Académique Documents
Professionnel Documents
Culture Documents
Nicholas Kowalski
Regent University
Introduction
that match the stage of cognitive development that the students are currently in. It also
integrates a sensitivity and awareness of the cultures and subcultures from which these
students have emerged. This competency is vital for effective teaching because students
must learn based on their already existing knowledge and cultural base. Essentially in
order for instruction to work it has to approach students from where they are both
mentally and socially. Instruction must then be carefully planned and executed in order to
Rationale
questions that I created during my Practicum. These went along with a lesson that I was
doing on the emerging dominant economic philosophies of the early 20th century; those
being capitalism, socialism, and communism. The readings were short and sweet, giving
a brief description of how these philosophies formed as well as their core beliefs and
goals. The questions then ask students to think critically about these three philosophies;
specifically by asking to compare and contrast them. In addition to that the students
would also be expected to state positive ideas that each philosophy had. Afterwards they
would have to generate their own personal opinion on which idea might be most effective
and which might be least. I selected this because its an assignment that is designed to test
the thought processes and critical thinking skills of students at the average high school
level. It also asks them to challenge the traditional concepts that they would have been
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taught up until that point (such as Communism being an inherently bad idea due to the
Challenging traditional ideas also played a role in why I selected the second
artifact. This is a lesson plan concerning the seemingly bland topic of European trade
expansion in the late 18th and 19th century. The lesson consisted of 20 minutes of lecture
expansion in Japan, China and Africa, as well as the reactions of those regions and how
the trade expansion affected them. Instead of simply stating a collection of facts I wanted
my lesson to help the students relate the trade dynamics going on during the late 18th and
19th century, with the trade policies of the Trump administration during early 2018 (when
this lesson took place). I drew connection between the protectionist policies of China at
this time and similar policies by the current administration. I had a fun role play game
that made up a large chunk of the instruction on Japan’s reaction; the students relished
the idea to get up and act out the fears and isolation of Japan in response to what the
Japanese Shogunate saw as a force that was dividing the nation. These two segments
were designed specifically to engage high schoolers by making the lesson relatable and
fun.
The third segment of the lesson, however, was not only meant to be engaging but
also to address the culturally diverse classroom. Deep Creek high is made up of 40.3%
beginning of the Atlantic Slave Trade is a culturally sensitive topic. It might have been
simpler to pander to this need to strictly demonize all involved in this frankly horrific
appropriate instruction. These students are at stage where they can understand things
beyond absolutes such as good or evil. I focused on how the Atlantic slave trade formed
and all of the wants and needs of the major players involved. At the end students, perhaps
reluctantly, came to the conclusion that the Atlantic slave trade was formed by a vicious
cycle of shortsighted quid pro quo trade and several economies (including African ones)
that were becoming increasingly dependent on the trade to survive. The conclusion was
that these groups were not viewing their actions as evil, but rather business as usual. This
lesson asked student’s to look beyond moral absolutes and look toward individual
motivations and beliefs and how they led to something that is objectively evil.
Reflection
appropriate, but also engaging one would be amiss not to turn first to Piaget’s Four
challenged with. According to Piaget children above the age of twelve fall into the final
stage of cognitive development, the formal operational stage (Cherry, 2018). According
to Piaget students at this age can comprehend complex and hypothetical ideas. This
morality and concepts of right and wrong. Where younger students might need history
framed as a conflict between good guys and bad guys, students in this stage can
understand that while there are some truly evil figures in history, most of history is much
more complex. Groups have different perspectives and the differences between these
perspectives can sometimes lead to conflict. Political and economic ideas also become
much more complex and nuanced (Cherry, 2018). In order to provide developmentally
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appropriate instruction the teacher needs to make the material being presented as more
their cognitive level, but also acknowledging their cultural backgrounds in order to make
students learn from their cultural leaders. Thus it’s impossible to teach someone without
first acknowledging how their cultural backgrounds shape they way they already view the
subject with which you are teaching. Instead of just stating flat facts, an instructor must
be able to build upon the culture of his or her students. That means that lessons must be
Reference
Cherry, K. (2018, August 16). The 4 Stages of Cognitive Development: Backround and
verywellmind.com: https://www.verywellmind.com/piagets-stages-of-cognitive-
development-2795457
SimplyPsychology: https://www.simplypsychology.org/vygotsky.html
Virginia Depratment of Education. (2018). School Quality Profile: Deep Creek High.
http://schoolquality.virginia.gov/schools/deep-creek-high#fndtn-desktopTabs-
enrollment
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