other” in your classroom.

You may need to research a bit about the culture of the
student whose perspective you will be writing from and
ask friends or colleagues to help you better understand
your typical body language and how that does or might
translate to the classroom and teaching style. Use the
following guiding questions to help guide you in writing
this 1-2 page paper:
a. What do you think the student’s first impressions of
you might be? (Be honest and consider how the verbal
and non-verbal cues you might give out would be
interpreted by this student).
b. How might the student relate to your background?
(i.e. Do you appear to represent the dominant group in
society and would your relationship with the dominant
group impact your relationship with the student?)
c. How do you address and interact with the student and
what are some of the ways you strive to engage all
students in the classroom?

ASH EDU 639 Week 1 DQ 1 The Socio-Historical Context
of Multicultural Education
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context-of-multicultural-education
EDU 639 Week 1 DQ 1 The Socio-Historical Context of
Multicultural Education
Describe the socio-historical and contemporary contexts
for multicultural and bilingual education in your school
district. How have decisions such as Brown vs. the Board
of Education, the 2007 ruling by the Supreme Court
against voluntary de-segregation or the policies of No
Child Left Behind /Race to the Top impacted the way
multicultural education has evolved and been
interpreted in your district. Who is “silenced” or

forgotten in your school curriculum as a result of these
decisions or policies?

ASH EDU 639 Week 1 DQ 2 Bias and Social Psychology
ash/edu-639-week-1-dq-2-bias-and-social-
psychology
EDU 639 Week 1 DQ 2 Bias and Social Psychology
Social scientists believe that everyone possesses
conscious and unconscious, preferences for some social
groups over others. Consider your own background and
experience with race, gender, class, ethnicity, sexual
orientation. What groups do you gravitate towards in
society and how can you create more opportunities for
exposure to individuals from backgrounds quite
different from your own?
Considering the cultural immersion exercise due in
Week Four, how do you think you might be able create

opportunities for broadening your world view while
taking this class?

ASH EDU 639 Week 1 Journal
ash/edu-639-week-1-journal

ASH EDU 639 Week 2 DQ 1 Gender and Gender Fluidity
ash/edu-639-week-2-dq-1-gender-and-gender-
fluidity
EDU 639 Week 2 DQ 1 Gender and Gender Fluidity
View the short documentary entitled, I’m Just Anneke.
How does gender color one’s perspective on the world
and relation to society? How are gender and gender-
stereotypes perpetuated by schools? What do you think
about gender-fluidity and how do you imagine Anneke
would fair in your local school?
Do you agree with the way Anneke’s endocrinologist and
parents are allowing Anneke to experiment with her
gender-fluidity?

ASH EDU 639 Week 2 DQ 2 Race: Illusion vs. Reality
ash/edu-639-week-2-dq-2-race-illusion-vs.-reality
EDU 639 Week 2 DQ 2 Race: Illusion vs. Reality
Explore the interactive tutorial “Sorting People: Can You
Tell Somebody’s Race by Looking at Them?”. What
surprised you about activity? If race is an illusion, why is
it so dangerous to be "color-blind" as an educator? How
can we work to combat institutional racism in our
schools and society?

ASH EDU 639 Week 2 Gendered Experience of Racism
ash/edu-639-week-2-gendered-experience-of-
racism
EDU 639 Week 2 Gendered Experience of Racism
Choose one of the following topics and respond in a one-
to-two page paper:
a. Watch the documentary A Girl Like Me, then provide a
one-to-two page commentary on the intersection of race
and gender by addressing the following:

§ How is racism translated to concept of beauty and self-
image for young, African American women?
§ What unique challenges do African American females
have compared to those who are white?
§ What about as compared to African American males?
§ How might this be different again for young, Latinas
and female immigrants from Africa?
b. Watch the documentary I am Sean Bell, then provide a
one-to-two page commentary on the intersection of race
and gender by addressing the following:
§ What are the unique challenges of being African
American and male in the US?
§ How is this different from that of females?
§ What about as compared to young, African American
males?
§ How might this be different to or similar to young,
Latino males and immigrants from Africa?
You must include at least two resources to support your
ideas. Your paper must include title and reference
pages, and must be formatted according to APA
guidelines. Length requirement is exclusive of title and
reference pages.

