Social Awareness, Study notes of Art

Download Social Awareness and more Study notes Art in PDF only on Docsity! 1 Social Awareness Social Awareness: The ability to take the perspective of and empathize with others, including those from diverse backgrounds and cultures. The ability to understand social and ethical norms for behavior and to recognize family, school, and community resources and supports. Social awareness requires staff and educators to acknowledge, value, support, and respond to the cultural values, traditions, communication, learning styles, contributions, and relational patterns of all students in the classroom. As school districts locally select, develop, prepare and deliver their own curricula, they may want to consider modifying their curricula to critique and redress issues of privilege and bias (e.g., sexism, ageism, ableism, racism, and heteronormative stereotypes). It is also important that students and educators: • Understand their own cultural identity and its implications in interactions and toward school.1 • Possess an affirming attitude toward all students. • Develop constructive ways of engaging each other’s practical knowledge.2 • Appreciate multiple and diverse perspectives in the classroom.3 • Examine the systemic structures and ideologies that justify inequalities.4 • Critically reflect on the socio-historic legacy of groups of people not benefitting from and being oppressed by U.S. public systems.5 • Acknowledge, value, support, and respond to the cultural values, traditions, communication, learning styles, contributions, and relational patterns of all students in the classroom.6 1 Gray, S. (2012). 5 Ways to Create a Culturally Responsive Classroom. Retrieved from http://url.ie/z5n2 2 Gray, S. (2012). 3 Gray, S. (2012). 4 Garcia & Guerra. (2014). Deconstructing deficit thinking working with educators to create more equitable learning environments. Education and Urban Society, (36)2: 150168. 5 Lipman, P. (2011). The new political economy of urban education: Neoliberalism, race, and the right to the city (Critical Social Thought). New York: Routledge. 6 Ladson-Billings, G. (2014). Culturally relevant pedagogy 2.0: A.k.a. the remix. Harvard Review, 84 (1), 7484. 2 Ideally, educators integrate evidence-based Social and Emotional Learning (SEL) practices across all subject areas to help students develop their social emotional skills or competencies. For the Social Awareness Competency, we’ve developed four learning goals, set measurable grade band benchmarks, identified sample activities for each grade band and identified where select Minnesota Academic Standards connect to the benchmarks. The sample activities are suggestions that educators can use to teach the benchmarks – the activities are not meant to be complete lessons. The intent is for students to reach mastery of each benchmark by the end of the grade range; however, teachers may want to revisit the earlier skills periodically. Social Awareness Learning Goals 1. Demonstrates awareness of and empathy for individuals, their emotions, experiences and perspectives through a cross-cultural lens. 2. Demonstrates awareness and respect of groups and their cultures, languages, identities, traditions, values and histories. 3. Demonstrates awareness of how individuals and groups cooperate toward achieving common goals and ideals. 4. Demonstrates awareness of external supports and when supports are needed. Learning Goal 1 Demonstrates awareness of and empathy for individuals, their emotions, experiences and perspectives through a cross-cultural lens. Benchmarks, Sample Activities and Related Academic Standards by Grade Band Grade Band Benchmarks Sample Activities Related Academic Standards Kindergarten–Grade 3 Identify a range of emotional expressions in others, e.g., by facial expression or tone of voice. During classroom read- aloud, stop periodically to ask students what a character is feeling and how the picture helps them to know this. Arts, 0.2.1, Create or make in a variety of contexts in the arts area using the artistic foundations. English language arts (ELA) Speaking, Viewing, Listening and Media Literacy (SLVML1) 0.1.c, listen to others and name emotions by observing facial expression and other nonverbal cues. 5 Grade Band Benchmarks Sample Activities Related Academic Standards Grades 4–5 Identify verbal, physical or situational cues that indicate how others may feel. Provide examples from literature or video clips of various social cues that indicate how others may feel; include the examples during reading and social studies. Students could then work in small groups to talk about examples they have observed in their own life. N/A Grades 6–8 Analyze how their behavior affects the emotions of others, and determine ways to adjust accordingly. Have students journal or write a piece of narrative nonfiction about a time when their behavior had a positive or negative impact on someone they cared about or their community. N/A 6 Grade Band Benchmarks Sample Activities Related Academic Standards Grades 6–8 Summarize