(Download PDF) Becoming A Multicultural Educator Developing Awareness Gaining Skills and Taking Action 2nd Edition Howe Test Bank Full Chapter
(Download PDF) Becoming A Multicultural Educator Developing Awareness Gaining Skills and Taking Action 2nd Edition Howe Test Bank Full Chapter
(Download PDF) Becoming A Multicultural Educator Developing Awareness Gaining Skills and Taking Action 2nd Edition Howe Test Bank Full Chapter
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Chapter 8
Howe/Lisi, Becoming a Multicultural Educator
3. What differentiated instructional strategies are effective in increasing the academic achievement of
all students?
*a. For example, Students participate in work that is challenging, meaningful, interesting, and engaging.
Students often have choices about topics they wish to study, ways they want to work, and how they
want to demonstrate their learning. Students work in a variety of group configurations, as well as
independently. Flexible grouping is evident. Students and teachers collaborate in setting class and
individual goals, at the same time accepting and respecting similarities and differences.
Learning Objective: 8-2
Cognitive Domain: Knowledge
Answer Location: Differentiated Instruction
Question Type: MC
4. According to Gillette and Grant, what are the purposes for teaching?
*a. For example, Preserving and transmitting cultural heritage, selecting and preparing students for
occupational status levels, and preparing students for a better society.
Learning Objective: 8-1
Cognitive Domain: Knowledge
Answer Location: Learning Objectives
Question Type: MC
5. Why do you think teaching has evolved so much over the years?
*a. For example, civil rights movement, federal and state legislation, changing demographics of our
nation, technology, research and global economy.
Learning Objective: 8-1
Cognitive Domain: Knowledge
Answer Location: Learning Objectives
Question Type: MC
10. What are the three criteria of culturally relevant education? Provide a brief description of each.
*a. For example, First, students must experience academic success. Teachers must believe that all
students are capable of academic success. Additionally, students must develop and/or maintain cultural
competence. Teachers must focus on developing cultural competence while at the same time
encouraging students to learn to maintain their “cultural integrity.” And finally, students must develop a
critical consciousness through which they challenge the status quo of the current social order. Students
are taught to become active and show deep interest in societal matters.
Learning Objective: 8-3
Cognitive Domain: Comprehension
Answer Location: Research Based Instructional Strategies That Enhance Student Achievement
Question Type: MC
11. In the early development of education in our nation, girls’ education focused on _____.
a. sexuality
b. economics
*c. homemaking
d. English
Learning Objective: 8-1
Cognitive Domain: Knowledge
Answer Location: Learning Objectives
Question Type: MC
21. Of the twenty models of teaching, as identified by Joyce, Weil, & Calhoun (2008), _____ falls into the
family of teaching called Information-Processing.
a. assertive teaching
b. awareness training
*c. inductive thinking
d. group investigation
Learning Objective: 8-1
Cognitive Domain: Knowledge
Answer Location: Models of Teaching
Question Type: MC
22. Which of the six basic instructional models as described by Arends (2004) is constructivist?
a. Presentation
b. Direct instruction
c. Concept teaching
*d. Problem-based learning
Learning Objective: 8-1
Cognitive Domain: Knowledge
Answer Location: Models of Teaching
Question Type: MC
23. In a study by Marzano and colleagues, which factor was identified as the single most significant
factor in improving education?
a. Improving student test scores
*b. Improving teacher effectiveness
c. Increasing school attendance
d. Increasing the number of certified teachers
Learning Objective: 8-2
Cognitive Domain: Knowledge
Answer Location: Models of Teaching
Question Type: MC
25. What multicultural connection can educators make to the instructional technique of allowing
students to identify their own instructional goals, develop strategies to obtain their goals, monitor their
own progress?
a. It saves planning time for the teacher
b. Teachers tend to select goals much higher than the student can attain
*c. It allows students to learn using examples and strategies more familiar to them
d. Teachers do not know how to connect with students
Learning Objective: 8-2
Cognitive Domain: Application
Answer Location: Multicultural Connection
Question Type: MC
26. When educators focus on student needs and vary the teaching methods they use, it is known
as_____.
a. direct instruction
b. constructivism
c. responsive classroom
*d. differentiated instruction
Learning Objective: 8-2
Cognitive Domain: Comprehension
Answer Location: Differentiated Instruction
Question Type: MC
30. Why is it important for educators to know the areas of intelligence in which they are strong?
a. To avoid using it in the classroom
b. To teach students to be strong in this area
*c. The intelligences impact our teaching style
d. The intelligences keep educators from being effective in the classroom
Learning Objective: 8-2
Cognitive Domain: Knowledge
Answer Location: Multiple Intelligences
Question Type: MC
34. What happens when teachers only use one or two intelligences in the classroom?
a. All students excel
*b. The other areas become dormant
c. Students feel valued
d. The other areas become more competitive
Learning Objective: 8-2
Cognitive Domain: Knowledge
Answer Location: Multiple Intelligences
Question Type: MC
37. Which instructional model emphasizes that children learn best when encouraged to excel in both
academic and social-emotional skills?