For more information on APA formatting, visit the
Ashford Writing Center.

ASH EDU 639 Week 3 DQ 1 Segregation
ash/edu-639-week-3-dq-1-segregation
EDU 639 Week 3 DQ 1 Segregation
What different forms can segregation take in US
schools? When can these methods affirm diversity and
when are they detrimental to learning? Consider
economic segregation, culturally-based schools (i.e.
African American, Latino, or Native American), gender-
specific, or charter schools. Provide examples from your
own experience and at least one reference in addition to
the course textbook

ASH EDU 639 Week 3 DQ 2 Additive vs. Subtractive
Bilingualism
ash/edu-639-week-3-dq-2-additive-vs-subtractive-
bilingualism
EDU 639 Week 3 DQ 2 Additive vs. Subtractive
Bilingualism
View the video entitled, Immersion. How accurate (or
over-dramatized) is Moises’s story? What might his
teacher and principal have done differently in order to
capitalize on the strengths of what Moisesdoes know in
order to help him “add” English to his knowledge base
and succeed in US schools? What is working in terms of
ELL education in your school? What is not, and why?
Would you consider your school’s approach to be
additive or subtractive?

Respond to at least two of your classmates’ postings in a
thoughtful and substantive manner.

ASH EDU 639 Week 4 Cultural Immersion and Socio
Historical Research and Presentation
ash/edu-639-week-4-cultural-immersion-and-
socio-historical-research-and-presentation
EDU 639 Week 4 Cultural Immersion and Socio
Historical Research and Presentation
Identify a culture you might encounter as a teacher
which you have very little knowledge about and would
like to further explore (you may select the same cultural
group you chose for the Cultural Immersion Activity in
Weeks One, Two, and Three). In a 10-15 slide
PowerPoint presentation, you will address the
following:
a. You will need to design and carry out one experiential
activity as part of your report. You may use “A Study of
Cambodia and the Cambodian-American Experience”

from your text for inspiration, but your research will not
need to be nearly as in-depth (unless you decide to
continue your research, as the teachers did here, beyond
this class). This section of your PowerPoint presentation
must include the following information:
§ An explanation of your experiential activity including:
§ What you did
§ Some of the preconceived notions you had going into
the activity
§ What you learned
§ Forms of intercultural communication you might need
to use with members of this group
§ Some ways you hope to continue learning about this
group beyond the course
Examples of cultural immersion activities include, but
are not limited to:
a. Visit a Middle-Eastern, Asian, Indian or Mexican
Market and prepare a meal using the ingredients you
find
b. Watch and critique a Bollywood film, viewing it (as
much as is possible) from a non-western perspective
c. Change your news source to a Middle Eastern network
like Al Jazeera for a week

d. Visit a cultural center, interfaith dialogue or spend an
afternoon with someone of another
culture/religion/ethnicity to learn more about that
world view
b. Familiarize yourself with and listen to the latest
Latino, Hip Hop pop-music from the culture you are
studying
c. Attend a Pow Wow or dance performance from
members of that cultural group
d. Attend a meeting of the Gay-Straight Alliance
e. Visit the areas where the children you are researching
live (provided they are safe)
f. Download a demo of “JAWS,” a screen-reader for the
blind, and try surfing the net blindfolded
In addition to the experiential part of this assignment,
you are to research the socio-cultural history of the
group you are studying. Summarize the history and
explain their current reality/challenges in the US.
Apply this information to what you learned from your
experience. Include ways you can be more sensitive to
this background in your curriculum and classroom. You
must include at least 2-3 resources to support your
ideas. All in-text citations and reference page must be
formatted according to APA guidelines.

ASH EDU 639 Week 4 DQ 1 Common Beliefs
ash/edu-639-week-4-dq-1-common-beliefs
EDU 639 Week 4 DQ 1 Common Beliefs
Explore Commonly Held Beliefs that Influence Teachers’
Work with Diverse Students. Before clicking the link,
select one of the commonly held beliefs listed under
“Step 2” that you identify with the most. Explain why you
identify with this belief. Next, click the link and read the
information provided. Has your belief changed? Why or
why not?

