But Miss! What about...
Making Social Studies Accessible to All Students!
But Miss! What about the Mexicans? Women? Teenagers?
- Present overview of Culturally Responsive Teaching and Universal Design for Learning
- Explore resources from marginalized voices.
- Identify where you can add marginalized voices into your scope and sequence.
Polling the Room
How comfortable are you with Universal Design for Learning?
Culturally Responsive Teaching
Universal Design for Learning
The Dinner Party
Choices, choices, choices
How is planning a dinner party similar to Universal Design for Learning?
So how does culturally responsive teaching and universal design for learning impact your instruction?
Resources for Marginalized Voices
PBS History Detectives: Mexican Americans
Primary Sources for the Chicano Movement
Guided Readings: The Changing Status of Women
Honoring the Women of the Civil Rights Movement
Primary Sources for the Women's Movement
Primary Sources from the Native American movement
TeenagersArchive footage of teenagers
Riding the Rails from PBS American Experience
Children and Youth in History - sources about young people
Problems of Youth during the Progressive Era
Article about the NEA student movement for the 26th Amendment
U.S. History Example
US9B: describe the roles of political organizations that promoted civil rights, including ones from African American, Chicano, American Indian, women’s, and other civil rights movements
Which political organizations would you use to teach this standard?
Culturally Responsive Teaching and UDL in action
Planning for the Margin
If we plan structures to support the needs of these students, then all students will be able to access the content.
Therefore, what might we need to do to support students labeled as English language learners for this standard?