another’s point of view. This summary can be done when students are using academic language to debate an issue or discuss different solutions to math problems. Then include an activity where students summarize the opposing point of view. Common Core Math Standards, SMP 1, Make sense of problems and persevere in solving them. Science, 8.1.1.1.1, Evaluate the reasoning in arguments in which fact and opinion are intermingled or when conclusions do not follow logically from the evidence given. English Language Arts, ELA, SLVML 6.1, 7.1, 8.1, Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher- led) with diverse partners on grade level topics, texts, and issues, building on others’ ideas and expressing their own ideas clearly. ELA, SLVML, 6.3, 7.3, 8.3, Delineate a speaker’s argument, specific claims, and intended audience, distinguishing claims that are supported by reasons and evidence from claims that are not. 7 Grade Band Benchmarks Sample Activities Related Academic Standards Grades 6–8 Predict others’ feelings and perspectives in a variety of situations. Students write alternate endings to stories by changing the behavior of one character. Have students write scenarios and then share the scenarios with peers, who will predict how each character might feel and why. Common Core Math Standards, SMP 3, Construct viable arguments and critique the reasoning of others. Grades 6–8 Recognize the factors that impact how they are perceived by others. Show video clips, such as Kid President clips on social issues, to help understand and learn social cues. N/A 10 Grade Band Benchmarks Sample Activities Related Academic Standards beyond the scientifically acceptable evidence, and suggesting alternative scientific evidence. Social Studies, 5.4.1.2.2, Explain a historical event from multiple perspectives. Social Studies, 6.1.1.1.1, Evaluate arguments about selected issues from diverse perspectives and frames of reference, noting the strengths, weaknesses and consequences associated with the decision made on each issue. Social Studies, 6.4.4.19.3, Explain reasons for the United States-Dakota War of 1862; compare and contrast the perspectives of settlers and Dakota people before, during and after the war. ELA, SLVML 9.1.d, 11.1.d, Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding, and make new connections in light of the evidence and reasoning presented. 11 Grade Band Benchmarks Sample Activities Related Academic Standards Grades 9–12 Demonstrate empathy for others by identifying a specific human or social need in your school or community and acting on it alone or with others. Have students describe a time when they felt someone was empathetic to them—how did that feel? How do others feel when we are empathetic to them? Possible creation of school-wide empathy posters – this could be done at all levels. Consistently model empathy and kindness toward others. Routinely include comments that recognize how others may be feeling such as, “I can tell you’re excited,” or “I can tell this makes you sad.” Routinely provide authentic feedback when you observe students act with kindness or empathy toward others. N/A Grades 9–12 Differentiate between the factual and emotional content of what a person says. Using literature or current events, discuss how emotions may point to “what’s true for them” or perspective versus factual as objectively true. Consider events when “objectively true” may not be valid. N/A Table 1 – Social Awareness Learning Goal 1: Benchmarks, sample activities and related academic standards by grade band. 12 Learning Goal 2 Demonstrates awareness and respect of groups and their cultures, languages, identities, traditions, values and histories. Benchmarks, Sample Activities and Related Academic Standards by Grade Band Grade Band Benchmarks Sample Activities Related Academic Standards Kindergarten–Grade 3 Describe ways that people are similar and different. Make a list of ways that people are similar and different (e.g., age, height, hair color, eye color) and note how differences provide rich assets and contours to learning for the betterment of all. Post the list in the classroom. Social Studies, 0.3.2.3.1, Identify the physical and human characteristics of places, including real and imagined places. Social Studies, 0.4.2.4.1, Compare and contrast traditions in a family with those of other families, including those from diverse backgrounds. Social Studies, 1.3.2.3.1, Compare physical and human characteristics of a local place and a place far away on a globe or map. Social Studies, 1.4.2.4.1, Compare and contrast family life from earlier times and today. Social Studies, 2.4.2.4.1, Compare and contrast daily life for Minnesota Dakota or Anishinaabe peoples in different times, including before European contact and today. 