Julia Martinez

18 Nov 22
EDU 1111
Culturally Relevant Teaching Resources
1.
a. Many different cultures are being
represented in the book My Food, Your Food. Each
culture is being framed in a light where everyone
learns of different cultures' most popular foods, and
traditions around their food. There are many explicit
messages throughout this book. Each chapter of the
book different students are allowed to share with the
class the foods their family makes, and often go into
detail when and why their family cooks this food. In
the book the students even bring samples of the food they cooked with recipes for each
student to try, exposing others to their cultural cuisines and traditions. While the book
does have many explicit messages, an implicit message from My Food, Your Food would
be reading this book to a class and not having the food available for each student to try,
leaving out a major part of different cultural foods and exposing children to different
flavors. The resource addresses an issue with inequity by representing students who have
probably felt uncomfortable bringing their cultures food to school for lunches due to the
lack of diversity in certain areas or school districts. My Food, Your Food promotes
critical consciousness among elementary students by allowing each student to appreciate
each cultures cuisine, and the knowledge to know why different cultures have different
traditions around a variety of foods. The book also allows students to accept their peers'
food if it is unfamiliar and different from what they are used to eating at home with their
families.
b. I would incorporate this resource into an elementary classroom as a book we would read
together before having each student share their family’s traditional foods. To begin this
assignment I would bring in my family’s traditional food to share with my students.
Along with the recipes and a written printed explanation to share with each student
 stating why my family eats this food each holiday and why it is special to me. My written
paper will be a template for each student’s papers. Each student will be assigned to write
about their culture's food, with a rubric of expectations on the back. Together we will
create a classroom recipe book each student will be able to bring home after all students
have shared their cultures' food. I would assign each student a week while notifying their
parents to bring in samples of their families food. Each student would practice their
writing skills by writing a paper explaining their families traditions around this food,
along with the recipes to give to each student, in hopes to not only bring critical
consciousness and diversity to my students but also to their families.
2. Denver Art Museum

a. There are many different exhibits

at the Denver Art Museum, each exhibit
frames different cultures through historic
art and different important artifacts.
Depending on the time you go to the art
museum there is a possibility various
cultures' art will not be on display,
resulting in people not being exposed to
each cultures historic art. The explicit messages many can gain from visiting the art
museum is being exposed and taught about different cultures and historic artifacts. On
certain days there is also a chance there is an employee giving a lesson of various pieces
of art, allowing many to gain further knowledge of an art piece that has dense
historic/cultural value. The implicit messages from the Denver Art Museum varies, some
cultures wont be displayed causing their history to be unknown to some. Another possible
implicit message from the Art Museum would be if while attending you are unwilling to
take your time through the museum and read about the different artifacts, cultural history
and the time period each was created. The Denver Art Museum addresses the issue of
inequity through many of their exhibits but the exhibit that stands out to me most is their
 indigenous american exhibits. Throughout these exhibits many gain knowledge of
America before, during, and after colonization. The Denver Art Museum promotes
critical consciousness for elementary students by exposing them to a multitude of
different cultural art, and the stories behind the art. Allowing students to gain the
knowledge that art has historic value and has been used for centuries as a way for
different cultures to express their hardships and happiness.
b. I would use this resource in an elementary classroom as a way to teach my students a
multitude of different cultural art. As a class we would take a field trip to the Art
Museum. Before entering the museum I would separate students into groups of 3 to 4
students. I would hand out a scavenger hunt printed out to each student. This will be a
short answer scavenger hunt, asking various questions on artifacts I believe will allow
students to gain knowledge of inequity, diversity, and promote critical consciousness. The
students would explore the Art Museum (with parental/teacher supervision) finding each
art piece to find the answers on their scavenger hunt. The scavenger hunt will be due
when we get back to the school after the field trip. Throughout the week after the field
trip each student will create their own art that expresses the cultural art they found most
moving. Each student has the option to paint, mosaic style with cut construction paper,
color, or draw with a pencil along with a written explanation of why this art piece
inspired them to create their own art.
3. I have a dream speech

a. While teaching
students of Martin Luther
King jr. and the I Have a Dream speech, Martin Luther King jr. and all those who were
 fighting for their civil rights are being represented. While this was a huge movement for
the United States there are many different peoples that were struggling for justice and
equality who were not represented during this time. The messages from the I Have a
Dream speech are positive, as Martin Luther King jr. is emphasizing that all humans are
created equal and should be treated as so, and King argued passionately that this should
be the future of America. This source addresses the issue of both diversity and inequality,
through King's emphasis on his dream for the future that those dealing with injustice will
live in a nation that will not judge those because of the color of their skin. This resource
promotes critical consciousness among elementary students because it sheds light on the
history of the United states, and that there was a time that black children, and adults were
segregated and treated with injustice. This resource will help students understand the
struggles their black peers have gone through in the past and in the present. Hopefully
this source begins open conversations that will help/teach each student to show empathy
and the ability to recognize the inequality still occurring in the United States today.
b. I would use this resource in an elementary classroom to teach students the significance of
the march on Washington and the I Have a Dream speech. I will provide a reading that
gives each student the knowledge explaining the background that leads to the march on
Washington. I will also provide impactful images of the march on Washington, and the
events leading to the march on Washington. Afterwards, I will play the video of the I
Have a Dream speech for my students. I will then provide a worksheet of questions that
will promote students to critically think about the event, and the speech. I would then
provide a coloring sheet of the march on Washington and allow students to fill in blank
signs with the words they read, heard, or saw during the lesson.
4.https://rmpbs.pbslearningmedia.org/resource/amplifying-indigenous-experiences-video-gallery/
all-stars-lessons/
a. Through this PBS lesson idea indigenous women are being represented through their
cultures, tribes, land, and their citizenship. There are many indigenous peoples missing
from this lesson, because the history of indigenous peoples is vast and complex. There
are many positive messages from this resource such as, the ability to use creativity to
engage students into learning, analyzing and exploring topics of indigenous women's
inequalities, their culture, and the loss of their lands. This resource addresses the issue of
 inequity while the students are trying to escape the escape room by using inquiry to find
clues and analyze how the indigenous peoples were treated violently. This source
promotes critical consciousness among elementary students because it allows students to
gain knowledge of how indigenous peoples were systematically eradicated through
colonization, and allows students to gain a different perspective of the United States
history.
b. I would integrate this resource into an elementary classroom by using the power point
provided on the PBS website. We would do this activity on/before/after indigenous
peoples day. But, instead of using the source as the power point I would allow students to
use the computers provided from the school to do this activity as a group activity. Before
moving to the next page on the powerpoint students would need to check in with me to
ensure they have completed the breakout activity and have thoroughly learned about the
indigenous women, the Yankton Sioux tribe, and other indigenous peoples/tribes each
page provides. After this activity the class and I would participate in a socratic seminar
discussing the content we have learned throughout this activity and asking critical open
ended questions forcing students to think critically about the inequity indigenous peoples
endure.