Weekly Reflection

What are your reactions or experiences with point of view, perspectives, biases in history?  How will you assist a child with disabilities or an English as a Second Language learner in your classroom? (please note that this is not only Spanish speaking children)


I think that because all history is, in a certain way, a product of the person relaying the information, it is particularly susceptible to bias in teaching.  The problem is, teachers often re-teach the history that they were taught as children.  If they teach in the same geographic region they were raised, it may be difficult to even identify bias because they have only experienced one point of view.  While I did not recognize the bias when I was growing up, I can see now how it may have been present.  I grew up in the south, but I can imagine how the teaching of the antebellum era and the Civil War may be different in the North vs. the South.  It was also a huge part of the curriculum throughout the grades in North Carolina while students in other parts of the country may have focused on elements of US history that were more relevant to their personal state history.  Also, students in the US do receive a very American centric view of history, politics, etc.  I never had to take a World History class in high school, only European history.  All writers of US textbooks have a certain perspective that can be passed on to students if the teachers don't make a conscious effort to include diverse viewpoints and note the perspectives of various authors.  I think the new standards encourage this discussion of perspective and diversity much more explicitly, with a goal of a more culturally responsive classroom, rather than one that mindlessly molds good American citizens. 


I think in teaching social studies to a diverse group of students, not only culturally but in terms of ability level, I will have to work to truly get to know all of my students including their strengths and their personal interests.  One key in an inclusive classroom is creating a very tolerant environment where students accept the idea that not everyone is going to receive EXACTLY the SAME instruction, assignments, assistance, etc.  Rather, the students should feel comfortable with the idea that they will all be challenged and pushed to achieve.  That challenge will look different for different students.  Cooperative learning groups are a great way to address a wide range of abilities.  Heterogeneous groups provide lower students with modeling from other students and the opportunity to participate in a specific role that is appropriate while still completing the larger task that all groups are doing.  Homogenous groups allow students to engage in learning activities that challenge them at their current level.  As a teacher I can direct assignments and assistance in a more directed manner.  Also, students should be allowed to choose from a range of assessment options when possible so that they may utilize their personal strengths.  For ESL students, teachers should not assume background knowledge that is cultural specific to growing up in America, and should encourage students to ask questions and share their personal histories.  ESL students benefit from mini-anchor charts on their desks with participation questions so that they can make contributions to class discussions without feeling intimidated.  Vocabulary may need to be explicitly taught, and more visual resources used in the classroom.  These accommodations could benefit other students as well.