a. Response to Intervention
b. Differentiated Instruction
c. Multiple Intelligences
*d. Responsive Classroom
Learning Objective: 8-2
Cognitive Domain: Knowledge
Answer Location: Responsive Classroom
Question Type: MC
40. Which is an element of cultural proficiency, as described by Robins, Lindsey, Lindsey, & Terrell
(2002)?
a. Managing culture
b. Time management
c. Ignoring diversity
*d. Institutionalizing cultural knowledge
Learning Objective: 8-3
Cognitive Domain: Knowledge
Answer Location: Culturally Responsive Education
Question Type: MC
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directly control all important agencies of production. It should own all
the land, the public utilities such as railroads and telegraph lines, the
mines, and all the agencies of production (pp. 481-488).
Both individualism and socialism represent extremes; most men
take a midway stand as regards the proper functions of government.
The greatest good of the greatest number among the people cannot
be secured unless the government interferes to some extent with the
free play of economic forces. It must prevent gross injustice
wherever gross injustice appears. No government fulfils its highest
aim unless it becomes an ever-active force in making our common
life more human and more fruitful in the good will of class toward
class and of man toward man. On the other hand it must take care
not to invade the field of private enterprise so far as to take upon
itself greater burdens than can be properly carried.
Too much government is as bad as too little. In a democracy,
where public officials are chosen by popular vote, often with little
reference to their personal ability, there are obvious limits to what a
government can do and do well. The individualist starts with the
assumption that governments are always inefficient when they
meddle in affairs of everyday life. The socialist, on the other hand,
assumes that governments can always secure better results than
private enterprise in any field of economic activity. The truth, as
usual, lies between the extremes. To fix a rigid line between the two
sets of functions, as one would draw the boundary of two countries
on a map, is impossible. To attempt this would be to forget that
civilization is ever moving on, bringing new social needs in its train.
Every proposal to extend the functions of government must be
determined on its own merits and not upon the basis of its
conformance to any rule.
The World a Great Laboratory for Government as a
Experiments in Government.—Everywhere science.
throughout the world the process of experiment in forms of
government is going on, twenty-four hours a day, in ceaseless round.
And it has been going on for more than two thousand years. Every
experiment in political organization that the human mind can suggest
has had, or is having, its trial somewhere. During the past few years
we have seen earth’s proud empires pass away and new republics
rise in their stead, just as two thousand years ago the great Roman
republic collapsed and an empire took its place. The astronomer who
scans the heavens with his telescope commands no such laboratory
of endless experiment and sees no such continuous panorama of
change as the student who watches with naked eye the political
activities of his fellow-men. That is what makes the study of
government, when carefully pursued, the most interesting and most
instructive of all studies. “On earth”, as the poet Pope has said,
“there is nothing great but man”. And it is in his organized activities
that man shows himself at his best.
General References
James Bryce, Modern Democracies, especially Vol. I, pp. 24-50; II, pp. 335-
610;
Woodrow Wilson, The State, pp. 1-68;
J. Q. Dealy, The State and Government, pp. 119-181;
J. W. Garner, Introduction to Political Science, pp. 86-204;
Stephen Leacock, Elements of Political Science, pp. 3-51; 141-153;
Cyclopedia of American Government. (See under State Government, Social
Compact Theory, Separation of Powers, etc.).
Group Problems
1. To what extent should the government engage in business? The original
functions of government. Growth of governmental activities. Extent of
governmental enterprises in European countries. Government enterprises in
America. Effects of government enterprises on private initiative. Effects on the
government itself. Relation of government activities to the maintenance of
democracy. Conclusions. References: J. W. Garner, Introduction to Political
Science, pp. 273-310; Woodrow Wilson, The State, pp. 41-57; Stephen
Leacock, Elements of Political Science, pp. 386-409; J. G. Brooks, The Social
Unrest, pp. 46-67.
2. The faults of democratic government. References E. L. Godkin, The
Unforeseen Tendencies of Democracy, pp. 96-144; Emile Faguet, The Cult of
Incompetence, pp. 12-36; A. M. Kales, Unpopular Government in the United
States, pp. 21-90; Alleyne Ireland, Democracy and the Human Equation, pp. 80-
118; A. B. Cruikshank, Popular Misgovernment in the United States, pp. 1-27.
3. The merits of democratic government. References: C. W. Eliot, American
Contributions to Civilization, pp. 1-102; James Bryce, Modern Democracies,
especially, Vol. II, pp. 527-610; J. Q. Dealey, The State and Government, pp. 338-
353.
