Running head: MULTICULTURAL CURRICULUM DESIGN Multicultural Curriculum Design SeAunte Watson Dr. Johnican Diversity in Adult Education 2/24/2019 1 MULTICULTURAL CURRICULUM DESIGN 2 Multicultural Curriculum Design Course Name: Teaching Tolerance through Gender and Sexual Identity in academic environments Curriculum Description Sexism encompasses discrimination and prejudicial attitudes against women based on their sex (Adams & Bell, 2016). It ranges from an individual to the institutional level. This practice includes behaviors, beliefs, the use of language and policies which convey and reflect a pervasive view of women inferiority. The individual belief that men are more intelligent than women is an act of sexism. Individual behaviors include classroom trends where a lecturer uses examples of male students more often than their female colleagues. Personal use of language involves sexist verbal expressions which suggest that women are inferior or property of men. Lastly, institutional policies include the treating of relationship violence as personal disputes instead of crimes. This curriculum will help adult students from different diverse backgrounds to identify these manifestations of sexism. As such, the students will use this curriculum to develop an action plan against the bias to ensure everyone feels comfortable in the learning environment. Learning outcomes By the end of the semester, the learner should be able to: i. Identify sexism and gender bias in different beliefs, policies, and behaviors. ii. Describe the effects of sexism on women, non-binary and gender non-conforming individuals. iii. Apply different strategies to design and advance an inclusive learning environment. iv. Develop different measures at individual or group level to promote activism and curb sexism. v. Describe theories and social processes which define sexism within the adult teaching and learning environment. MULTICULTURAL CURRICULUM DESIGN 3 vi. Describe the pros of integrating diversity in adult education. vii. Describe information resources and technological research trends on diversity within adult training and education. Lesson Plan Instructor Name: Lesson Topic Tackling sexism and advocating for equal rights across different fields Lesson Rationale This lesson plan delves into the topic of sexism in four functional areas: home, work, politics, and military. Students will complete research activity, conduct assessment and watch related videos to enhance their understanding of the lesson topic. Also, students will believe that stereotypic beliefs can cause self -violence, and violence towards others. Standards Students should demonstrate essential skills and knowledge of sociology and history studies of the United States. The sociological aspects should encompass social and cultural structure while the history aspect should include a deep understanding of the civil rights movement in America. Evidence This lesson analyzes media reports of TV, newspapers, films, and magazines. It also uses textual evidence and analyzes interactions between events, individuals and ideas to support analysis of sexism. Desired By the end of this lesson, students should be able to: Results/Learning i. Explain the meaning of sexism. outcomes ii. Discuss the various types of sexism. iii. Analyze the concept of sexism in different environments. MULTICULTURAL CURRICULUM DESIGN 4 iv. Make classroom hate-free, safe and comfortable space regarding female and male identity. v. Analyze how society reinforces stereotype beliefs and messages concerning female and male roles. Learning/ i. Photo illustrations of the concept of sexism through stereotypes in Teaching gender roles. Activities ii. Visual demonstration of quick facts and statistics. iii. Classroom discussion programs among students. Materials Needed i. Computer or laptop with PowerPoint projector. ii. Online videos on sexism. iii. Sexism activities. iv. Lectures notes on sexism. v. Classroom handouts. Vi Sexism vocabulary. Assignment / i. Students will draft their lesson plans for microteaching of this topic. Follow-up ii. Students will work in groups and research on the practice of sexism within their teaching and learning environment. MULTICULTURAL CURRICULUM DESIGN 5 Lesson Procedure Time Content and Instructor (minutes) Activity ❖ Student Activity 40 ❖ Listening and watching ❖ Students discuss the difference between course learning outcomes and lesson learning outcomes. ➢ Laptop and PowerPoint projector ➢ Discussion handouts ➢ Lesson plan sample ❖ Students listen and brainstorm for answers ❖ Students answer questions asked. ➢ PowerPoint ➢ Sexism handouts ➢ Lecture notes (Craft, 2017). Introduction • 40 The instructor tells the students about the aim of the lesson. • The instructor shows sexism Lecture Video to students from the YouTube page of ERCOD. • The instructor uses a power point presentation on sexism lecture to introduce the lesson point. Foundation Instructor engages students on discussion questions before beginning the session activities. Instructor poses questions such as; i. Do you believe sexism still exist? ii. List examples of media sexism. iii. List examples of sexism in languages Resource MULTICULTURAL CURRICULUM DESIGN 30 Photo Identification (Activity #1) • • Instructor switches over to powerpoint and guides students through a process of identifying sexism photos. The instructor follows the steps listed below at this stage; i. Split the class into three groups and distribute sexism photos from different fields among these groups. 6 ❖ Students engage in buzz activity. ❖ Students work in groups to identify the different photos. ❖ The three groups give their feedback. ❖ Learners conduct classroom discussion of information gained from the photos. ❖ Students discuss sexism vocabulary from a given worksheet. ➢ Colored copies of sexism photos. ➢ Smartboard for categorization of pictures. ➢ Sexism vocabulary worksheet. ❖ Students listen, watch and nod their heads to display their high level of attention. ➢ PowerPoint ➢ Lesson plan sample ➢ Sexism online video (Döring & Mohseni, 2018). ❖ Students listen, watch and give feedback. ➢ Photos ➢ Concept maps ➢ PowerPoint ➢ Sexism handout ii. Guides students through PowerPoint categorization instructions. The facilitator then uses question and answer technique to help students categorize pictures based on their appearance, message portrayed and timeframe. 40 The Freedom Signers film • 30 The instructor conducts a PowerPoint presentation on this film with emphasis on its sexism quotes. Use of statistics to demonstrate sexism • The instructor guides students through different statistical illustrations on gender stereotypes. MULTICULTURAL CURRICULUM DESIGN 30 Independent practice • Instructor issues question handouts to students in the three groups. • The instructor allows the students to discuss for 15 minutes on how to display information visually. • The facilitator allows learners to display their visual demo for the final 15 minutes. Assignment 10 • • The instructor asks the students to discuss why gender equality is still not practiced 100% either in schools in the STEM subjects or even in the society although women constitute 50% of the World's population. The instructor expects students to support their answers using relevant sources and conduct microteaching in the following class. 7 ❖ Students work in pairs to solve handout questions. ❖ Learners engage in classroom discussion of their findings. ➢ Question handouts ❖ Students copy down the question for further research. ➢ Essay prompt (Asumah & Nagel, 2014). ➢ Sexism online videos ➢ Lesson plan handout MULTICULTURAL CURRICULUM DESIGN 20 Conclusion • Instructor summarizes key points from the lesson and answers all relevant questions posed by students. 8 ❖ Students ask questions on areas which were challenging during the lesson. ❖ Students listen to the instructor’s responses. ➢ Lesson plan handout. ➢ Assignment handout. MULTICULTURAL CURRICULUM DESIGN 9 References Adams, M., & Bell, L. A. (Eds.). (2016). Teaching for diversity and social justice. Routledge. Asumah, S. N., & Nagel, M. (Eds.). (2014). Diversity, social justice, and inclusive excellence: Transdisciplinary and global perspectives. SUNY Press. Craft, M. (2017). Education for diversity. In Education and cultural pluralism (pp. 5-25). Routledge. Döring, N., & Mohseni, M. R. (2018). Male dominance and sexism on YouTube: results of three content analyses. Feminist Media Studies, 1-13. Instructor Name: Lesson Topic Lesson Rationale Standards Evidence Desired Results/Learning Outcomes Learning/ Teaching Activities Materials Needed Assignment / Follow-up
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