ASH EDU 639 Week 4 DQ 2 The Culture of Poverty
ash/edu-639-week-4-dq-2-the-culture-of-poverty
EDU 639 Week 4 DQ 2 The Culture of Poverty
Theorists warn against the continued use of deficit
theories to connect low social-economic standing to
failure in school. They have left a lasting mark on
schools. Identify a student from a low socio-economic
status, either from experience or from the course text,
who is not succeeding. How much of that failure is due to
forces beyond his or her control and a mismatch
between what is being learned at home and what is
valued in the classroom? What other contributing
factors could be present? How can we effectively teach
children despite these contributing factors?

ASH EDU 639 Week 5 DQ 1 Non Parents and Kids
ash/edu-639-week-5-dq-1-parents-and-kids
EDU 639 Week 5 DQ 1 Non Parents and Kids
View the short documentary Homecoming. Is there
anything teachers can do to help students like Ron feel
safer in school in towns like Ron’s hometown? Is it
better for gay, lesbian, asexual, transsexual or parents
with these orientations to simply seek out more “liberal”
schools for their children? Does your school district
resemble Lakeville or his new arts high school in
Minneapolis? How can teachers help such students feel
valued and safe in the classroom where the school
culture is not there to support them?

ASH EDU 639 Week 5 DQ 2 Tracking, Grouping and Dis-
ash/edu-639-week-5-dq-2-tracking,-grouping-and-
dis-ability-in-the-classroom
EDU 639 Week 5 DQ 2 Tracking, Grouping and Dis-
Read the article, “Into the Mainstream.” What are the
unique challenges and rewards of integrating kids
labeled “disabled” into mainstream classrooms? How
can these observations be applied to ideas regarding
tracking of non-disabled students and grouping by
ability in the classroom? Provide an example from your
own experience or suggest ways you could work with

students with a wide range of abilities to feel more
integrated in the classroom setting.

ASH EDU 639 Week 6 DQ 1 Affirming Diversity within
the Community
ash/edu-639-week-6-dq-1-affirming-diversity-
within-the-community
EDU 639 Week 6 DQ 1 Affirming Diversity within the
Community
Identify factors that can help you build successful
bridges between the educational setting and the
community. Describe how these may impact the
community and school setting. What are the community
resources and social services in your area which
encourage parent and community involvement in the
school?

ASH EDU 639 Week 6 DQ 2 Becoming a Multicultural
Educator
ash/edu-639-week-6-dq-2-becoming-a-
multicultural-educator
EDU 639 Week 6 DQ 2 Becoming a Multicultural
Educator
How do you intend to expand your horizons to become a
multicultural person who helps students add new
cultural ideas to their experience? How can you help
students learn more about their own culture and
incorporate what they already know into their learning?
Respond to at least two of your classmates’ postings in a
thoughtful and substantive manner.

ASH EDU 639 Week 6 Final Paper
ash/edu-639-week-6-final-paper
EDU 639 Week 6 Final Paper
The Final Paper will require you to describe your
community demographics and predict the type of
diversity you might expect to find in your classroom.
You will then identify at least three (3) cases which
represent some of the different groups found in your
community. If you truly live in a mono-cultural area
then, simply choose three (3) backgrounds you would
like to better understand.
You can use real examples of individuals you know,
examples from the textbook or class links, or by

scouring the internet. The purpose of identifying real
students is to help you keep in mind the individualized
identities of students from these groups and avoid
reducing groups to stereotypes. Most likely, you will
need to imagine those examples at an age appropriate to
the students you teach or plan to teach.
Next, research and identify the community resources
and social services available to you. What institutional
barriers do you anticipate you might need to contend
with in order to provide the best possible learning
opportunity for the students in your community? Create
a plan of action which will help you cope with these
potential barriers and ensure that families and
communities feel that you care about their success.
Research and identify forms of intercultural
communication you will likely need to become
proficient in and sensitive to in order to help your
students feel valued. Then, design techniques and
strategies which will enable you to apply these human
relationships skills in the educational setting and in
your interactions with families from diverse
communities. What do you anticipate will determine the
success or failure of your school system in their effort to
address students from these groups?

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