15 Grade Band Benchmarks Sample Activities Related Academic Standards Grades 4–5 Identify contributions of various social and cultural groups. Create assignments to explore other cultures, traditions, languages and history. Invite families to come to social studies to share about individuals who have made a difference in their community. Arts, 4.1.1, Demonstrate understanding of the personal, social, cultural and historical contexts that influence the arts areas. Science, 5.1.3.2.1, Describe how science and engineering influence and are influenced by local traditions and beliefs. Social Studies, 8.3.3.5.1, Describe the locations of human populations and the cultural characteristics of the United States and Canada. Grades 4–5 Define and recognize examples of stereotyping, discrimination and prejudice. Celebrate historical figures and characters who resisted stereotypes or worked to promote justice and equality for others. N/A Grades 6–8 Analyze how people of different groups can help one another and show appreciation for one another. Implement a social studies curriculum such as “Facing History and Ourselves” or “Teaching Tolerance,” to promote cultural awareness and respect for others. Arts, 6.1.3, Demonstrate understanding of the personal, social, cultural and historical contexts that influence the arts areas. 16 Grade Band Benchmarks Sample Activities Related Academic Standards Grades 6–8 Describe ways that communities and cultures are similar and different. Use cooperative learning and project-based learning to build diverse working groups. Arts, 6.1.3, Demonstrate understanding of the personal, social, cultural and historical contexts that influence the arts areas. Social Studies, 4.4.2.4.1, Identify and locate on a map or globe the origins of peoples in the local community and state; create a timeline of when different groups arrived; describe why and how they came. Social Studies, 7.4.2.4.1, Compare and contrast the distribution and political status of indigenous populations in the United States and Canada; describe how their status has evolved throughout the 19th- and 20th-centuries. 17 Grade Band Benchmarks Sample Activities Related Academic Standards Grades 6–8 Recognize how similarities and differences in cultural norms and social cues affect the way people interact. Teach a unit on media literacy and have students analyze media to identify who is being featured in commercials, shows, etc., and whether the people featured are reinforcing positive or negative stereotyping. Science, 8.1.3.2.1, Describe examples of important contributions to the advancement of science, engineering and technology made by individuals representing different groups and cultures at different times in history. ELA, 7.4.6.6, Analyze how an author develops and contrasts the points of view of different characters or narrators in a text, including those from diverse cultures. ELA, 8.5.9.9, Analyze a case in which two or more texts, including one text by or about Minnesota American Indians or other diverse cultures, provide conflicting information on the same topic. Identify where the texts disagree on matters of fact or interpretation. 20 Learning Goal 3 Demonstrates awareness of how individuals and groups cooperate toward achieving common goals and ideals. Benchmarks, Sample Activities and Related Academic Standards by Grade Band Grade Band Benchmarks Sample Activities Related Academic Standards Kindergarten–Grade 3 Identify and execute responsibilities that contribute to their classroom. Give students classroom jobs and have discussions about how they are helpful to the group. Social Studies, 2.1.4.7.1, Compare and contrast student rules, rights and responsibilities at school with their rules, rights and responsibilities at home; explain the importance of obeying rules. Kindergarten–Grade 3 Identify how they help others, e.g., feed the dog, share, or clean up when asked. Ask students to create an art project or write simple essays about how they help others every day or week. Social Studies, 1.1.1.1.1, Demonstrate ways good citizens participate in the civic life of their community; explain why participation is important. Science, 0.1.1.2.1, Use observations to develop an accurate description of a natural phenomenon and compare one’s observations and descriptions with those of others. Kindergarten–Grade 3 Express how they feel when they help others. Students create a collage of daily personal and family activities and circle examples of when they or others are helping, and describe how it feels. N/A 21 Grade Band Benchmarks Sample Activities Related Academic Standards Grades 4–5 Work collaboratively with peers to identify, understand and respond to a social need. This work could be a community or school service project. Play small group games that involve cooperating and problem solving with others to complete a task. Then, reflect on their experience. N/A Grades 4–5 Describe what they learned about themselves in helping others. Ask students to create an art project or write simple reports about their activities. N/A Grades 4–5 Identify and perform tasks that contribute to their school and community. Adopt a community service project. Have students reflect on what they learned about the project. Arts, 4.1.3, Demonstrate understanding of the personal, social, cultural and historical