Short Studies
1. What end does the state serve? Woodrow Wilson, The State, pp. 58-68.
2. The stages in the development of government. J. Q. Dealey, The State
and Government, pp. 24-45.
3. The divine right of kings. R. G. Gettell, Readings in Political Science, pp.
118-120; Cyclopedia of American Government, Vol. I, p. 605.
4. The Mayflower compact. William MacDonald, Documentary Source Book
of American History, p. 19; Edward Channing, History of the United States, Vol. I,
pp. 308-310.
5. Does federalism mean weak government? A. V. Dicey, The Law of the
Constitution, pp. 162-172; James Bryce, American Commonwealth, Vol. I, pp.
334-341.
6. The system of checks and balances. W. B. Munro, The Government of the
United States, pp. 47-52; The Federalist, No. 47.
7. The meaning of self-government. P. L. Kaye, Readings in Civil Government,
pp. 15-21.
8. The relation of government to economic life. S. P. Orth, Readings in the
Relation of Government to Property and Industry, pp. 25-38.
9. The first principles of democracy. F. A. Cleveland and Joseph Schafer,
Democracy in Reconstruction, pp. 48-66.
10. Jeffersonian and Jacksonian democracy. A. C. McLaughlin, Steps in the
Development of American Democracy, pp. 78-116.
11. The outlook for democracy in America. F. A. Cleveland, Organized
Democracy, pp. 438-448.
12. The economic functions of government. C. J. Bullock, Introduction to
the Study of Economics, pp. 478-492.
Questions
1. What is the difference between a state and society? Is India a state? Are the
Esquimos a state? Are pirates citizens or subjects of a state? Did the Mayflower
Pilgrims constitute a state before they touched land?
2. Has the doctrine of evolution affected our ideas concerning the origin of
government? Are there any primitive types of government in the world today?
3. Give some examples of the “constructive work of government” besides those
mentioned in the text.
4. Why are ancient classifications of government practically useless today?
When you say that the United States is a federal democratic republic what ideas
do you intend to convey in each of the three italicized words?
5. Do you believe that the plan of government now existing in the United States
would be suitable for (a) the British Empire; (b) China; (c) Switzerland; (d)
Canada? Tell why or why not in each case.
6. Make up lists of the functions which properly belong to national, state, and
local governments respectively. Give your reasons for placing such things as
“education”, “fire-protection”, “public health”, “criminal law”, “conservation of natural
resources”, and “regulation of commerce” in one or the other list.
7. James Madison once said that the concentration of legislative, executive, and
judicial powers in the same hands would be “the very definition of tyranny”. What
did he mean? Was he right? Does the same danger exist today?
8. Arrange the mandatory functions of government in what you believe to be
their order of importance and give reasons for your arrangement.
9. Can you name any characteristics of American government other than those
given in the text? Do the following things distinguish American government from
other governments: woman suffrage, an elective president, the absence of an
hereditary nobility, two-chambered legislatures, a supreme court?
10. In what ways may direct government be better than representative
government and in what respects not so good? (Consider such general problems
as ensuring responsiveness to the will of the people, deliberation, the absence of
corruption, educational value, and expense.)
11. What did President Wilson mean when he said that the world must be made
“safe for democracy”? Can the world be safe for democracy while great and
powerful monarchies remain? What changes in addition to the dethronement of the
Kaiser did Americans consider essential in order to make Germany a democracy?
12. Argue against the proposition that the study of government is the study of a
science.
Topics for Debate
1. Written constitutions have been a hindrance rather than a help to the
development of American democracy.
2. Andrew Jackson was more of a democrat than Thomas Jefferson.
3. It is not right under any circumstances to subject a people to government
without their own consent. #/
CHAPTER V
THE CITIZEN, HIS RIGHTS AND DUTIES
The purpose of this chapter is to explain who are citizens, what their rights
and duties are, and how training for citizenship is obtained.
By Edward Simmons
In the New York Criminal Court House.
This mural decoration is placed above the pen in
which the prisoners are kept. Equality, holding a globe
and compasses, displays a sternness and rigor which
Fraternity, with a kindly grip of the arm, is seeking to
soften. Liberty, to the right, has broken the chain which
held him down, in spirit as well as in body. These three
words, Liberté, Egalité, Fraternité, formed the motto of
the French Revolution, and they have been the slogan
of militant democracy ever since.
Short Studies
1. First steps in civil liberty. James H. Tufts, Our Democracy, pp. 101-116.
2. What are the “privileges and immunities” of citizens? Arnold J. Lien,
Privileges and Immunities of Citizens of the United States, especially pp. 31-68.
3. Expatriation. G. B. Davis, Elements of International Law, pp. 143-151; W. E.
Hale, International Law (4th ed.), pp. 239-255.
