Differentiated Learning in a Multicultural Context Based Upon the Documentary Precious Knowledge Karen Klass December 5, 2013 CI 403

James Scholar Project Professor Liv Dvila

The educators I have always admired most are those who take the time and energy to individualize their instruction to the needs of every student. I have seen first hand the life changing effects teachers can make on their students lives through my own experiences and those of my brother, Ira. Ira has profound intellectual disabilities and has received Special Education services throughout his schooling. I not only admired Special Education teachers, but General Education teachers who take the extra step to ensure that they were involved in students educational success. From my experiences, I knew that I wanted to be a General Education teacher, one who was committed to the success of every student regardless of his or her special needs or ability level. It is often the students who need individualized attention who teachers end up impacting most. Throughout my experiences, I have become acutely aware of the challenges facing students with special needs; however, I have quickly realized that these are not the only students who require individualized attention. Other minority groups of students often require the special attention and care of teachers in order to succeed. For example, English Language Learners (ELLs) as well as students from minority backgrounds thrive when given opportunities to connect with the curriculum. Just as ability level is a critical component of differentiating instruction for students with special needs, relevancy is equally as important for ELLs. A particular story surrounding the controversy of differentiated instruction for minority students is depicted in the documentary Precious Knowledge. The documentary takes place is Tucson, Arizona, an area populated largely by Mexican American students. A political film, Precious Knowledge focuses upon the banning of the Mexican American Studies Program within the Tucson Unified School District. The Mexican American Studies Program was an Ethnic Studies Program that empowered students by allowing

them to learn about their own cultural backgrounds and their relevance within the United States. Students gravitated toward the course, its material, and especially the teachers. Many students commented saying that this was the first opportunity they had to engage in material that was relevant to them and feel as though they were being taught history and social studies that applied to their lives directly. What stood out to me about the Ethnic Studies Program in Tucson is that the teachers truly employed the skills of culturally relevant pedagogy. They taught their students to think critically and gain deeper knowledge about a history and lifestyle that applied directly to their ancestry and life. I believe that such strategies are so influential because they encourage engaging with the material simply due to mere interest. Teachers encouraged students to get involved in the community, learn about their family histories, and study material that came from means outside of a textbook. It was incredible to see how engaged and proud students not only felt about their participation in the class but about themselves. They were excited to share their stories and dive deeper into material that was important to them. Culturally relevant pedagogy was extremely effective in building student retention throughout Precious Knowledge. While historically, Tucson was known for high rates of student drop out prompted by academic apathy, simply integrating a Mexican American Studies program into the school curriculum helped many of the students find their place within the school. They finally felt that the school and its teachers cared about students as people and recognized their individual needs. Similarly, engaging in material that was relevant to their own life helped students recognize the importance of education. Understanding how attaining an education will individually help these students succeed in their particular societies and outside the realm of their own environment directly influenced higher graduation rates and better school attendance.

There is no doubt that the Ethnic Studies program was effective at Tucson High School. It helped increase student attendance, boost graduation rates, lower the number of students dropping out of school, and better overall student engagement in school. However, among the numerous successes of the program, it was met with significant resistance. The main opponent was Tom Horne. He and his supporters believed that the Mexican American Studies program would generate an uprising directed at the American government. Similarly, he believed that the curriculum and objectives of the class appeared disloyal to the United States. He opposed students critically analyzing the roles of leaders such as Benjamin Franklin or other honorable white men and evaluating whether their intentions were just as honorable as textbooks portray. Horne and his supporters did not recognize such activities as thinking critically but rather considered them to be treasonous and un-American, prompting them to put an end to the Ethnic Studies program in Tucson. Horne and his supporters were eventually successful in terminating the Mexican American Studies Program. Even among protests and peaceful rallies by teachers and students about the innumerable benefits of the program, governor Jan Brewer signed the bill banning the program into law. Challenges to culturally relevant pedagogy, such as the Mexican American Studies Program are that often times opponents view the curriculum as too focused and not holistic. If students in the Tucson Unified School District were to be considered American students just as everyone else around the country, they should learn the same content material as their peers nation-wide. Differentiating instruction based on cultural heritage implies that differences exist between different groups of American students. Opponents of the Mexican American Studies Program and similar programs argue that in order to prevent discrimination, educators should teach the same story to all students across the country.

While uniformity is important in the fundamental realms of core content area knowledge, differentiated instruction should not be viewed as a downfall of a particular education system. Differentiation instead proves the dedication a teacher holds toward ensuring the individualized success of his or her particular students. Taking the time to understand students perspectives, cultures, and interests not only makes learning more relevant, it also makes learning more engaging with higher rates of success. Students typically respond incredibly well to culturally relevant pedagogy. The MexicanAmerican students who were interviewed at Tucson High School discussed how the program provided them with their first opportunity in school to feel special, cared for, and proud of their identities. Such pride prompts school attendance and higher graduation rates. Such success stems from student engagement in the classroom because they felt a connection to the course content material. What makes Social Studies unique is that it expands beyond the simple content material provided in any textbook or timeline. Rather, it branches into all segments of everyday life. From understanding human interaction to analyzing international relations to recognizing cultural distinctions across groups of people, Social Studies truly reaches every persons life in many ways. The documentary Precious Knowledge can be used effectively in Social Studies classes for more reasons than one. First, the course content of Ethnic Studies relates most closely to classroom material generally taught in a Social Studies class. More importantly, the controversy that stemmed from the dilemma of whether or not the Mexican American Studies Program should continue to exist is a real life application of many of the dilemmas explored within Social Studies.

Throughout history, leaders are glorified as those who stood up for what they believed was right, even if that meant defying the governing body that was in place. Influential figures such as Martin Luther King Jr. promote the values of social justice and civil rights. Leaders such as MLK are core components of any modern day American Social Studies program. If the goal of students is to take what they learn historically and use this information to better their own communities today, there is not a better example that exists than the struggle examined through Precious Knowledge. Influential educators inspired students to stand up for their rights and what they believed in. They engaged in peaceful protests, attempts to raise community awareness, and foster camaraderie around a mutual goal. The basis, premise, and actions displayed throughout Precious Knowledge are truly examples of Social Studies in action, a tool that is valuable to any classroom around the nation.