contexts that influence the arts areas. Arts, 4.1.2, Demonstrate knowledge and use of the technical skills of the art form, integrating technology when applicable. Grades 6–8 Explain how individual attitudes and behaviors affect the well-being of their school or community. Students draw an “impact web” of how their actions could potentially affect others, or how a historical figure’s actions affected society. N/A Grades 6–8 Learn about social movements, such as civil rights, abolition and suffrage, and the leaders of the movements and strategies. Create opportunities for participation in civic engagement at the school level. Social Studies, 6.1.1.1.1, Evaluate arguments about selected issues from diverse perspectives and frames of reference, noting the strengths, weaknesses 22 Grade Band Benchmarks Sample Activities Related Academic Standards and consequences associated with the decision made on each issue. Social Studies, 6.4.4.18.1, Describe how and why the United States claimed and settled the upper Mississippi River region in the early nineteenth century; explain the impact of steamboat transportation and settlement on the physical, social and cultural landscapes. Social Studies, 6.4.4.18.2, Analyze how and why the United States and the Dakota and Anishinaabe negotiated treaties; describe the consequences of treaties on the Anishinaabe, Dakota and settlers in the upper Mississippi River region. Social Studies, 6.4.4.18.3, Describe the process of how Minnesota became a territory and state; identify the key events, individuals and groups involved in the process. Social Studies, 6.4.4.20.3, Describe the effects of reform movements on the political and social 25 Grade Band Benchmarks Sample Activities Related Academic Standards civic groups, in defining and addressing the common good. educators to improve the climate of the school. development and labor systems. Social Studies, 9.4.4.18.2, Analyze how the expansion of United States territory and redefinition of borders affected the relationship of the United States with other nations, provided land for settlement, and resulted in political conflict. Social Studies, 9.4.4.18.3, Analyze changes in the United States political system, including the simultaneous expansion and constriction of voting rights and the development of new political parties. Social Studies, 9.4.4.18.4, Describe the efforts of individuals, communities and institutions to promote cultural, religious and social reform movements. Social Studies, 9.4.4.18.5, Analyze the strategies, goals and impact of the key movements to promote political, cultural (including artistic and literary), religious and social reform. Social Studies, 9.4.4.18.6, Evaluate the responses of both enslaved and free 26 Grade Band Benchmarks Sample Activities Related Academic Standards blacks to slavery in the antebellum period. Social Studies, 9.4.4.20.6, Describe the major political and social reform movements of the Progressive Era; analyze their impact on individuals, communities and institutions. Social Studies, 9.4.3.10.1, Describe the Reformation and Counter- Reformation; analyze their impact throughout the Atlantic world. Table 3 – Social Awareness Learning Goal 3: benchmarks, sample activities and related academic standards by grade band. Learning Goal 4 Demonstrates awareness of external supports and when supports are needed. Benchmarks, Sample Activities and Related Academic Standards by Grade Band Grade Band Benchmarks Sample Activities Related Academic Standards Kindergarten–Grade 3 Identify an adult they can trust. Define trust as a vocabulary word. Ask students to list qualities of a person they would trust. Social Studies, 2.2.4.5.1, Classify materials that come from nature as natural resources (or raw materials); tools, equipment and factories as capital resources; and workers as human resources. 27 Grade Band Benchmarks Sample Activities Related Academic Standards Kindergarten–Grade 3 Explain situations when students may need help. Create a lesson to teach the difference between big/small problems and have students give example scenarios. Routinely support students in seeking help from others. Model out loud how to ask for help, e.g., “I’m going to ask the principal if she knows who could help us with that. She knows a lot of people in the community. I will find a time she’s not busy to ask.” N/A Kindergarten–Grade 3 Understand how and where to get help in an emergency situation. Students’ role play simple “what if” situations and discuss how to handle the situations, e.g., “What if you couldn’t find your book bag?”; “What if you saw someone who was hurt in the playground?” Social Studies, 2.1.4.7.1, Compare and contrast student rules, rights and responsibilities at school with their rules, rights and responsibilities at home; explain the importance of obeying rules. Grades 4–5 Recognize qualities of positive peer and adult role models. Ask students to respond to a journal prompt or write an essay about traits of role models. Students list and describe adult relationships they have. N/A