4. Freedom of speech and of the press. Cyclopedia of American Government,
pp. 57-58; T. M. Cooley, Constitutional Limitations, pp. 596-638.
5. Freedom of worship. James Bryce, American Commonwealth, Vol. II, pp.
763-771; C. W. Eliot, American Contributions to Civilization, pp. 18-21.
6. The rights of the citizen against the government. F. A. Cleveland,
Organized Democracy, pp. 80-96.
7. The right to fair judicial process. Emlin McClain, Constitutional Law of the
United States, pp. 315-332.
8. How the hindrances to good citizenship may be removed. S. E. Baldwin,
The Relation of Education to Citizenship, pp. 27-54.
9. The playground as a place of education for citizenship. Joseph Lee, Play
in Education, pp. 360-391.
10. How the business man can help his community. Henry Bruère, The
New City Government, pp. 384-400.
11. How women can serve their community. Mary R. Beard, Woman’s Work
in Municipalities, especially pp. 319-337.
12. May the obstacles to good citizenship be overcome? James Bryce, The
Hindrances to Good Citizenship, pp. 105-134.
13. School government as a training for citizenship. U. S. Bureau of
Education Bulletin No. 8 (1915), pp. 7-31; Irving King, Education for Social
Efficiency, pp. 158-176.
Questions
1. What is the difference between the following: citizens, subjects, nationals,
residents, denizens, aliens?
2. What is meant by the expression to “swear allegiance”? To “forswear
allegiance”? Repeat the oath of allegiance. When is the oath taken (a) by aliens;
(b) by citizens?
3. Are the following American citizens by birth: (a) a boy born abroad, of alien
parentage, whose parents came to the United States and were naturalized after he
was over twenty-one years of age; (b) children of Chinese parents, born in the
United States; (c) children of American parents, born in the Philippines; (d)
children of Porto Rican parents, born in Europe since 1917?
4. Name four important civic rights. Arrange in each case a set of facts which
would constitute a violation of a civic right.
5. The constitution provides that the people shall have the right to assemble
peaceably. Would it be a violation of this right to require that a permit from the
police must be had in order to hold any meeting in the streets or in the public
parks?
6. Discuss the extent to which the public school is a “miniature democracy”. Is it
organized like a democratic government? To what extent and under what
circumstances can school pupils be entrusted with self-government or given a
share in the maintenance of discipline?
7. To what extent can public opinion be relied upon to enforce the rules (a) in
athletics; (b) in the class-rooms; (c) in business; (d) in government? Would laws be
effective if there were no penalties but the censure of public opinion to enforce
them? If not, why not?
8. What is the value of a high school or college education in training young men
and women (a) to make a living; (b) to become leaders; (c) to help their fellow-
citizens; (d) to hold public office? Towards which of these things does education
contribute the most?
9. Can any one be a good citizen without knowing how government is carried
on? Without knowing American history? Without belonging to any social or civic
organization? Without voting at elections? Without being at all interested in social
or political questions?
Topics for Debate
1. No one who is not a citizen should be permitted to become a voter.
2. The obligation of military service ought to be imposed upon aliens as well as
upon citizens.
3. The teaching of civics should be made compulsory in all grammar and high
schools.
CHAPTER VI
POPULAR CONTROL OF GOVERNMENT
The purpose of this chapter is to explain how the people, both directly and
indirectly, control all branches of government in the United States.
Public Opinion and Representative Government
How the People Rule.—In free governments The ultimate
the will of the people prevails in the decision of sovereignty of the
all important matters. This does not mean, of people.
course, that the people decide every question directly, but merely
that when a substantial majority of them have reached a decision
upon any point their will prevails through one channel or another.
The wishes of the American people have at times been thwarted by
their government; but in the long run, when the people have made
up their minds, their will has brushed aside every obstacle and has
become the supreme law of the land. This popular control of
American government is exerted in four ways, namely, by the
pressure of public opinion upon all officials, by the periodic election
of representatives, by direct law-making through the initiative and
referendum, and by the action of the people in amending their state
constitutions.
The pressure of public opinion is continuous, and it is exerted in
various ways. The government cannot proceed very far in defiance
of it. The election of representatives, on the other hand, takes place
at stated intervals, and in the period between elections the people do
not have direct control over those whom they elect. But where
provision for the initiative and referendum exists, the people may
frame and enact laws without the intervention of their representatives
and thus may exercise direct control. Finally, the ultimate agency of
popular sovereignty is the power of the people to amend their
constitutions. So far as the state constitutions are concerned they
accept or reject proposed changes by their own votes; in the case of
the national constitution they act through their representatives in
Congress and in the state legislatures. By these four methods of
control we maintain what is known as the sovereignty of the people.
Popular Rule through Public Opinion.—We What is public
hear a good deal nowadays about public opinion?
opinion. What is it? How is it ascertained? How does it make itself