Many biological and social anthropologists argue race is a cultural construct. We can’t define acts of injustice by examining race as independent of biological/genetic variations. Scholars discovered race didn’t exist in the 17TH century but race originated as a folk idea-it was a social invention, not a product of science. More than 400 years ago in the 1600’s Englishmen came to America seeking fortunes. They planned to overthrow the Indians by enslavement and obtain their wealth. Unfortunately, many Indians died of European diseases and other escaped to unknown territories. Furthermore there was no gold or silver but settlers discovered cash crops. Most settlers couldn’t or wouldn’t do farming so they employed indentured servants. In 1916
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I tried it before, the kids never listened, and I will never go back.” I recall once hearing a White peer describe her teaching experience in an African American school as dreadful. I believe she did not succeed because she had failed to understand the cultural of the students and make the necessary adaptations into account to meet the needs, cultural dynamics and styles of African American cultural. On the other hand, I can empathize with my colleague. I can remember doing my internship at an all-white middle school. Literally, I did not encounter more than five African American students during my six months experience. I was teaching a lesson on rounding with place values and decided to teach the lesson using a rap. The students seemed uninterested and the lesson did not go as planned. The following year I started my first year teaching at an urban school. As educators, Lindsey and I failed to meet the cultural needs of the students through the curriculum. I used the exact same lesson plan to teach rounding numbers and the students really enjoyed the rapping. We even had a rounding free style challenge. Conclusively, the lesson was not successful with the White students because there was no cultural connection compared to the African American students who culturally
I tried it before, the kids never listened, and I will never go back.” I recall once hearing a White peer describe her teaching experience in an African American school as dreadful. I believe she did not succeed because she had failed to understand the cultural of the students and make the necessary adaptations into account to meet the needs, cultural dynamics and styles of African American cultural. On the other hand, I can empathize with my colleague. I can remember doing my internship at an all-white middle school. Literally, I did not encounter more than five African American students during my six months experience. I was teaching a lesson on rounding with place values and decided to teach the lesson using a rap. The students seemed uninterested and the lesson did not go as planned. The following year I started my first year teaching at an urban school. As educators, Lindsey and I failed to meet the cultural needs of the students through the curriculum. I used the exact same lesson plan to teach rounding numbers and the students really enjoyed the rapping. We even had a rounding free style challenge. Conclusively, the lesson was not successful with the White students because there was no cultural connection compared to the African American students who culturally